Research On The Teaching Of Social Life History In Junior High School

In the history teaching of junior high school,the teaching of social life history is an indispensable and important part.After the new curriculum reform,many history teaching experts,scholars and front-line history teachers paid more attention to and studied the social life history classroom teaching,and affirmed the important role of social life history in the history teaching of middle schools.But this part of the research mainly concentrated in the high school history teaching,this paper,the study of the social life history teaching in junior high school,and affirms the social life history teaching for junior middle school history curriculum,and analyzes the current social life history teaching of junior high school,investigate,research,combined with the characteristics of social life history and the characteristics of the junior high school students for the social life history teaching of junior high school put forward the strategies and methods can be widely used.Firstly,based on the existing research results of social life history,the author defines the concept of social life history and analyzes the feasibility of this study.After that,this paper discusses the value and significance of social life history teaching in junior high school from two aspects: implementing the three-dimensional goal of the new curriculum,conforming to the core quality of history discipline,and from three perspectives of teachers,students and history teaching.On the basis of analyzing the social life history content in the new textbook of junior middle school history "Chinese history",and aiming at the characteristics of social life history,this paper puts forward that the teaching content of junior middle school social life history should be selected according to its characteristics of time,interest,daily,region,exploration and comprehensiveness.On this basis,the teaching strategies of social life history are put forward: based on The Times and interests,creating historical situations,based on daily life,connecting with life experience,based on regionalism,entering into local resources,based on inquiry,exploring core issues,based on comprehensiveness,and building a knowledge system.On the basis of teaching strategies,the second volume of the textbook of the seventh grade,"city and culture in song and yuan dynasties",is taken as an example to carry out teaching design,supplemented by specific teaching cases.Finally,through the teaching practice,and his students,teachers' communication,rethinking the problems existing in the social life history teaching,and put forward in the social life history teaching should be paid attention to in the social life history of knowledge transfer in historical literacy,from the change of the social concept of refraction in daily life,from micro fine tracing the change of social life,from the social life and social life of nature of four-point proposal.