The Research On The Model Of "Problem-Based Learning" In Middle School History

The new curriculum reform has been carried out in depth,and the main position of students has become increasingly prominent.History is a humanities subject,learning the history course of middle school,the most important thing is that students can acquire the wisdom of life and the ability to solve problems.It is difficult for students under examination-oriented education to develop as a whole,and the subject of history has become boring and boring.In order to realize quality education,we must change the traditional teaching and use the teaching mode which is conducive to the development of students' creative thinking and critical thinking.Problem-based learning advocates setting up a meaningful problem environment in which students can actively learn and solve problems through cooperative analysis and problem solving.In this process,the five core qualities of history subject can also be effectively developed.But in the traditional teaching mode,teachers still dominate.Based on the previous research results,this paper will explore how the problem-based learning model can be implemented in middle school history.The article is divided into five parts,the first part including the reason of the topic,theoretical basis,research review,research significance and so on.The second part of the problem-based learning overview,mainly explain the specific operation of this model,how to flexibly apply to the history of middle school classroom.Compare it with the traditional teaching mode in order to highlight its superior aspects to the traditional teaching.Demonstrate the impact of problem-based learning on students' innovative thinking and problem-solving abilities.In order to respond to the demand of curriculum reform to cultivate the core accomplishment of history subject,the teaching problem is designed according to the connotation of problem-based learning model,so that this model can be integrated into the history classroom.The third part analyzes the present situation of "problem teaching" in middle school history.The problem-based learning model has not been generalized,but its core is the problem.The degree of teachers' control over the use of problems not only reflects teachers' own professional accomplishment and educational wisdom,but also reflects to some extent the difficulties that may be encountered in the implementation of the model of problem-based learning.According to the difficulties of the right remedy,for the following countermeasures to do research.Fourth part is to the middle school history PBL teaching implementation suggestion.After the previous three parts of the relevant investigation and analysis,from the renewal of teaching ideas,classroom practice strategy research,reflection countermeasures three aspects,the implementation of the PBL model in the history of middle school countermeasures and thinking.Specifically,from the operational steps of problem-based learning "create situation —— analyze problems —— carry out inquiry —— show results —— price summary and reflection" research countermeasures.Problem-based learning is not only a teaching model,but also a learning method.According to the steps to carry out countermeasures research,teachers and students have a deeper understanding of the model.This helps to improve teachers' ability to teach force,but also beneficial to cultivate students' ability to solve problems.Finally,the conclusion.Some achievements of this study are further summarized,and the shortcomings of this paper are reflected.Model is not "model ",in the future teaching will be based on the actual situation of flexible use of problem-based learning.