A Study On The Analysis And Countermeasures Of History Class Silence Behavior Of Junior Middle School

As British philosopher Bacon once said: "The history of learning makes people wise",which can be seen that the history discipline plays an important role in cultivating students' humanistic qualities,developing students' thinking ability,and patriotic sentiment.As one of the middle school courses,history curriculum is guided by historical materialism,aiming to improve students' historical awareness,promoting students' all-round development,cultivating students' sound personality,which is a treasure trove of knowledge for people to know the world and an indispensable course for young people to learn and grow.With the introduction of core literacy,people pay more attention to students' knowledge,skills,emotions,attitudes,and values,thus,this is a necessary character and key ability for students to gradually adapt to their lifelong development and social needs.The development of students' core qualities is reflected in the curriculum,teaching,classroom,activities,and culture.However,the actual history of teaching classroom due to poor communication between teachers and students and other reasons,the classroom silence is more serious,which is not conducive to the history of teaching activities.So,it is very important to sequentially study whether there are silence behaviors in current junior middle school history classrooms,which factors lead to silent behaviors in junior middle school history classrooms,which are the main factors,and how to further improve the silence behavior in junior school history classrooms.Firstly,combined with the author's history teaching practice experience in A junior high school in Rucheng County,the classroom observation method and questionnaire survey method were used to investigate the silence of junior middle school history class.Based on the research needs of this article and combined with the research results of relevant scholars,the "Survey of silence in the historical classroom in junior high schools" and the "Survey on the factors affecting the history classroom in junior middle schools" were compiled,and field surveys were conducted on the surveyed subjects.Secondly,according to the Junior Middle School History Classroom Silence Observing Table,we summarized the observed silence in the class classroom,and observed the performance of students in the A,B,and C middle schools in the history class,and found that students' classroom silence was common.Again,to solve the classroom silence issue,we need to analyze in depth which factors affect the history of classroom silence.Therefore,this paper collects data by compiling the Questionnaire on Influencing Factors of Silencing Behavior in Junior Middle School History Classroom.Factor analysis method is used to analyze the influencing factors of silence in the history classroom in junior middle school.The reliability of 14 factors is analyzed with SPSS 22.0 software.Exploratory factor analysis validates the rationality of the 14 selected factors in the questionnaire item.Finally,according to the research results of the previous article,the measures of silence in the history classroom in junior middle schools were specifically proposed from the perspectives of teachers,students,environment,culture,and family,with a view to improving the silence in the history classroom in junior middle school and achieving teaching comprehension.