Speaking And Not Speaking:a Study Of Narration In The History Classroom Teaching Of Junior Middle School

"Like history,but do not like history class",which is a common phenomenon in the history teaching of middle school,the reform of history curriculum in middle school is imminent.In the process of reform,various teaching modes emerge endlessly,in order to show their "new" place,they often stand on the opposite side of traditional teaching,in order to discard the teacher's narration in history classroom teaching as the basis for realizing the "high efficiency" of teaching.However,when we think calmly in the wave of curriculum reform that has spawned a diversified teaching model,we will inevitably find that due to the lack of an objective and comprehensive understanding of the "narration",it is too subjective to regard it as an archaic teaching method,blinded,do not know its glow.It is urgent to study the "narration" in the history classroom teaching of junior middle School from the angle of theoretical research and teaching practice,and correctly understand the positive significance and limitation of "speaking" and "not speaking" in teaching practice.The significance of "not speaking" and "less speaking" in the history teaching of junior middle School lies in the fact that we can pay more attention to individual differences in teaching,arouse students ' subjective initiative of learning,and create an equal teaching atmosphere,the limitation of which is that under the influence With "Multi-talk" has the ability to vividly,visualize and detail historical knowledge,so that history in the clear context of the primary and secondary clearly presented in the students ' cognition,and the formation of enlightening positive significance,but there are also boring,boring narration makes history teaching unattractive,unfounded narration will make history lose objectivity,"full Hall irrigation","speak" without "Tao" and other shortcomings.Through the discussion,the author thinks: The narration method is the most basic method of the history teaching in junior middle school.Junior high school history teachers should let go of the subjective prejudice to the classroom teaching,realize the organic combination of "speaking" and "not talking",effectively play the positive meaning of "telling",and strive to become a qualified narrator before becoming an excellent history teacher,so as to improve their professional accomplishment,In essence,it promotes the development of the curriculum reform of the history subject in junior middle school,so that students not only love history,but also full of love for the history classroom.