A Study On The Application Of The Case In The Teaching Of History In Junior Middle School

With the penetration of the new curriculum reform, the concept of our teachersmust change the traditional teaching ideas according to the new curriculum reform, theuse of various teaching methods, let the students be willing to learn, ready to learn,learn to learn, good at learning, make classroom atmosphere active, make the classroomefficiency high up, make the classroom effect good. As a history teacher whoworks for many years in junior middle school,Exploration, practice, finding a creativehappy, effective and efficient classroom lesson case. Application of course in the juniormiddle school history lesson case is of great significance, To play to the maximumeffectiveness of case, whether teachers or students, must use the case in the classroon,and if you want to use the lesson case successfully in the classroom. based on theachievement and psychological characteristics of this stage of learning, research andanalysis of the case in junior history teaching steps.1, Our goal is that we shouldmake the students definite what to learn in this lesson.2, The sort of knowledge,cultivate self-learning ability of students through this step.3, Exploring knowledge,cultivate students’ ability of cooperating and the inquiry ability through this step.4,Construct knowledge, to cultivate students’ ability of refining and summarizingthrough this step.5, knowledge transfer, to cultivate the ability of students to applyknowledge to solve the problem through this step.6, The memory of knowledge,through the step of cultivating student ’s memory capacity and achieve the emotionsublimation. The six parts are multi-functional in the using of knowledge and ability,process and method, emotion attitude and values objectives.Through a large number of theoretical research and the evidence of practice, theapplications of these methods,principles, steps are used in the use of case teaching inthe junior middle school history class. the teacher can feel easy to teach, doing less oreven not doing a lot of useless work, let students enjoy learning, not only by the " fish "but also by “fishing “,let the history classroom effective and efficient.Teachers, studentsand classroom constitute the Trinity Structure of class in the lesson case under the command. As a result, in a long run students love learning and learn happily, theteachers love teaching and teach happily, we have got the result of making the boringhistory classroom much happier and more active.