Research On The Design Of Junior High School History Comprehensive Practical Activity Course

In view of the fact that in the current teaching process of rcent year,educators still focus on knowledge-based teaching,supplemented by methodological teaching,which is mainly based on textbook cultural knowledge and plays a great role in improving students’ cognitive level and knowledge level,but it is easy to neglect the training of students’ practical ability,operational ability and the cultivation of values,the author intends to integrate the concept of comprehensive practical activity curriculum into junior high school history classroom and design some practical activities in the junior high school history teaching process.The comprehensive practical activity curriculum pays attention to students’ initiative,practicality and comprehensiveness,which has attracted the author deeply and exerted a subtle influence on the author’s history and social teaching.In the first stage of this study,the current situation of practical teaching of history in junior high school is investigated and studied in order to find out the problems existing in the specific teaching process;In the second stage,a large number of monographs and papers are searched through the digital resource library,literature research is carried out,relevant literatures are classified and summarized,research topics that have obtained research results are clear for reference,and problems that are not deep in research or blank areas are found at the same time,so as to clarify research topics;The third stage,according to the determined theme,carries out observation research and comparative research,carries out lesson cases according to the established teaching strategy,observes through classroom real-time observation and multimedia technology records,compares the relevant scenes in many lesson cases,and launches comparative research on the implementation process;The fourth stage,through the narrative study of the implementation process of the teaching example,and interviews with some students,deeply understand the teaching effect,and make a summary of all relevant materials of this study.According to this study,combined with the actual teaching situation,the author mainly sums up the following two phenomena worthy of attention: on the one hand,for students,they have a strong interest in history learning,and they also have a strong interest in history learning by participating in comprehensive practical activities,and think that such activities can be helpful to history learning;On the other hand,at present,the history teaching in schools is carried out by teachers through courseware and historical materials in class,and the practical learning activities are carried out less frequently,which is different from students’ expectations.Therefore,the author puts forward four suggestions on the design of comprehensive practical activities in junior high school history teaching: first,set up pre-experience and preliminarily perceive activities;The second is to encourage group activities and give sufficient time;The third is to guide discussion and mutual evaluation and promote the interaction of views;Fourth,implement various evaluations and give clear feedback in time.It is hoped that through the development of these strategies,junior high school history teaching can be effectively combined with the curriculum concept of comprehensive practical activities.Under the guidance of the above strategies,the author has carried out many teaching practices in the past three semesters,and this paper presents five examples and teaching analysis.After repeated design and adjustment,the relevant teachers and students have gained a lot,including three aspects: curriculum achievement,teacher growth and student learning: objective curriculum achievement,significant increase in teacher growth and students’ devotion to real learning.And record and collect the process and results of the lesson examples which are actually implemented and studied repeatedly,and record and summarize the suggestions and conclusions that can be provided for the effective design of students’ activities in the future.