Research On The Application Of Interlanguage In Junior High School History Teaching Based On Historical Situation

With the development of education,teachers’ abilities continue to improve,and the proficient and efficient use of teaching interlanguage has become a necessary quality for junior high school history teachers.The knowledge of history subject is logical and connected.Events and events,between events and characters,and between characters and characters are often inextricably linked.The connection of various connections is inseparable from the use of interlanguage in teaching.If the teacher uses the interlanguage properly,students will form a clear knowledge network.The "Compulsory Education History Curriculum Standard" also requires teachers to carefully design the teaching process,carefully consider the teaching language,and use various forms of interlanguage to connect scattered historical knowledge to make the knowledge more logical.The curriculum standard also proposes that the stimulation of students’ interest in learning is closely related to the creation of historical contexts.Therefore,if the historical context can be combined with the teaching interlanguage,the students’ learning initiative can be mobilized and the interlanguage will be more characteristic of historical subjects.However,many history teachers don’t pay enough attention to the teaching interlanguage,and the transition form is single.If the historical context and the teaching interlanguage are integrated,a variety of teaching transition forms can be designed.Students will have an interest in exploring history in historical contexts,coupled with the guidance of teaching interlanguage,make students happy to learn about history.Therefore,the use of teaching interlanguage based on historical context is in line with the development of students and is conducive to the improvement of teaching effects.The thesis research includes the following aspects: Firstly,it analyzes and discusses the relationship between related concepts,historical context and teaching interlanguage;Secondly,it explains the necessity of using teaching interlanguage based on historical context,including educational theory,historical subject characteristics,and junior high school Psychological characteristics of students,changes in junior high school history textbooks,and requirements for cultivating students’ historical core literacy;Thirdly,in response to practical problems in teaching,put forward the application principles of teaching interlanguage based on historical contexts,which are divided into teaching content and teaching methods category;Finally,explore the specific application methods of interlanguage in teaching based on historical contexts,which are divided into interlanguage applications in language description situations,interlanguage applications in intuitive situations,interlanguage applications in problem situations,and literary and artistic situations.The application methods of interlanguage below,analyze and give examples of how to use specific teaching interlanguage in specific historical situations,and design teaching interlanguage cases that conform to the historical situation.The design of teaching cases adopts the unified compilation of junior high school history textbooks.Through the analysis of related concepts and the importance of interlanguage in history teaching,the paper enriches the theory of teaching interlanguage in history disciplines,and provides certain theoretical guidance for frontline teachers to systematically understand historical interlanguage and systematically conduct historical interlanguage teaching in teaching.And this article puts forward practical teaching strategies and teaching cases on the basis of scientific and systematic principles,and provides specific teaching references for the teaching of interlanguage in junior middle school history,hoping to provide some help for the current junior middle school history teaching.