A Study On The Application Of The Main Line Teaching Method In The Junior History Classroom

History teaching is not simply about piling up historical facts,but about stringing together "dots" into a thread,guiding students through the whole process of historical development,developing their ability to analyse historical facts and developing historical thinking.The distinctive feature of the mainline approach is that in each lesson there is a clear thread running through the whole lesson,thus establishing the "soul" of the whole lesson,which is organically integrated with the various contents,classroom forms and teaching links in the classroom.By organising the content around a main thread,students are guided to grasp the relationships and logical connections between points of knowledge,gain a macro understanding of history and improve their historical understanding.The use of the mainline teaching method meets the requirements of the junior high school curriculum standards,adapts to the needs of the characteristics of junior high school history textbook writing,the characteristics of the junior high school history curriculum and the characteristics of junior high school students,and also enhances the teaching effect of the junior high school history classroom,so it is important to apply this teaching method in the junior high school history classroom.Through the questionnaire survey and interview on the present situation of the application of the main line teaching method in the junior high school history class,it can be found that although many teachers feel that using the mainline teaching method in junior high school history classroom teaching is necessary and important for classroom teaching,it can also be found that there are certain problems in the practical use of the mainline teaching method,including teachers’ insufficient mastery of the mainline teaching method,teachers’ lack of initiative in applying the mainline teaching method,the The problems include teachers’ lack of mastery of the mainline teaching method,teachers’ lack of initiative in applying the mainline teaching method,the limited scope of application of the mainline teaching method,the neglect of students’ subjectivity in the application of the mainline teaching method and the lack of permanent and effective evaluation criteria for the mainline teaching method.The main reasons for this series of problems are that teachers’ concept of using the main-line teaching method is not strong,the main-line teaching method requires high personal quality of teachers,students’ adaptability to the main-line teaching method needs to be strengthened and lack of attention from the school.In the process of applying the mainline teaching method in the future,we should focus on changing teachers’ teaching concepts,thus improving their professionalism,attaching importance to the study of the mainline teaching method,and carefully designing the application of the mainline teaching method,improving the evaluation criteria of the mainline teaching method,etc.,so as to enhance the applicability of the mainline teaching in the junior high school history classroom.Finally,in response to the strategies proposed in the "Carefully designing the Application of the Mainline Approach" section above,a lesson example is written for each of the two types of lessons,new and revision,in the hope that it will provide some reference for teachers when applying the mainline approach to teaching design in the classroom.