The Exploring Instructional Design And Application Research Of Junior High School History Based On The Information Technology

With the development of the times, it has been an important direction of the country’s basic education reform to integrate information technology and curriculum. Junior high school history is a basal social sciences curriculum with strong humanities. And the important issue in history teaching reform is how to achieve effective integration of information technology. Junior high school history inquiry teaching is a new attempt which is based on information technology. With the teachers’help and guidance, students are organized in the way of "independence, cooperation, and exploration" to carry out the history of teaching activities by means of modern information technology. The application and research of this teaching mode helps the in-depth study of history teaching under the new curriculum reform; helps to further develop the theory and practical research of IT and junior high school history curriculum integration; at the same time, help to improve the effectiveness of history teaching, the professionalism of junior high school history teachers and the comprehensive development of students, also has a great role in promoting the modern educational technology level of junior high school.This thesis is about the design and application of junior high school history inquiry teaching, under information technology environment, which is divided into six parts:The first part is about the background, purpose, significance and methods of research, and explain the domestic and foreign research status; the second part states some related concepts, including modern information technology, information technology and curriculum integration, inquiry-based teaching, junior high school history inquiry teaching and so on, also describes the theoretical basis for the junior high school history inquiry teaching which is based on information technology; the third part discusses the feasibility of its application in the analysis of a certain high school; the fourth part elaborate the principles and the specific implementation steps of inquiry-based teaching; the fifth part, with two specific cases design (the first, third grade curriculum), describes the application of junior high school history inquiry teaching, and analyzes the teaching effectiveness and points out the issues that should be noted; the sixth part is the conclusion, divided into the research results, the existing problems and future prospects.