The Statistical Analysis And Teaching Optimization Of Place Names In "Chinese History" In Junior Middle School

Time,place,and person are all indispensable elements in the existence of history,and they are also the main reference for historical description and cognition.Remembering a place name may remember a piece of history;knowing a place name may have captured a historical fragment of a place;revealing the cultural meaning of a place name may have acknowleged a dusty history.Geographical names,as the main elements constituting the history itself,are both intangible cultural heritage of human beings and an important reliance of human cognition history,so it is crucial for us to understand and explain history.Therefore,in traditional history teaching,teachers and students tend to ignore names,at the same time,there is little research on toponymy teaching in academic research.In shorts,research in this area needs to be strengthened.As the main elements of constructing history,geographical names are inextricably linked to history itself and scattered in various chapters of history textbooks.According to the statistics,the upper and lower volumes of the “Chinese History” in the seventh grade of junior high schools have a total of 235,000 words,including 1692 place names,so there is 7 names on average per thousand words.Every chapter in "Chinese History" consists of four parts: the introduction,the text,the maps,and the homework.The text and the maps are the main parts of the distribution of geographical names,so we found that the knowledge-intensive courses have corresponding place names.Among the above mentioned geographical names,there are a large number of duplicate names.For example,there are cumulatively 1117 geographical names with more than 5 occurrences,and the frequency of individual geographical names is also very high.For example,“Northern Regions” and “Western Regions” have a frequency of up to 50 and even more,“Southern Regions”,“Central Plains”,“East China Sea”,“Taiwan”,“Tibet”,“Beijing” and “Great Wall”,the number of those place displayed is more than 30,so the frequency of place names was positively related to the importance of historical events.The type analysis of geographical names can be divided into six categories: landscape names,regional names,administrative district names,city names,exclusive geographical names andforeign geographical names.Among them,the number of region names is the most,reaching 771,the city names is the second,reaching 295,in addition,there are 279 administrative district names and 193 landscape names,at the same time,There are relatively few foreign geographical names and proprietary names.Judging from the nature of geographical names,there are the most ancient and modern place names in the text,up to 803,accounting for 47.5%.The second largest number of places is ancient places,reaching 656,accounting for 38.8%,in contrast,the place names are the least.As a whole,a large number of geographical names with different types and characteristics are the indispensable core elements in historical knowledge.Therefore,though using this teaching method,teachers can better achieve teaching objectives and serve the teaching content to guide students to fully grasp the historical knowledge and form a reasonable knowledge structure,so that they can cultivate good historical thinking ability and feelings about home and country.In the history teaching,teachers must attach great importance to the teaching of place names and explore new methods to optimize teaching of place names;in the teaching of knowledge,teachers must pay attention to the support and relevance of geographical names and highlight comprehensiveness to enhance students’ systematicness and excavate their rich connotations;in the cultivation of capabilities,teachers should appropriate introduction of geography knowledge to enrich teaching content and change the name of the dead Live and living historical culture to strengthen students’ awareness of space-time concepts;in the progress of improving their abilities,teachers should focus on strengthening the cultivation of core qualities of students’ home-country feelings and human-environment interaction;in the optimization of teaching methods,teachers can adopt the idea of joint names and other various methods such as place name matching method,place name interpretation,etc.Teaching methods should make full use of a variety of teaching tools,historical maps,so that they can carry out interesting teaching activities.In order to help studens to think,entertain,and inspire themselves,teachers must pay attention to dealing with the relationship between toponymic knowledge and other historical knowledge,handling the relationship between ancient and modern place names and dealing well with the relationship between place names,lines and faces.problems such as evolution and structure must be targeted for intensive training,so as to cultivate students’ good study habits,learning and thinking methods.The mode of toponymic teaching should be bold and innovative by using a variety of teaching methods to make the teaching of toponymy more interesting.through the use of toponymy teaching,teachers can break the previous history teaching model by underlying the key pojnt and making students memorize the mechanical teaching mode,so as to broaden students’ knowledge horizons and improve their interest in learning and the ability to cultivate historical thinking.All these measures allow history to truly play a role in enriching the wisdom of life,so students can enhance their core qualities,strengthen family feelings and enlighten future generations,at last,they are able to use history as a mirror.