A Study On Real Responsive Teaching Of History In Secondary School

Learning history wisely aims at drawing lessons from history so as to better understand the reality and look forward to the future.History is closely related to reality.Therefore,it is necessary to respond to reality in history teaching.Developing the real responsive teaching of history in middle schools is conducive to enhance the enthusiasm of students in history learning to a certain extent,enhance students’contact thinking and reflection consciousness,deepen understanding of the practical value of history for reality,and guide students to establish a sense of historical responsibility and realistic responsibility.In order to promote the development of real responsive teaching activities in middle school history,after analyzing the concepts,requirements,ways and values of the responsive teaching in middle school history reality,the author investigates the current situation of the real responsive teaching in middle school history,and analyses the problems existing in the teaching process of the response to reality in middle school history,so as to explore the real responsive teaching in middle school history on the basis of this.Improvement strategy of implementation.The contents of the research include four aspects:1.Defining the concepts of reality responsiveness and middle school history real responsiveness teaching in detail,discussing the value of responding to reality,and analyzing its requirements and response modes;2.Developing survey tools:classroom observation scale and interview outline,and using this tool to investigate the current middle school history reality responsiveness teaching after testing and revision.3.Combining the history textbooks of three grades in junior high school and two grades in senior high school,this paper analyses the textbooks of realistic responsive teaching in middle school history,and explores the basis for choosing texts that need more realistic responsive teaching;4.According to the results of the survey and the analysis of relevant reasons,it puts forward the implementation strategies of real responsive teaching.From classroom observation,we find the following problems in real responsiveness teaching of middle school history:1.insufficient attention is paid to the implementation of responsiveness to reality in middle school history teaching;2.the practical topics selected in the introduction link are mostly lack of essential or responsiveness relationship;3.incomplete implementation of content in responding to reality teaching activities;4.teachers’interpretation skills in responding to reality teaching activities It needs to be improved;5.There is a lack of students’learning subjectivity.On the other hand,through the analysis of the interview results,it is found that most teachers do not have a comprehensive understanding of realistic responsive teaching and can not correctly understand the necessity of responding to reality in history teaching.At present,the responsive teaching of historical reality in middle schools has not been effectively implemented.Through the analysis and discussion of the survey results,the author further explores the improvement strategies for the implementation of the responsive teaching of history reality in middle schools:first,teachers should update the concept of realistic responsive teaching and lead the teaching;secondly,teachers and students should make appropriate responses by exploring the essential relationship between history and reality;thirdly,teachers should improve the teaching skills of responding to reality,asking questions,language,and so on.The use of teaching aids and the design of activities can optimize the teaching effect.Finally,teachers should develop the concept of history teaching evaluation to achieve the effect of promoting teaching by evaluation.