Research On The Application Of Stories In Junior Middle School History Teaching

In history teaching,stories not only promote knowledge understanding and method mastery,but also can effectively mobilize learning motivation,and affect students’emotions and values,which has important teaching significance.The basis of story teaching is sufficient.In 2011,the Ministry of Education launched the Compulsory Education History Curriculum Standards,which set the tone for exploring diversified teaching methods and methods.At the same time,subject core literacy has been gradually implemented in junior middle school history teaching,which is inseparable from the close combination of story teaching.Not only that,humanism,constructivism teaching view,intuitiveness and quantification of educational principles,all provide criteria for the implementation of story teaching.To understand the problems through investigation is the premise of putting forward specific teaching suggestions.The survey found that when some teachers use stories to teach,there are some problems,such as the lack of authenticity and validity of stories,the single way of selecting stories,the lack of close connection between stories and the core quality of the subject,and the inability to give play to students’ dominant status.In this regard,specific teaching strategies can be put forward.On the one hand,we should start with the selection of Anti-Japanese War stories,strengthen the authenticity,effectiveness and interestingness of the application of stories,and make up the existing teaching defects.On the other hand,we should actively expand the selection of Anti-Japanese War stories,explore the content of teaching materials,primary historical materials,literature video materials,local teaching resources,expand the access to story teaching resources.In addition,we should also explore the effective method of combining disciplinary core literacy with story teaching.Story teaching is not a teacher’s one-man play,so we should pay attention to the play of students’ dominant position.Therefore,we also pay attention to the implementation strategies of students’ expressive activities.Finally,from the beginning of classroom teaching,relevant teaching design is provided and analyzed,in order to provide reference for the work of front-line teachers.