On The Application Of Historical Situation Comprehensive Teaching Method In Junior Middle School History Teaching

Since Li Jilin teacher put forward the relevant theory of "situational teaching method",situational education has been widely used in junior high school history teaching.However,the author found that there are still a series of problems in history situational education through investigation.In order to solve the problems encountered in junior high school history teaching,the author according to his own teaching practice,in the reference On the basis of relevant theories,this paper puts forward the comprehensive teaching method of historical situation.This paper mainly discusses the comprehensive teaching method of historical situation from five aspects.The first part is the introduction.First of all,the author defines the related concepts of historical situational comprehensive teaching method.The comprehensive teaching method of historical situation is an optimized combination of historical situation creation methods on the basis of the original historical situation creation teaching methods.It is a new teaching method to break through the key knowledge of history.In this chapter,the author also sorts out the research status of historical situational teaching at home and abroad.By combing the literature,it is concluded that many researchers only use one way to create historical situations for key and difficult knowledge,which is not conducive to students’ in-depth understanding of historical events.Therefore,in order to break through the key and difficult knowledge,the author puts forward the historical situation comprehensive teaching method.The second part is the investigation and analysis of the application of situational teaching method in junior high school history teaching.The author takes the seventh grade students and teachers of the second junior middle school in Lanzhou New Area as an example to carry out the investigation.Through the investigation,it is found that there are some problems in the history teaching,such as the weak correlation between the creation of historical situation and the core literacy,and too many teachers leading.In order to explore the causes of the above problems,the author conducted a further investigation through interviews and found that the barriers of time and space,fragmentation of historical data,limited classroom teaching time and other difficulties led to the problems of situational teaching in history teaching.The third part is about the theoretical understanding of the historical situation comprehensive teaching method.Based on the theory of Marxism and constructivism,and guided by the principles of purposiveness,novelty and inspiration,the author analyzes the limitations of the traditional way of creating historical situation,and expounds the advantages of the comprehensive teaching method of historical situation.The comprehensive teaching method of historical situation can help students to strengthen their knowledge understanding,avoid the shortcomings of single situation creation method,and promote students to become the masters of the classroom by creating situations from multiple levels and angles.The fourth part is the application of historical situation comprehensive teaching method in junior high school history teaching.In order to prove that the historical situation comprehensive teaching method is feasible,the author selects three historical points to analyze the application of historical situation comprehensive teaching method in junior middle school history teaching.The first knowledge point is to interpret "Cai Lun’s improved papermaking".Through the comprehensive teaching method of simulation experiment,historical data analysis and language description,the historical situation is created to let students feel the process of Cai Lun’s improved papermaking.Then,through the analysis of historical data,the students can form a cognition of the reasons for Cai Lun’s improved papermaking.The second knowledge point is to interpret the reason why Zhang Zhongjing is called "medical saint",which is beneficial Using the comprehensive teaching method of role-playing,question guiding and historical data analysis to create historical situation,teachers first make students feel intimate with historical figures through role-playing,then analyze the reason why Zhang Zhongjing is called "medical saint" from the macro,meso and micro perspectives through question guiding and historical data analysis;the third knowledge point is to interpret "Princess Wencheng’s going to Tibet" by using image Because of the differences between Chinese and Tibetan culture,teachers can not find a lot of literature in teaching.In order to let students have a correct understanding of the historical facts of "Princess Wencheng’s going to Tibet",the author chooses the pictures of the real object Budala palace and Princess Wencheng’s sculpture for verification,and chooses the opera which is widely spread Finally,the author selects a small section of historical materials to help students to make a case study.Through various ways,students have a profound understanding of the historical facts about "Princess Wencheng’s entering Tibet".The fifth part is the application strategy of historical situation comprehensive teaching method.In order to promote the application of historical situation comprehensive teaching method in junior high school history teaching,the author summarizes the application process of historical situation comprehensive teaching method according to his own teaching practice,which should be based on the curriculum standards and accurately identify the key points Knowledge;teaching content oriented,scientific combination of situational forms;efficient classroom as the goal,in-depth mining situational materials;subject education as the mission,actively mobilize students’ emotions.The author thinks that the application of comprehensive teaching method of historical situation in junior high school history teaching is an effective exploration to break through the traditional way of creating historical situation and promote the transformation of history teaching.When using the comprehensive teaching method of historical situation to guide the teaching practice,teachers should take textbooks as the basis,scientifically combine the creation methods of historical situation,fully stimulate students’ interest in actively participating in the classroom,guide students to understand and master knowledge,inspire students’ thinking in "teaching and learning",cultivate their emotional awareness,and realize the progress of teachers and students.