Modern History Of Grade 8 Of X Middle School In Gannan Concept Teaching Strategy Research

Since the formulation of "Compulsory Education History Curriculum Standards(2011 Edition)",history teaching has paid more and more attention to the long-term development of students’ historical thinking.Therefore,optimizing the teaching of historical concepts has become the only way to effectively cultivate students’ historical literacy.In the process of continuous improvement of the compulsory education history textbook as the carrier of curriculum reform,the essence of knowledge—the concept is also continuously simplified.The concept of history is the core and key word of connecting historical knowledge,and it is an important component of historical knowledge.Emphasizing concept teaching in the compulsory education history classroom teaching and helping students understand concepts accurately has become the key to compulsory education history teaching under the new curriculum standards.As an important part of history teaching,conceptual teaching is a process in which teachers use a variety of teaching strategies and methods to guide students to learn and master historical conceptual knowledge.Frontline teachers have gradually realized the importance of high school concept teaching and actively explored relevant strategies,and put forward many valuable opinions.The importance of compulsory education history concept teaching as the foundation of high school history teaching is self-evident.However,in actual teaching,due to the characteristics of historical concepts at this stage,the cognitive abilities of Tibetan students,and the teaching level of teachers,conceptual teaching is still the difficulty of compulsory education history teaching.In class observation and case analysis,it is found that there are prominent problems in the teaching of modern history concepts in the eighth grade of X Middle School in Gannan Tibetan Area..On the basis of analyzing the reasons,it puts forward the optimization strategy of modern history concept teaching in the eighth grade of X middle school in Gannan Tibetan area from the four dimensions of perception,understanding,construction and application of concept teaching.In the concept perception stage,teachers should provide more intuitive local history materials to help students form initial impressions of historical concepts.Starting from the history of the students around them,they should establish an image of conceptual perception and lay a foundation for further learning concepts;in the concept understanding stage,teachers should Under the framework of time and space,fully understand the students’ pre-concepts,carefully analyze historical data,and increase the opportunities for students to think independently and cooperate and communicate,so as to grasp the essence of concepts and achieve conceptual understanding;in the concept construction stage,teachers should pay attention to the students’ mythical concepts,old and new Contrast between concepts,use concept maps to help students achieve conceptual changes,establish relationships between concepts,and realize the construction of new concepts;in the concept application stage,think about realistic problems,help students complete concept migration,and explore the hidden concepts of concepts.Historical significance,in order to promote students to gain historical insights and sublimate the feelings of family and country.At the same time,in order to facilitate the implementation of the optimization strategy of the modern history concept teaching of the eighth grade of X middle school in Gannan Tibetan area,design the eighth grade modern history concept teaching case and carry out preliminary practice.It is found that in the process of conceptual teaching design,teachers should focus on analyzing the characteristics of different concepts on the premise of mastering the academic conditions,and selectively select specific strategies and methods for conceptual teaching to achieve the effectiveness of historical concept teaching.