A Practical Study Of Video-supported Argumentative Teaching To Promote The Development Of Junior Middle School Students’ Historical Thinking

The rapid development of information technology has ushered in the era of information explosion,and the acquisition of knowledge is no longer suitable for the requirements of the times for talents.With its unique educational value,the history discipline has played an important role in the training of talents in the new era.The 2022 new curriculum standard of history clearly puts forward the development of students’ subject core literacy,and historical thinking affects the formation of core literacy,but due to the limitations of traditional classroom,students’ historical thinking cannot be fully developed.As an important way to explore the nature of science,argumentation plays an important role in cultivating students’ thinking ability.Video,with its convenience,ease of use and richness,has always played an important role in grass-roots teaching,and supports the argumentation activities by improving classroom participation and promoting students’ knowledge absorption.Therefore,this study attempts to combine video with argumentation and introduce it into the history class of junior high school,which opens up a new way to cultivate students’ historical thinking in teaching.This study first collates and analyzes the literature on historical thinking and argumentation at home and abroad,mainly to understand the current situation of relevant research,and obtain corresponding theoretical support for the follow-up design and teaching;Secondly,the argumentative teaching model supported by video was constructed,and the teaching experiment was carried out in the second grade of junior high school.Since the experimental subjects had not been exposed to the argumentative teaching before,the teaching stage was divided into five steps,namely,"basic argumentation teaching","introduction of topics","construction argumentation","modification argumentation","summary argumentation".The "construction argumentation" stage was carried out in the video learning environment,so that students can form a preliminary argumentation,The "revision argumentation" stage is carried out in the group argumentation environment,recording the whole argumentation activity,analyzing the students’ thinking changes,and completing the final written argumentation task list in the "summary argumentation" stage;Finally,collect and analyze the data on the students’ task list,the historical thinking ability scale and the transfer scale of video’s psychological impact on students,to provide support for verifying the teaching effect.Based on the above work,this study has achieved certain research results.First of all,the argumentative teaching mode with video support for the cultivation of junior high school students’ historical thinking is constructed to provide theoretical reference for the cultivation of students’ historical thinking in the classroom;Secondly,carry out practical teaching with this model,students become the main body of the classroom,teachers act as the supporters and guides of learning,create problem scenarios for students’ teaching,and encourage students to carry out argumentation activities;Finally,through the analysis of the experimental data,the rationality and effectiveness of the teaching model are verified,and the guidance suggestions for the future teaching are provided.