The Application Of Problem-driven Teaching Method In The History Teaching Of Junior High School

Problem-driven pedagogy is a teaching method further proposed on the basis of problem pedagogy,which began to rise around the 1960 s,and has since gained widespread attention and in-depth research in the educational community,and has been practiced in secondary school teaching.The "problem-driven" is a newly proposed term in recent years,compared with the problem pedagogy,it pays more attention to how to drive on the basis of problem design,how to obtain a more significant driving effect,so it puts forward higher requirements for the teacher’s own literacy.It emphasizes the more systematic and logical design of problems by teachers,pays attention to teachers’ guided thinking about students,attaches importance to teachers’ ability to organize students to explore problem solving and evaluate and summarize students.In short,the problem-driven pedagogy emphasizes the importance of the teacher while emphasizing the subject status of the student.Through the questionnaire method and interview method,it is found that in the current junior high school history teaching,the implementation of the problem-driven teaching method is not enough,the type and difficulty of the designed questions,the way of asking questions and the teacher’s summary and evaluation of students are worth reflecting on;in addition,the imbalance between teachers and students also occurs from time to time.Based on the recent development zone,deep learning,constructivism and problem teaching theory,based on the principles of problem-oriented,student-oriented and teacherguided in the teaching of middle and junior high school history,based on the principles of problem-oriented,student-oriented and teacher-guided,the problem design,the way of asking questions,the teacher’s drive and the specific operation in the implementation process are explained,and the strategy of applying the problem-driven teaching method in the junior high school history classroom is proposed.When designing a problem,it can be combined with the "Problem Thinking" column in the history textbook to provide ideas for the design of the problem;and pay attention to the difficulty,hierarchy and logic of the problem;pay attention to the creation of situations and the teacher’s tone of inspiration when asking questions;the teacher’s drive runs through the whole process of classroom teaching,paying attention to the student’s learning interest and improving the student’s internal learning motivation.The author’s teaching practice found that the application of the problem-driven teaching method has injected new vitality into the teaching of junior high school history,which can effectively solve the problems of weak students’ problem awareness,low level of interpretation of historical materials,low ability to solve historical problems,poor autonomy in learning,and tension between teachers and students in junior high school history teaching.Its implementation effectively exercises students’ ability to think and solve problems,and enhances students’ autonomy in learning;improves the relationship between teachers and students,and realizes the combination of giving play to the leading role of teachers and respecting the main position of students’ learning.In the specific implementation process,the problem-driven teaching method should also be continuously reflected and improved,and the reform of classroom teaching should be promoted to a new stage.