The Application Research Of "Problem Mainline Teaching" In Junior Middle School History Lesson

History is a thread of development.History teaching should not simply accumulate historical facts,It should connect these "dots" into a "line" to guide students to look at the whole process of historical development and understand the clues of it.Nowadays,many educators have created some excellent teaching cases based on their own teaching experience.Among them,designing the main line of history teaching for one lesson is a topic that many history teachers discuss and practice today.The question is the key to arouse students' thinking.Questions can not only stimulate students' thirst for knowledge,but also full establish students' dominant position and promote the development of students' thinking ability.This paper combines the questions with the main lines,which can not only help students grasp the overall context of historical development,but also develops historical thinking under the solution of one question by one,and improve the ability of analyzing and solving problems.The method of combining questions with main lines is called "Problem Main Line Teaching" in this paper.On the basis of combing the correlation theories of mainline teaching method and problem-based teaching method,this paper expounds the concept and classification of "Problem Mainline Teaching".The selection and application of "Problem Mainline Teaching" is necessary.This paper mainly discusses the objective needs of the new curriculum reform,the needs of improving teachers' teaching and research ability,the needs of students' own ability development,and the needs of building a new relationship between teachers and students.Based on its necessity,and combined with a large number of teaching cases,this paper expounds the design principle of "Problem Mainline Teaching" in detail.In order to better understand the implementation effect of "Problem Mainline Teaching" in junior middle school history class,this paper analyzes the case of "American Independence" and reflects on the problems and improvement strategies in the implementation process of "Problem Mainline Teaching".I hope it can provide reference for middle school history teachers in using "Problem Mainline Teaching".