Research On The Situational Teaching Strategy Of History Subject In Middle School

This paper is divided into five parts,The main body of the paper has three chapters,the introduction and the conclusion have one chapter.The introduction consists of four parts.The four problems faced by middle school history disciplines in teaching practice——requirements of historical subject education goals,current status of teaching practice,challenges to teaching in the situation of college entrance examination propositions and challenges to students’ cognition in the ion of historical knowledge——lead to many historical teaching researchers continuously explore new teaching strategies in theory and practice in order to achieve a harmonious balance within the four issues.Situation teaching strategies point to the true nature of history education,rooted in historical teaching practice,and promote the reform of history teaching,to help students learn health.To a certain extent,situation teaching strategies can resolve the problem of historical subject.Thus,leads to the study Situation Teaching Strategy of History Discipline in Middle School topic.In the part of"Research Review",the author mainly combs the research results of "Situation","Situation Teaching" and "Situation Teaching Strategy" in psychology,education and history teaching at home and abroad,and provides theoretical reference and reality basis for the in-depth study of this article.In addition,the introduction briefly described the research ideas and research methods of this article,and pointed out the innovations and deficiencies of the research.Mainly chapter is divided into three chapters.The first chapter introduces related theories of situation teaching strategies.The chapter discusses the concept analysis,theoretical basis,characteristics,and functions of contextual teaching strategies,mainly to solve:What is the historical subject situation teaching strategy.In the second chapter,through the study of specific teaching curriculum,analyzing its exist problems and its causes,mainly to solve How is it in the practical application.The third chapter mainly discusses The application of situation teaching strategies.Through the discussion of the principles,processes,approaches and other related contents of contextual teaching strategies,the problem of how to do situation teaching strategies is solved.The three chapters of this paper constitute the main line,including the basic understanding of the theory of situation teaching strategies,the analysis of the current status of practice,the use of strategies to study.In the process of discussion with relevant teaching cases to do theoretical support,in order to provide an empirical supplement for situation teaching strategies.The "conclusion" section is a summary of this article.The theoretical connotation of situation teaching strategy is consistent with the core of historical education.The focus of attention is "people",which is based on the needs and the developments of human beings.The teaching effect of situation teaching strategy can meet the needs of humanities education and meet the needs of the examination and study,and can be combined the students’ subjective and objective needs.The requirements of situation teaching strategies are consistent with the increasingly sophisticated digital times.Under the objective and feasible conditions,the improvement of teachers’ quality conservation can reverse the problems in the practice of situation teaching strategies.Comprehensive view,to some extent,situation teaching strategies point to the true of history education,face to the problem of history teaching,root in history teaching practice,promote to the teacher’s self-development and student’s all-round development.