Study On The Practical Research Of Historical Materials Teaching In Junior Middle School

Early twenty-first Century,the key competence is the core of curriculum development and design,the key competence is the elements of education reform and the key to curriculum development and design in 21 st century.With a new middle school history course reforms in 2017,the history key competence have been worked out in china,the empirical consciousness of historical materials is the key competence to learning and understanding history.At the present stage,the historical teaching mainly in the high school period in our country,the relative lack of junior high school,the connection between the learning of the junior and senior high school students,if we ignore the cultivation of historical evidence and methods in Junior middle school,it is not a solid foundation in high school.As the carrier of historical data and the cultivation of students’ ability of history subject,the teaching of historical materials can be regarded as an effective teaching idea to cultivate students’ historical evidence.The research on historical materials teaching has been fruitful achievements,but the most of fruits are related to theory study and it is in the high school,the achievements on case study are very few that can combine theory as well as practice together and in junior middle school.Based on the summary of literature research,and combined with junior school history textbook of China Map House,the local exam outline and the requirements of material analysis items,the author reviewed the historical materials in conventional exams and teaching cases in nearly 3 years,by using data statistics,comparative research,case analysis method,and the author have made a systematic analysis to know materials teaching situation related to the Tianshui Yifu Middle Experimental School,as this base,the author focus on the general problems exist in historical data selection and application.From the perspective of teaching,such as the choice of historical way will pick a single,lack of historical data repository;using historical data to be short of theory support,scope of choosing is old,taken out of context,pieces together,piled up historical data,discussions from the "book",and so on;the quality ofhistorical data items is poor,establish to inappropriate,irrelevant to the opinion,scouting for classification are common problems.From the perspective of students learning,lacking of reading ability to the historical data,lacking of evidence consciousness to use historical data,lacking of language ability of expression in history,the junior middle school historical materials teaching in the west area also have these problems.To solve the above problems,the author insists on theory with practice,and tries to provide history materials teaching oping strategies in three aspects:firstly,strengthen the management of teaching staff,standardize the requirements of historical materials teaching;secondly,to promote the professional development of teachers,enhance the ability of historical teaching;thirdly,step by step to improve students’ ability to interpret and use historical materials.And the study is that optimize the strategies of historical materials teaching,to achieve the training goal of the history key competence,and the author hope can provide some references for schools which have similar problems.