Research On The Problems And Countermeasures Of History Story-based Teaching In Junior Middle School Of Donglan County

It is human nature to be fond of listening to stories.Story-telling is an important teaching form of history teaching.It can be said that a good history story is also a good history lesson.History does not speak,the history teacher takes the responsibility to speak for history.To fight forgetfulness and indifference.Only in this way can we have the confidence to stand on the present and the courage to move forward into the future.History teachers speak for history through stories.Storytelling teaching is not the same as story-based teaching,and some first-line history teachers often confuse the two for one,which leads to some problems in the process of practice and teaching.Based on the national new curriculum standards,this paper puts forward corresponding effective strategies for the front-line history teachers to think about several problems existing in the story-oriented teaching in Donglan County.This paper is based on junior high school history classroom teaching Wei,based on the 2011 edition of Curriculum Standards as the theoretical basis,taking the current situation of story-based teaching in5 junior high schools in Donglan County as the entry point,combined with the author’s personal for several years.Through questionnaire survey,document method,interview method and so on,the problems and countermeasures of story-based teaching in Donglan County were preliminarily explored.This paper is divided into five parts.The first part is the introduction to it.First of all,the reasons for choosing the topic of this paper are expounded.On the basis of drawing lessons from previous research results and experiences,the basic concept points of story-based teaching are defined,and the innovation and shortcomings of this paper are briefly introducedThe second part is to expatiate the importance of story-based teaching of junior high school history.First,it helps mobilize students’ interest in learning.Second,in line with the curriculum standards of history teaching objectives and requirements.Third,the characteristics of physical and mental development of junior high school students require story-based teaching.Fourthly,the present situation of history teaching in Donglan County requires story-based teaching.The present situation of history story-oriented teaching in middle schools in Donglan County was investigated and some history teachers of the old,middle and young were interviewed.With the help of relevant data and interview records,the present situation of history story-oriented teaching in Donglan County is preliminarily analyzed,so as to find out problems and put forward corresponding strategies.The third part discusses the goal of junior high school history story-based teaching from three perspectives of "thinking","moving" and "living" in combination with specific teaching cases.Then it expounds the principles of authenticity,purpose and interest in the teaching of junior high school history story.In the fourth part,combining with the author’s teaching examples,the author eates the story-based teaching selection strategy,story-based teaching use story-based teaching opportunity strategy,story-based teaching teachers’ story-based teaching skills improvement strategy.Finally,taking the "Silk Road" as an example,it provides practicality and maneuverability for story-based teaching.The fifth part is the summary of this paper.This paper briefly summarizes the author’s understanding of story-based teaching in junior high school history teaching.