Research On Junior Middle School History Teaching Strategy Based On The Cultivation Of Problem Awareness

In the context of the new curriculum,teachers should become guides for students’ learning,give full play to their dominant position,cultivate their creative spirit and practical abilities,and further implement the cultivation requirements for core literacy.The cultivation of "problem awareness" helps to exercise students’ thinking quality,stimulate learning motivation,and enhance their ability to explore issues.However,in the current history teaching in junior high schools,the effect of cultivating students’ question awareness is not satisfactory,which is manifested on the one hand by the improper use of teacher’s cultivation strategies,and on the other hand,by the relatively lack of students’ question awareness,unwilling to take a voluntary test or ask questions.Through the production of an observation scale for the current situation of problem awareness cultivation and interviews with relevant teachers and students,this article discovered the current problems: lack of a good training environment;Improper use of problem teaching strategies;Students’ awareness of problems is relatively weak.Through consulting relevant literature and my own teaching practice,I analyzed the reasons for the existing problems,mainly including: the impact of traditional concepts and teaching models;Inadequate question design and questioning methods;Lack of questioning spirit and learning motivation.In response to the above existing problems,the author attempts to propose a more holistic training path from various aspects of teaching work: pre class preparation: optimizing class preparation methods,doing a good job in problem design,and setting up problem guidance;Classroom implementation: creating problem situations,teaching problem chains,optimizing questioning methods,and strengthening cooperative learning;Teaching feedback: design and correction of historical assignments;After-class tutoring: consolidation of basic knowledge,guidance of learning methods,critical thinking training,and cultivation of historical interest.Finally,integrate the above training path into teaching practice.Taking "The Unification and Destruction of the Sui Dynasty" as an example,the second volume of the seventh grade was designed and implemented.From the perspective of students’ classroom state and classroom practice,students have basically mastered the key and difficult points of this lesson,and their frequency of questioning and answering has also been improved to a certain extent,achieving good teaching results.