Research On The Effectiveness Of Online Teaching Of History In Middle Schools

In recent years,the development of education information is rapid and modern information technology is widely used in history education and teaching.The in-depth development of a new round of basic education reform has further catalyzed the integration of "Internet+education" and accelerated the organic integration of information technology and history teaching.The outbreak of the novel coronavirus pneumonia directly forced online teaching to become the main teaching method of history in middle schools.The accumulated valuable experience and problems exposed during this period are valuable and worth analyzing and summarizing.Today’s society is moving from COVID-19 to post-COVID-19,the development of online teaching of history in middle school is still in progress,and its effectiveness its effectiveness needs to be studied.The development of the online teaching of history in middle school is in harmony with the update of modern information technology and its integration and application in the field of education,which has mainly experienced four stages of development:Germination and growth stage(1996-2003),stagnation stage(2004-2009),active exploration stage(2010-2019),and vigorous development stage(2020-present).Compared with traditional classroom teaching,online teaching of history in middle school has many characteristics,such as flexibility,diversity,sharing,interaction,autonomy and individuation.Improving the effectiveness of online teaching of history in middle schools can implement the cultivation of students’ core quality of history,improve teachers’ information-based teaching ability and level,meet the needs of history teaching under special circumstances,and effectively help the reform of history education teaching methods.By means of questionnaire survey,individual interview and classroom observation,this paper makes a quantitative research on the effectiveness of online teaching of history in middle school,and finds that there are many difficult problems in online teaching of history in middle school.It mainly includes obvious conformism of history teachers,monotonous mechanical online teaching mode,complex and boring online teaching content,difficult to evaluate students’ online learning effect and students’negative attitude towards history learning.Further analysis of the reasons,the following points can be obtained:history teachers have not clarified the basic understanding,the traditional history classroom teaching mode is bound,insufficient support for quality online course resources,Online teaching evaluation mechanism is not complete yet,students lack online learning guidance.It can be concluded that the factors affecting the effectiveness of online teaching of history in middle school are mainly concentrated in four dimensions:teachers,students,environment and technology.To improve the effectiveness of online teaching of history in middle school,the first is to promote history teachers to adapt to the new normal of online teaching,which can be started from four aspects:updating educational concept,cultivating information literacy,making good use of online teaching platform,and establishing online teaching and research community;second,innovation of online history teaching model to improve teaching effect,such as task-driven,BOPPPS model;thirdly,reasonable optimization of online teaching content,including good addition and subtraction,grasp the key issues,reconstructing the course content;fourth,improve the evaluation system of online history teaching,and strive to realize the diversification of evaluation tools,evaluation methods and evaluation opportunities;fifthly,to promote students’ effective online history learning,this goal can be achieved by improving their autonomous learning ability,exercising their resource utilization ability and strengthening online communication and interaction.