A Study Of Junior Middle School Historical Figure Teaching

The main teaching content of junior middle school history is mainly based on the basic historical facts,and takes the characters,time,place and events as the basic constituent.The brilliant deeds and noble qualities of important historical figures can have imperceptible education and infection effect to the students.This plays a very important role in guiding them to form correct emotional attitude and values,and carrying forward national spirit.It can be seen that telling good historical figures is one of the important tasks of history teaching.However,in the teaching activities of junior high school history education,the teaching of historical figures has not received enough attention.Many teachers teach about historical figures in brief,so the students have only a smattering of knowledge and even write the wrong names and events.For most middle school students,history is a new course.They need to set up anew learning framework to understand and master more methods of history learning.In 2017,the seventh grade Chinese history textbook compiled by Ministry of Education(MOE)have been uniformly used throughout the country.The new history textbook selects a large number of historical figures and sets various columns to help understand historical figures.Under the background of new curriculum and new textbook,as a first-line history teacher,how to better carry out the teaching of historical figures has important research value.In this paper,education teaching and learning status of seventh grade teachers in the Eastern School of Yizheng Experimental Middle School in Jiangsu province were investigated.It uses questionnaire and interview to analyze and solve problems.As for the teaching status of history character in junior middle school,this paper mainly analyzes the basic situation of the class teaching of history character,the use of new textbooks compiled by the ministry and the views of history character teaching of front-line history teachers.This paper is in the hope of a more comprehensive reflection of the seventh grade students learning historical figures of what problems.According to the survey results,the compilation of history textbooks has an impact on the development of teaching content,and the classroom teaching activities of teachers have an impact on students' thinking and methods of learning historical figures,so students' learning effect is not ideal.Based on the current teaching situation,the author puts forward and practices the corresponding optimization strategies,and further reflects and summarizes the matters needing attention in future teaching through the investigation of practical effect.