The Study On Current Situation And Strategies Of Junior Middle School History Classroom Teaching Import

Under the background of new curriculum reform, teachers need to change the traditional way of teaching, carefully designing every aspect of teaching.As we all know, lead-in link is the import part of the teaching starting link,so how to design and effectively operate it has become the most considerable problems for every teacher naturally. However, further research concerning the import of history is relatively small;Most related journal articles are summaries and teaching experience from high school teachers and did not rise to the level of theoretical level;In practical classroom teaching, most front-line history teachers use the single method of import for a long time and the import always tend to become a mere formality. It is highly necessary to strengthen the research of import in junior middle school history class, in order to better guide the history teaching and improve the quality of history teaching.Henan University Affiliated High School is directly under the provincial key middle school of henan province department of education, and is one of our school's master of education practice base,we can learn more about the status of education practice through the investigation of promoting the improvement of the quality of their teaching.This study is on the basis of consulting a large number of classroom import documents, first of all, the classroom import related theories and methods are reviewed,and it mainly summarized the meaning of classroom import, theoretical basis, main functions and methods.Then to the Henan University Affiliated High School history teachers and students as the object of investigation, the questionnaire and individual interview, respectively, aiming at understanding the historical aspects of classroom teaching status quo of Henan University Affiliated High School.Then we based on the first-hand information gained by the practice survey,and detailed analysis to find the problems existing in the import link and find out the cause.Finally these issues practices found that most history teachers did not really pay attention to classroom import, lack of material and method,import was not accord with learning, etc.This article from the classroom teaching process( before class, class, after class) point of view, combined with the specific junior middle school history classroom import case, and put forward the concrete policy suggestions that preparation strategy before class, lesson effective operating strategy, after-school reflection strategy.