Research On The Teaching Of Historical Materials In Junior High School History Teaching

Under the background of continuous educational reform,the teaching and examination of junior high school history subject put forward higher requirements to students and teachers.In order to meet the needs of students' history learning and examination,as well as the needs of junior high school history teachers' professional development,teachers need historical materials teaching methods,provide students with more historical materials,activate historical details,enhance students' interest in history learning and cultivate students' empirical literacy of historical materials.A large number of researches have fully demonstrated the necessity and importance of the teaching method of historical materials.This paper first carries on the theoretical analysis to the historical materials teaching itself,and then takes "from the 918 Incident to the Xi 'an Incident" as an example to analyze the teaching cases of historical materials,and draws the enlightenment and shortcomings,hoping to better guide the teaching of historical materials in junior high schools.Historical materials are historical research materials used by historians.They are historical,authentic and specific,and can be divided into written historical materials,physical historical materials and(audio)video historical materials according to different carriers.According to the different degrees of teachers' use of historical materials in class,the teaching of historical materials can be divided into four dimensions.When using historical materials teaching methods,teachers should first select historical materials according to the course content,students' learning characteristics and teachers' teaching characteristics,and use different dimensions of historical materials teaching methods according to different students' knowledge levels and different difficult knowledge points.Through to the history textbook grade eight top volume lesson 18 "from the 918 incident to the xi 'an incident" lesson six hits the highest teaching case analysis,known in this class teaching,the teachers use the largest number of historical data type for the historical images,but more in-depth analysis of materials,And use typical historical materials to illustrate typical historical problems.Therefore,in the teaching of modern Chinese history,teachers should make good use of picture historical materials and pay attention to written historical materials and typical historical materials.At the same time,the analysis of six teaching cases can also see the existing problems.First of all,the use of pictures is too complicated and the interpretation is not in-depth,which easily leads to students' missing of the key information in the historical materials of pictures and their numbness to the historical materials of pictures.Secondly,the source of historical data is not clear.A large number of teaching courseware appear exactly the same page,which shows that teachers do not consider the source of historical data when making courseware but just copy and paste it.A large number of written historical materials are not clearly marked sources,which is not conducive to students to develop the positive literacy of historical materials.Finally,the neglect of the forefront research results of history is not conducive to the discussion of historical issues.Therefore,when using historical materials teaching methods,teachers should pay attention to the careful selection of picture historical materials to avoid the accumulation of invalid historical materials.At the same time,attention should be paid to identifying the sources of historical data and cultivating students' positive literacy of historical data from details.Finally,we should pay attention to the introduction of historical frontiers to arouse students' thinking and exploration.