Research On Strategy Of Junior High School History Review From Structured Perspective

With the deepening of new curriculum reform,put forward and the compulsory education stage "three D target" consistent core literacy history,whether it is under the of the teaching reform of classroom teaching mode,teachers or students’ knowledge,ability and quality promotion under the demand of the students,the teacher leading interactive participatory teaching practice,are required to know well the knowledge structure in the history teaching practice internal logic,as well as learners of the existing state of professional qualification,finally realizes the optimization of classroom teaching.The history review lesson runs through the history study all the time,the effective review lesson to consolidate the student foundation,the cultivation and enhances the student to use the knowledge,the exhibition thinking ability,the problem solving ability has the residence importance function.Taking the current situation of history review lesson of grade eight in Yining No.6 Middle School as the starting point,with the help of in-depth practical investigation,the paper sorts out and analyzes the current situation and problems of history review lesson of grade eight.The research shows that there are some problems such as unsatisfactory realization of "three-dimensional goals",knowledge fragmentation,less generation of framework context,boring review process,limited thinking development,low review efficiency and poor effect in history review course of Grade eight.Structured teaching method: Zhang students take the initiative to transform the basic structure of history textbook knowledge into their own knowledge structure,forming a set of perceptual and constantly transferable and integrated knowledge framework,emphasizing "interactive participation",so that history learning can get twice the result with half the effort,which is exactly what is needed in the review class.The application of structured teaching in history review class mainly optimizes the presentation of knowledge from the perspective of knowledge structuring and the concept of time and space,and constructs the internal relationship between knowledge.Situational structuralization brings history into the life of teachers and students or brings teachers and students into the historical situation to feel history,discover history and absorb the nutrients of history.Structuralization of thinking means that teachers and students can grasp the logical level of learning content systematically and dig the depth of thinking in history class.The specific strategies are: clarify the main points of the textbook,determine the review content;Use mind map to construct knowledge frame;Build the historical review situation,strengthen the sense of historical substitution;In order to realize the structured teaching of review lesson,teachers should "teach for understanding" and students should "learn for accomplishment" by setting the question string and inspiring the students’ thinking.