Practical Research On History Movable Teaching Of Junior High School

Along with the development of research on characteristic quality education, a large number of educators know increasingly the importance that the movable teaching can train the students on respect inpersonal ability and synthesizedcharacters. Movable lesson , the second classroom etc, such movable teaching methods which pay more attention to the independence of the students, aregradually accepted and start causing the extensive concerning for the formalcourse system .However , nowadays the traditional teaching way is still the mostbasic form in education in school, in the process of classroom and the indepen-dence. of the students from which we can develop their potentiality . It isalso a short cut to carry out characteristic quality education onto every student. The classroom movable teaching should become a main direction on the deve-lopment in characteristic quality education. Based on history teaching prac-tice and up-to-date position in junior high school, this thesis try to put forward some useful class movable modes through movable teaching theories, researchand some experiments for consideration .This text is divided into totally four greatest parts which the writer expatiates the research process of this lesson with the result of study:Step one, from the development and principle of the characteristics of the activity in.the movable teaching reform we think about what it is.Since the movable teaching has been born, the characteristics of it get a point of emphasize from the student's perception level, effective demand and fully development to set out the proceeding movable teaching design completely, realizes in activity the teaching target of the 'everything for the sake of all students' development' which offers a firm theoretica foundation to this task and research. Step two, the content of the movable teaching in history classroom.This content proceeds the define to the concept of the 'history classroommovable teaching' and makes it clear for he range of research, introducing theclassroom zovable teaching and zovable teaching and the differentiation of themovable course, extracurricular activity, and expatiating the innate character inthe history classroom movable teaching with the History movable teaching coursecharacteristics from the classroom teaching at the same time. It puts process into practice the basic principle that should follow, these principles are the foundation of the research in part three.Step three, practicing in the history classroom movable teaching for the new course.This is the most important part for discussion, and it is also a creative. And in the early mental state, age, perception characteristics of high school student's foundation, the combinative concrete teaching case show an operation on teaching principle, movable process, activity evaluation etc. analysis the aspect to every kind of movable mode , do some efforts for classroomteaching that junior high school history operation mode that the teacher provides, some of them that we can draw lessons from.Step four, the experiment of the history classroom movable teaching canpromote the development on student's ability and character.This part is another creative in this thesis .The writer drew lessons from the substantial evidence research method, based on my own teaching experiment for foundation, the experiments which put into practice through the data verification on junior high school history classroom movable teaching and make a comparison with the traditional teaching. It is beneficial for the ability of student's knowledge fosters, attitude in exaltation, good emotion under control, and it is also an excellent turning valid path of the history classroom teaching.