Research On The Cultivation Of History Learning Interests Of Junior High School Students

In the process of history teaching in junior middle school,the educators always intent to inspire their students’ interests of history through their own professionalism while teaching the history.This process not only requires the teachers to pay attention to the process of imparting the knowledge,but also to the process of mental and emotional communication.Following the characteristics of students’ psychological cognition,the teachers should use the four-stage theory of the interest to inspire students’ long-standing interests of history learning.In view of the investigation and research on the current situation of junior high school history teachers and students on the cultivation of junior high school students’ history classroom learning interest,it is found that the current history teachers’ training strategies for students’ classroom interest lack scientific theory guidance,and students’ interest in history classroom needs to be improved.the interest in history learning is a kind of learning interest,and its development and cultivation both should follow the four-stage model of the interest development.This paper investigates the current situation of cultivating the history learning interest in junior middle school,at the same time,it analyzes and describes the results.The cultivation of students’ interest in history learning follows the general law of interest development from the situational interest to the individual interest.As a response to environmental input,the situational interest is easy to be induced by external stimulis and depends on the characteristics of stimulis.Therefore,the teachers will borrow stimulis of different characteristics in the process of history teaching,such as introducing an interesting texts,inserting historical pictures and videos and other learning materials in their teaching plan to trigger students’ different experiences,this way will play a vital role in stimulating situational interest in history learning.The generation of situational interest is unstable because it depends on external stimulis.Therefore,in order to maintain the activated situational interest,we need to continue to use the measures in the activation stage.We should inspire students to have the desire to explore the value of stimuli and form the significance of history learning while borring the stimulis.In this way,students will make sense of the function and value of history for their own and the whole social development,and thus promoting the development of their historical learning situational interest to the maintenance stage.Driven by the thirst for knowledge,students will have an understanding of historical knowledge,the value of historical learning and the accumulation of positive emotions,so as to promote the development of historical learning situational interest to the individual interest.Students’ achievement experience and positive emotional experience in the process of history learning are the key to the germination of their individual interest in history learning.The support of learning strategies is helpful to help students establish a scientific way of history learning and gain the journey of successful learning.Teachers’ expectations and affirmation,role models and inspirations will help students form their own positive emotional accumulation in history and promote the generation of individual interest in learning.Emotional system plays an extremely important role in deepening the development of individual interests,guiding students to deepen their understanding of the charm of history and cultivate their feelings of awe and love of history.On this basis,it promotes the formation of students’ history thinking,causes the internalization of history learning goal motivation,promotes the maturity of students’ individual learning interest.