Research On The Hierarchical Teaching Of Junior Middle School History Based On The “Double Reduction” Policy

The history subject is an important subject to cultivate people ’s literacy.With the continuous advancement of curriculum reform and " double reduction," the cultivation of historical core literacy is closely combined with the requirements of quality education.Junior high school is the first stage for students to contact history courses,which is very important in the cultivation of students ’ knowledge and development ability.This period is also a critical period for cultivating students ’historical core literacy.In the actual teaching,it can be found that the stratification of students is more serious,and there are a large number of " poor students " and "backward students." These students lack correct training methods in the construction of knowledge system,the development of thinking ability,learning ability and independent inquiry ability.Moreover,teachers cannot follow up all students in the process of teaching and take care of the ability development of each student.In this process,some students will have inferiority,rebellion and even weariness.Hierarchical teaching is based on the same class teaching system,under the condition of the students according to their interest in learning,learning ability,learning characteristics,factors such as knowledge reserve,problem solving ability combining self assessment of students,promote students’ comprehensive development,implementation,students’ learning quality improving the principle of hierarchical reasonably,targeted teaching.With the prominent disadvantages of class teaching system and the promotion of "double reduction" policy,stratified teaching mode will become an important form in the course of history teaching.This paper adopts the combination of literature research method,questionnaire survey method and interview method.Taking the students of two classes in the second year of Ordos City Dongsheng District No.1 Middle School as the research object.Class 2 of second-year junior high school is the experimental class,and class 1 is the control class.The students in the experimental class are divided into three different levels of 1,2 and 3 according to their learning foundation and learning ability.Firstly,the learning situation of class 2 and the teaching situation of teachers are analyzed.The survey results show that there are problems at the current teacher level,such as backward education and teaching concepts and weak awareness of teaching reform.At the student level,there is a lack of independent thinking ability and low home-school cooperation.Secondly,it explains the application process of hierarchical teaching mode from four aspects: students,teaching objectives,teaching design and assignment stratification.Finally,according to the results of the questionnaire survey and the comparison of the final examination of Class 1 and Class 2 in first-year junior high school,it is found that after the application of the hierarchical teaching mode,students ’ interest in learning and self-confidence have been improved,and their learning habits have been well improved,thus improving their academic performance.The hierarchical teaching mode can also promote the individualized development of students and improve the comprehensive quality of teachers.However,in practice,it is found that although the stratified teaching mode has achieved certain teaching effects,some problems have also been found.For example,teachers ’awareness of the application of hierarchical teaching mode is weak,and they are still accustomed to adopting traditional teaching mode;the ability to use is insufficient;the application of hierarchical teaching is complicated.In consideration of the above problems,this paper puts forward optimization measures from four aspects,in order to provide reference for the application of hierarchical teaching mode in history teaching.