| "All beginnings are hard".As the primary link of the classroom,introduction plays a pivotal role,and students’ desire for knowledge,the degree of participation in the classroom and the learning effect are closely related to the introduction.At present,there are not a few literatures on introduction research,but the introduction research specific to history subjects,especially junior high school history courses,is very small.The quality of the introduction design not only affects the teaching quality of the whole class,but also an inspection of the teachers’ teaching level.However,in teaching practice,most junior high school history teachers ignore the introduction link in the classroom or the introduction effect is not good.In view of the problems existing in the introduction,how to propose corresponding countermeasures is the main content of this study.In the first part,this research discusses the role and theoretical basis of classroom introduction;in the second part,the history teachers and students of C Middle School in Luliang City are the subjects of investigation,using interview method and questionnaire survey method respectively.The data is analyzed to understand the current situation of the introduction of history classrooms in middle schools.According to the current situation,it is concluded that the problems existing in the introduction of history classrooms in junior high schools are mainly monotonous introduction methods,unreasonable distribution of introduction time,students’ subjectivity is not brought into play in introduction,and the ability to express language in introduction is not good.The reasons for these problems are that history teachers do not pay much attention to introduction,the immaturity of history teachers’ introduction skills,the lack of teaching theory,the influence of exam-oriented education and the lack of teachers’ teaching reflection.In response to the above problems,this study puts forward corresponding countermeasures in the third part.Based on the four principles that should be followed in introduction,it provides corresponding countermeasures from three aspects: consolidating the introduction literacy before teaching,improving the introduction level during teaching,and improving the introduction mechanism after teaching.;In the last part,from theory to practice,four aspects of experience import,exciting interest import,situation import,and logical thinking import are taken as import cases and analyzed,in order to provide value for subsequent related research. |
