On Situational Teaching Middle School History

The new curriculum reform's goal rests with breaking through the convention and the fetter of the traditional education pattern, advocating the education idea of"humanist", giving prominence to the"independent"status of the students in the learning process, fostering the student's inquisition cooperation ability and innovation ability emphatically. In the junior middle school history teaching process, according to the middle-school student's mental age characteristic, in the premise of displaying the teacher"leading"role, establish the good teaching situation with a clear goal, put the historical teaching in an easy harmonious environment, collide the student thought spark unceasingly, enhance the historical teaching effect in order to cause the teachers and students learn from each other. Mobilize the independent study of the student fully and the enthusiasm of the cooperation inquiry in order to achieve the effective goal of enhancing the middle school history teaching. This is the research and the practice historical situation teaching which I am engaged in.The so-called historical situation teaching method is according to the situation teaching theory, the junior middle school history subject characteristic and the cognition rule in which the middle-school student learn history, in the history teaching process, in view of the concrete teaching's goal and the content, synthetically use many kinds of teaching methods, establish the specific teaching situation positively, improve the student's brain activity synthetically, stimulate student's study interest and emotion, establish the joyful cognition process of representation and optimization, master the historical knowledge, nurture the sentiment, set up the correct viewpoint and raise the innovation ability.Through the question investigation of the situation teaching in the junior middle school history class teaching, this article has drawn up situation teaching method strategy in the junior middle school history teaching. In the classroom practice teaching, by establishing the situation, open the realistic way of the student's lifelikeness and initiative development. Base upon the native place, pay great attention to practice, and enrich the junior middle school history classroom teaching. In the research process, I have certain understanding to the situation teaching and have formed my own theories and experience. And I have the profound understanding of how to establish the teaching situation which is advantageous to the student's effective study and the historical teacher's request in the situation teaching implementation of the junior middle school.Certainly, it will have the deficiency in the research. The situation teaching theory innovation's standard does not have the new breakthrough in a long time, and it lacks the right reconsideration of the situation teaching experiment and the research troop disperses and lacks the conformity and so on. However, in order to further develop the impetus situation teaching thoroughly and enrich the situation teaching theory and the practice, the author believes that the situation teaching method's development depends on improving the present situation of the research, breaking through the tradition research technique, expanding the research scope, deepening the research content. Earnestly request the experts' criticism and pointing out the mistakes.