| Through the ages,many historical figures have left a deep impression in the long river of historical development.The study of historical figures is one of the most interesting parts in the history study for junior high school students in the stage of basic education.How to properly carry out the teaching of historical figures and make full use of the teaching resources of historical figures is particularly important.With the deepening of the new round of curriculum reform,front-line teachers have also carried out some innovation and reform on the traditional history teaching mode and method.As for the traditional character-themed explanation,the way of integrating historical figures into the main line teaching reflects innovation to a certain extent.The main line teaching organically combines the life experience and heart course of characters with the teaching content,and guides students to learn history from the experience of historical figures.On the one hand,it is helpful for students to connect the fragmentary knowledge points and make students’ cognition of historical knowledge gradually rise from the perceptual level to the rational level;On the other hand,the main line teaching embodies the basic requirements of the core literacy of history in the specific development process,which is helpful to cultivate the core literacy of students.This teaching method not only meets the requirements of the new round of curriculum reform,but also accords with the thinking ability and cognitive level of junior middle school students.Based on this,this paper takes "The main line teaching strategy of Junior high school historical figures" as the research direction.Under the guidance of the core literacy concept of history discipline,it draws on relevant research results of academia and combines the research and practice of the author during the internship.This paper analyzes and explores the basic overview,investigation and research,analysis of teaching design,teaching principles,teaching strategies and methods of the main line teaching of historical figures.In addition to the introduction,the main body of the article is composed of five parts:The first part,basic overview.This part mainly involves three aspects: concept definition,importance analysis and theoretical basis.This paper clarifies the related concepts of character mainline teaching,highlights the value of character mainline teaching,and provides theoretical support for the in-depth study of this paper.The second part is investigation and research.This part of the investigation is divided into two stages.Interview survey for teachers in the early stage and questionnaire survey for students in the later stage.From the perspective of teachers and students,the present situation of character mainline teaching is investigated and studied,and the conclusions are analyzed in detail to provide data support and theoretical guidance for the following research.The third part,analysis of teaching design.With the help of two different types of character mainline teaching design,in the vertical and horizontal comparison,analyze the advantages and disadvantages of them,get the inspiration of character mainline teaching.The fourth part,teaching strategy exploration.This part is the key content of this paper.It elaborates in detail from applicability analysis and teaching strategy construction,and provides a feasible teaching strategy of character main line.The fifth part,teaching strategy application.Through the concrete teaching design to further implement the teaching strategy,and through the teaching design to reflect on the shortcomings of the teaching strategy,to further improve the main character teaching strategy. |
