Practice And Reflection Of Guiding Case Teaching Model In Junior History Teaching

History is a subject which is both with knowledge and fun. But since2008, historyhas joined the Senior High School Entrance Examination,it becomes more and morerigid.Teachers pay more attention to reciting.Students aren’t interested in study.At last, wecan’t get a high score in the Senior High School Entrance Examination. During the last fewyears, I tried a lot to find a way about how to improve the efficiency of the classroom45minutes. Finally,I found that the guiding case teaching model is effective for the juniormiddle school history teaching. In this paper, I will put forward the corresponding teachingstrategies of theguiding case teaching mode for application in junior history teaching,byanalyzing the practice guiding case teaching mode in Tongan Middle School.At the sametime,I will show you some problems about the actual teaching process in case teachingmode.I hope the research can be useful to other subjects.This article is divided into five parts. The first part is the introduction, includingresearch background, the significance and the present research about the teaching caseteaching mode in senior high school; the second part introduces the guiding case teachingconcept, content,and significance.They make us recognize the importance and necessity ofjunior middle school history teaching case teaching model; the third part introduces theguiding case teaching mode pactices in Tong’an Middle School.It is mainly introducedthree types in our history teaching, just as the new teaching class,the refresher course andthe comment class; the fourth part talking about existing problems and improvementmeasures in the current history teaching,based on an Tong’an Middle School historyteaching practice. The fifth part is the conclusion.