In our current society, measurement is used more and more. Measures are a term of management, which usually refers to solutions, methods, schemes and ways to solve problems, and can be divided into extraordinary measures, emergency measures, preventive measures, compulsory measures and safety measures. So how are the relevant measures formulated? The following is my carefully arranged paper on the current situation of junior high school history teaching and improvement measures, for reference only, hoping to help everyone.
Under the influence of the new curriculum reform, junior high school history teachers must change the traditional teaching concept of taking exams in the past, and build and improve the junior high school history discipline system with a scientific and reasonable history teaching concept. If junior middle school history teachers want to maximize the effectiveness of history teaching, they must pay attention to the relationship between disciplines.
Abstract: After the implementation of the new curriculum teaching, while reforming the traditional teaching mode, the problems in junior middle school history teaching are gradually emerging. This paper points out the problems existing in junior high school history teaching, and puts forward corresponding improvement measures, in order to provide reference for the further development of junior high school history teaching.
Keywords: junior high school history teaching; Current situation; Problems; improvement measures
In recent years, although the education department has carried out many reforms on the history teaching mode in junior high school, the goals of each reform are more clear and closer to students, which brings vitality and vitality to the history teaching in junior high school. However, under the background of exam-oriented education in China, history teaching in junior high school has encountered many obstacles and exposed many teaching problems. Therefore, junior high school history teachers should seriously consider the current teaching situation and adjust the teaching plan in time according to the requirements of the new curriculum reform, so as to comprehensively improve the quality of junior high school history teaching.
First, the status quo of junior high school history teaching
At present, junior high school history teaching mainly has the following problems:
1. Theme concept problem
In the junior high school curriculum, many people are biased against history. They think that history is not important compared with China's mathematics, so they ignore the real value of history. This concept will not only affect the teaching quality of junior high school history, but also affect the teaching concept and teaching reform of junior high school history teachers. The junior high school history teacher himself didn't realize the importance of history. Most of them will take the exam in the teaching class, and take the key content and easy-to-test content in the history textbook as the main content of teaching, completely ignoring the important influence that history will bring to students. In this state, students' enthusiasm for understanding and learning history is hindered. Over time, not only students' enthusiasm for learning history decreases, but also the enthusiasm of junior high school history teachers for teaching.
(1) is greatly influenced by exam-oriented education.
For junior high school students, history is not only the main subject, but also a compulsory subject for the senior high school entrance examination. Influenced by the traditional exam-oriented education in China, in order to make students achieve excellent results in the exam, teachers will mainly explain the contents of textbooks, ignoring the students' knowledge and not really realizing the practical teaching significance of junior high school history. Because the scores of history in junior high school examination stage are not high, both teachers and students are biased against history, thinking that history is not the main course and will not be valued.
(2) Teaching is divorced from reality
As far as history is concerned, it not only talks about people and things in ancient history, but also involves many modern historical contents. Students can learn and master many ways to solve things in the process of learning history and improve their historical literacy. Many contents in history textbooks are closely related to people's real life. Therefore, history teachers should be close to reality and life in teaching, otherwise it will affect students' enthusiasm and initiative in learning history. For junior high school students now, most people think that the purpose of learning history well is to get high marks, so it is enough to remember the contents in books, so students' historical knowledge is not profound, and the main factor causing these problems is that history teaching is divorced from life reality itself.
2. The teaching mode is single and the curriculum system is not perfect.
Since the implementation of the new curriculum reform, people's concept of history teaching has also changed. In addition, junior high school history textbooks have become more reasonable and scientific under the requirements of the new curriculum reform, which has also brought great influence to the innovation of teaching methods in junior high school history teaching. However, due to the influence of traditional teaching mode, students' learning of basic knowledge is limited, and it is still difficult to change the previous teaching mode. For example, when teachers use the new teaching mode to explain history knowledge to students, they must make students have the ability of self-construction and make full preparations for history learning, such as historical materials and lesson preparation time. However, at present, many junior high schools can't meet students' lesson preparation activities well, which hinders the further implementation of this teaching model, and it is difficult for history teachers to innovate in this teaching model. In addition, teachers also ignore the individualized development of students in actual teaching. Because each student's learning foundation and acceptance ability are different, teachers should choose appropriate teaching methods according to each student's personality characteristics. However, in actual teaching, the teaching mode of most history teachers is single. In order to achieve the teaching goal, teachers will use the classroom time to let students complete high-intensity memory, so as to master the content of teaching materials. In this teaching mode, teachers only cope with the periodic exams, but they don't realize the true value of history and ignore the main purpose of students' learning history. In addition, there are relatively few time arrangements for history classes in the curriculum, but teachers have no more leisure time to teach students individually, which is not conducive to the individualized development of students. Therefore, in junior high school history teaching, teachers should master each student's learning state, cultivate students' autonomous learning ability, attach importance to students' individualized development and let students develop in an all-round way.
3. Problems in subject teaching
Judging from the current junior high school, there is a shortage of history teachers, which is also one of the main factors affecting the quality of history teaching in junior high school. Many history teachers in junior high schools are teachers of other subjects. Even if there are special history teachers in junior high school, their teaching level is not particularly professional. This is mainly because junior high schools do not pay enough attention to the history subject, so they do not pay attention to the training of history teachers, which makes junior high school history teachers unable to improve their professional quality and ability, which will inevitably dispel their teaching enthusiasm and enthusiasm. In addition, for junior high school students, the main purpose of studying history is to cope with the senior high school entrance examination. In this state, junior high school students will not have a strong interest in history, but only recite the key contents of history textbooks mechanically, paying little attention to historical knowledge closely related to their own growth, and it is difficult for students to have scientific historical values. At present, many junior high school teachers still use the traditional teaching mode to impart historical knowledge to students, which completely ignores the students' dominant position in the history classroom and is difficult to stimulate students' enthusiasm for learning history in junior high school.
Second, the improvement measures of junior high school history teaching
From the above analysis of the current situation of junior high school history teaching, we can know that to improve the teaching quality of junior high school history classroom, junior high school history teachers must change the teaching mode and improve students' enthusiasm and enthusiasm for learning history, while junior high school should constantly train junior high school history teachers, strengthen and improve the construction of discipline system, and comprehensively cultivate students' scientific historical values to achieve the purpose of improving students' comprehensive quality.
1. Change the teaching concept
Junior high school history discipline is not only to teach students the historical facts of our country, so that students can master the basic contents of history textbooks, but more importantly, to cultivate students' historical wisdom and turn historical tasks into their own emotions. From a deeper level, the history subject in junior high school is also to cultivate students' thinking ability, so that students can constantly improve their historical views and values, and apply them to real life, so as to improve students' ability of analysis, summary and expression and make students develop in an all-round way.
2. Improve the history discipline system.
Under the influence of the new curriculum reform, junior high school history teachers must change the traditional teaching concept of taking exams in the past, and build and improve the junior high school history discipline system with a scientific and reasonable history teaching concept. What we call the construction of history discipline system is not only the construction of the external environment of teaching resources, but also the indispensable internal construction in the construction of junior high school history evaluation system. The main reason is that the backward evaluation system hinders the development of junior high school history teaching. If this situation is not changed, it will be impossible to stimulate the teaching enthusiasm of junior high school history teachers and students' enthusiasm for learning history. In addition, if junior high school history teachers want to maximize the effectiveness of history teaching, they must pay attention to the relationship between disciplines and integrate the contents of junior high school history textbooks with Chinese, geography and other related disciplines. This can not only deepen students' understanding of the contents of history textbooks, but also improve students' ability to use historical knowledge, which is helpful for the deep integration of history teaching into China's quality education system.
3. Attach importance to students' dominant position
In junior high school history teaching, we must attach importance to students' dominant position in the classroom. Teachers should change the previous teaching mode of full explanation and constantly improve and innovate teaching concepts. Let students learn history by rote, instead of taking students' test scores as the main evaluation system, so that students can better improve their historical thinking ability on the basis of mastering the contents of junior high school history textbooks, so as to flexibly apply them to real life.
4. Give play to the roles of both teachers and students in teaching.
From the perspective of junior high school history teachers, junior high school history teachers should change the previous teaching mode and improve their teaching quality. As junior high schools, they should support the construction of the external environment to the maximum extent, provide a good development environment for history teachers, and establish corresponding incentive mechanism by using effective history teacher training and evaluation system to further stimulate the teaching enthusiasm and enthusiasm of junior high school history teachers, so as to improve their comprehensive quality. From the perspective of junior high school students, we should constantly cultivate students' comprehensive ability. In the past, history teaching in junior middle schools used exams as the evaluation standard of students' historical achievements, and a scientific evaluation system should be constructed, which should not only pay attention to whether students master the historical content, but also pay attention to cultivating students' historical thinking ability and improving their application ability in real life. In addition, junior high school history teachers should set up different teaching situations according to the content of textbooks, integrate students into this teaching mode, give full play to their main role, and let students participate in interactive teaching independently in the classroom. In addition, teachers can also combine history teaching with modern technology to enhance the real effect of teaching situation, thus improving students' enthusiasm for learning history.
History is one of the important subjects in junior high school. In the process of implementing the new curriculum reform, junior high school history teachers should change teaching concepts, improve teaching methods, give full play to students' main role in history class, use various innovative models to improve students' learning enthusiasm, and let students participate in history classroom teaching activities independently, so as to improve the quality of history teaching and lay the foundation for students' all-round development.
References:
Wang Fengxiang. On junior high school history teaching methods [J]. Gathering of teaching institutes, 20 10(26):45.
[2] Chen Xiuliang. On the present situation and countermeasures of history teaching in junior middle schools [J]. New curriculum (interim), 20 13(9):23.
[3] Tang Yu-Xie. Present situation and suggestions of history teaching in junior middle schools [J]. Times Education (Education and Teaching), 20 12(2):23.
;