The Value And Path Of The Introduction To The History Of Middle School

The middle school history introduction in general can be divided into two kinds, one kind is the textbook introduction, the other is the introduction before a new class. The latter include the Course introduction,The unit introduction, the Class introduction and the introduction of new problems in class.With the implementation of the new curriculum reform, some new ideas and methods such as efficient or effective teaching, inquiry teaching is becoming more and more on the course. This requires that we constantly updating the teaching ideas and methods, give full play to the subjectivity of students in the classroom. As a class starting link the introduction is playing a more and more important role of stimulating students interest, arouse students’positive initiative.But now the teachers do not attaches great importance to the introduction.And the academic study of middle school history introduction is also not too perfect. The related works are mainly concentrated in the emotional understanding of the means of introduction, and most of them are the experience words of the front-line teachers. The systemic research needs further improvement. May article attempts to combination the instance of class teaching with the related theory, discuss the value and the path of middle school history, present some of may views about the current problems hoping good for the teaching of history.The research content of this article is divided into three parts:The first part is the introduction, first outlined in this paper, the origin of the topic or meaning, second the domestic and foreign present situation of research on this issue. And then introduced the innovation and the ways and methods of the research in this paper.The second part is about the value of the middle school history introduction design. This chapter mainly about some theoretical research, including the value of introduction in history class, the design principle and main characteristics. The discussion of the value of historical introduction mainly about the cognitive convergence, revealing the theme, stimulating interest, drawing closer, effective classroom, value guiding highlights the teachers’ charm style. Introduction design principles include target, illuminating, interesting, artistry and timeliness. We should pay attention to the Vivid language, broad vision, lofty conception when designing the IntroductionThe third part is the study of the path and type of historical introduction design. This part mainly combined with himself, the backbone teachers’ and the super excellent teachers’ teaching case and the teaching practice, classifying of different high school history introduction, hope to have certain reference significance to readers. First is the according to the teaching content the introduction will be divided into the course introduction, unit introduction, the new class introduction and the import of problems. Secondly, according to the needs of different teaching contents it can be divided into different ways of import. For example You can also import a new lesson from the student’s cognitive perspective, time node, essay sex, ancient and modern comparison, analogy analogy, in real life, multidisciplinary, review import situation creation, located the suspect hanging set, such as different aspects of the introduction of design.The fourth part is the last chapter is the conclusion part of this article. In this part Ⅰ mainly combined with my internship school teacher’s interviews, to summarize some problems existing in current class import. Such as lack of rigorous scientific, lack of thinking inspiration, lack of the participation of students, lack of refining of language. Finally Some personal recommendations are provided for discussion.