Research On History Teaching Mode Of The Four-ring And Eight-step Junior High School

With the development of education,great progress has been made in history teaching in junior high schools.Various history teaching models have emerged continuously,bringing more choices to teachers and ensuring students' history learning.In the traditional history teaching,many teachers ignore the student's subjective participation and adopt the teaching mode of indoctrination,which leads to the passive acceptance of knowledge by students.In the specific practice of junior middle school history teaching,the "four circles and eight steps" teaching model can effectively stimulate students' interest in history.The distinctive feature of this teaching model is the emphasis on the interaction and autonomy of learning history.This article limits the research field to the theoretical analysis and teaching practice exploration of the "four circles and eight steps" history teaching model in junior high schools.The introduction gives a general introduction to the reasons for the topic selection,research status at home and abroad,research methods,and research ideas;Chapter 1 outlines the relevant theories of the "four rings and eight steps" history teaching model in junior high schools,including theoretical basis,practical sources,connotation,essence,and characteristics,Operation steps and implementation principles;Chapter 2 focuses on the specific application of the junior middle school "four circles and eight steps" history teaching model in new lectures,review classes and lectures,lists the operation steps in detail,and lists typical teaching cases;third Chapter 4 analyzes the practical effects of the "four circles and eight steps" history teaching model in junior high schools through investigations and interviews,including three dimensions: historical performance,teachers,and students;Chapter Four is mainly to make a further summary of the practical problems of the model and improvement strategies And reflection.