First Principles Of Instruction Research In Juniorhigh School History Teaching

First Principles of Instruction(also known as Five-Star Instructional Model)proposed by the American educator Professor M.David Merrill,is to focus on solving problems and to divide the teaching process into “activating original knowledge” “showing new knowledge” “try to apply exercises” and “integration mastery” four stages.“Primary” is the first and most important,The “primary” in “First Principles of Instruction” means that every aspect of teaching should focus on “solving problems”,and guide learners to constantly solve the elaborate settings sequenced learning tasks of teachers,ensure participation and learning effectiveness.In addition,display the new knowledge to the learner under the premise that the learner has the old knowledge and skills,it can use the newly acquired knowledge and skills to solve problems,so that can be integrated in real life.When the “focus on problem” “activate the old knowledge” “show new knowledge” “apply new knowledge” and “combine through” five major teaching elements can be implemented,the level of effectiveness of the teaching strategy will gradually increase,and when these strategies are properly applied through different combinations,the level of performance achieved will be different.In the history teaching of junior high school,teachers often only make simple information presentations on some basic knowledge mentioned in textbooks,or use some simple questions to check learners' mastery of new knowledge,only pay attention to the learners' memorization of historical basic knowledge,and ignore whether such teaching can promote effective learning for learners.First Principles of Instruction can provide a good prescription for the problem existing in the history teaching of junior high school,it can make the teaching process more systematic through the effective implementation of the five elements,and can coordinate the relationship between teachers and learners,thus improving the actual teaching efficacy.This principle also provides a reference for teachers to arrange the structure and sequence of the teaching process,especially for the novice teachers to provide the guidance timely help,and also helps experienced teachers to obtain the professional sublimation even more.The application of this principle in the history teaching of junior high school should be: when displaying the learning objectives,it is necessary to setting problems closely follow the teaching objectives,and the learners should be placed in the situation of solving real problems or tasks,from easy to difficult,and gradually solve the problems,thus enabling the learner's ability to analyze historical issues and solve historical problems is improved;when activating old knowledge,attention should be paid to activating the relevant knowledge and experience that the learner already has,making it the basis for learning new knowledge;when teaching new knowledge,it is necessary to demonstrate how to use new knowledge to solve problems in specific situations for learner;when verifying new knowledge,there should be a variety of presentation,practice,and guidance for different teaching objectives;when expanding learning,opportunities should be created for learners to different situations use new knowledge and migrate it to real life,so that learners have a thorough understanding of the new knowledge.The use of First Principles of Instruction in history teaching must pay attention to the following three points: teachers must correctly understand the role played in each link and make appropriate conversions;it is necessary to pay attention to the use in the verification of new knowledge;to avoid the aggravation of learners' cognitive burden due to the abuse of multimedia.