Junior high school students have just come into contact with the study of history, and there will be many misunderstandings in the learning process, which will have a negative impact on students' effective study of history. This paper first analyzes the misunderstandings in junior high school students' history study, and puts forward effective correction strategies for the misunderstandings in students' study.
Keywords: junior high school history learning error correction strategy
China Library Classification Number: G4 Document Identification Number: Adoi:10.3969/j.issn.1672-0407+07.05.068.
As a junior high school history teacher, I have accumulated some teaching experience. In actual teaching, I found that although history is a very popular subject for students, there are still some misunderstandings in the process of learning, which affect students' effective learning of historical knowledge points. Only by guiding students out of the misunderstanding of history learning can history teachers better help students learn history and receive good teaching results. Firstly, this paper analyzes the misunderstandings existing in the history learning process of junior middle school students at present, and puts forward effective strategies to help students get out of the misunderstandings.
First, the misunderstanding analysis of junior high school students' history learning process
In actual teaching, I found that there are many reasons why junior middle school students misunderstand in the process of history learning. Only when teachers guide students in time and help them get out of the misunderstanding can students learn history more smoothly. First of all, I analyzed the misunderstanding of junior high school students in history learning, hoping to inspire the teaching of junior high school history teachers:
Myth 1: History study is mainly to cope with exams. At present, there is a problem in the process of junior middle school students' history learning, which is that the purpose of learning history is to cope with exams. History is not only a subject with rich knowledge points, but also a subject with important guiding significance for students' life development. Therefore, only by establishing a correct view of history learning can students receive good learning results. At present, a large number of junior high school students think that the purpose of studying history is to cope with exams, which makes students have no correct understanding of why they should study history, and thus affects their enthusiasm for learning history.
Myth 2: Simple rote learning in the process of history learning. At present, the second misunderstanding of junior middle school students in the process of learning history is that students memorize historical knowledge points. Influenced by the examination in traditional teaching, only by memorizing the knowledge points in history textbooks can students achieve excellent results. Therefore, in the new era, many students still believe that as long as the knowledge points in the textbook are memorized, they will certainly achieve excellent results. In fact, modern exams pay more attention to students' ability to flexibly use knowledge points. If students still memorize the knowledge points in the textbook, it will be difficult to effectively cope with the modern examination and achieve excellent results, which will affect the effectiveness of students' learning.
Myth 3: I hope to learn history well in history classroom teaching. Thinking that history is a "minor course" undoubtedly has a certain adverse effect on students' correct understanding of the importance of learning history, and also affects students to spend more time and energy on learning history to a certain extent. Influenced by the teaching idea that history is a minor subject, many students pin their hopes of learning history well on the classroom, thinking that it is enough to study history as long as they grasp the classroom time well, and there is no need to spend some time studying history in their spare time. The lack of time invested by students in the history learning process has affected the effectiveness of students' learning, not only affecting students' mastery of basic knowledge points, but also affecting the effective improvement of students' historical application ability.
Myth 4: It is difficult to combine historical knowledge points with real life. Improving students' ability to apply knowledge points is an important guiding ideology of modern teaching. Only when students can effectively apply the knowledge they have learned can they receive good learning results. At present, a misunderstanding of junior high school students in the process of learning history is that it is difficult to effectively combine historical knowledge points with real life. Many students only use the knowledge points of history in the exam, but they don't realize that many problems in life can also be solved through the application of the knowledge points of history, which makes students' history study somewhat discounted.
Second, an effective way to guide junior high school students out of the misunderstanding of history learning
What about junior high school students in history? The misunderstandings in the process are analyzed, and these misunderstandings in the process of students' history learning are very representative. I hope to enlighten the junior high school history teachers and think about whether there are these misunderstandings in the history learning process of students in our class in time. In view of the misunderstanding of junior high school students in the history learning process mentioned above, I propose the following strategies to guide students out of the misunderstanding:
(A) to guide students to establish a correct view of history learning
In view of the fact that junior middle school students have not yet established a correct view of history learning, this paper holds that learning history is to cope with the phenomenon of taking exams and requires teachers to effectively guide students in the teaching process. Teachers should guide students to truly realize the significance of studying history, and let them understand that coping with exams is only one of the purposes of studying history, so as to improve students' comprehensive quality and better guide their life, work and study.