Study On Classroom Historical Material Teaching Strategy In Senior Middle School

With the in-depth development of new curriculum reform in senior high middleschool, historical material teaching has become one of the essential teaching approaches ofhistory teaching in senior middle school. In terms of history subject nature, historicalmaterial teaching is the foundation and premise of history research and learning. As far asthe concept and trend of new curriculum reform are concerned, it also plays an importantpart in transforming teaching methods and learning methods. Besides, historical materialteaching accords with students’ psychological and cognitive needs. This Study is aimed atdrawing teachers’ attention on historical material teaching, thus carrying out historicalmaterial teaching effectively and fully implementing the quality-oriented education.Historical material teaching has many advantages. It can stimulate learningmotivation, arouse learning interest, enhance a sense of history, improve thecomprehension ability, cultivate historical thinking ability, strengthen the capacity ofself-directed learning and inquiry learning, convert the traditional learning methods andfoster the innovative awareness. However, there are still some problems in the processhistorical material selecting，teaching and answering. Therefore, this thesis puts emphaseson historical material selecting and studying and the strategy in teaching procedure. Itfurther studies the historical material teaching strategy during teaching process. In the lastpart, it evaluates the historical material teaching from the aspect of effect evaluation,mainly introducing Biggs’ SOLO assessment theory and the application of the historicalmaterial teaching.