Constructing A Practical Study Of The Life-based Classroom Of Junior Middle School History

Under the background of curriculum reform,teachers' teaching behavior and classroom mode have been paid more and more attention by academic circles and educators.As a new type of classroom teaching mode,the life-based classroom aims at the healthy development of students' lives,embodies the concept of "educating people" and promoting the all-round development of students,and is the vane of the new curriculum reform.This study takes the history teaching of junior middle school as the research object,and tries to find the method to make the history class of junior middle school "live" through the in-depth study and analysis of the history class of junior middle school.Therefore,the focus of this study is to explore the method of constructing the life-oriented classroom of junior middle school history.The paper consists of five chapters:The first chapter is the introduction,which mainly expounds the reasons,research methods and research significance of this research,reviews the academic trends related to this research,and defines the connotation of the core concept of this research,historical life-style classroom.The second chapter is based on the teaching experience,based on the perspective of life of the middle school history classroom teaching status of reflection.From the perspective of "life",it is found that there are three problems in the current history class of junior middle school,that is,teachers ignore life in class,teachers despise life in textbooks and students ignore life in history.These problems have strangled the vitality of the classroom,making the otherwise lively classroom become lifeless.In view of this,it is important and necessary to construct a life-like classroom in the history teaching of junior high school.The third chapter is about the construction of junior high school history life classroom basic strategy.The author focuses on the basic principles of interest stimulation,motivation internalization,strengthened perception and whole-person development,and relies on teaching methods such as historical materials teaching method,affective teaching method and situational teaching method to provide strategies for the construction of historical life-oriented classroom.The fourth chapter presents the experimental case of constructing the historical life-oriented classroom in junior middle school.The author conducted a two-month teaching experiment to construct the historical life-oriented classroom in junior high school.From the experimental design,process implementation to the result analysis,through the experimental research on the life-oriented classroom teaching mode,the paper verified some feasible modes of constructing the life-oriented history classroom in junior middle school,which can provide valuable reference and reference for the teaching practice of history and other disciplines.In addition,the main conclusions of this study are summarized,and the prospects and shortcomings of further research on the construction of historical life-oriented classroom in middle school are put forward.