A Study On Teaching Visualization Of History Concepts In Middle School

Concepts are the foundation of a subject,and the learning of concepts is of great significance to students’ knowledge mastery,thinking development and core literacy enhancement.Therefore,how to teach history concepts has been a key topic of concern for front-line history teachers and related scholars,and the use of visualization such as diagrams,images and situations to break through history concepts is one of the important directions,and many research results have been accumulated.However,at the present stage,the research results mainly focus on the introduction of visualization tools and their production software and the proposal of some teaching strategies,but lack the attention to visualization resources and the study of visualization paths of historical concepts.Based on this,this study explores the connotation,necessity and possibility,and path of history concept visualization based on the existing research results and teaching needs,and carries out a teaching design based on history concept visualization in junior high school.It is specifically divided into the following parts:In the introductory part,we firstly discuss the reasons for selecting the topic from four aspects: the importance of historical concepts,the contradiction between the abstract nature of historical concepts and the limited development of junior high school students’ thinking,the requirement of cultivating students’ historical thinking skills and core literacy,and the support of information technology;secondly,we introduce the theoretical and practical significance of this study;finally,we introduce the current status,ideas,methods and innovations of this study,laying the foundation for the development of the later study.The first part addresses the "what" of this study by discussing the connotation of historical concept visualization.Three core concepts of this study are discussed: concept,historical concept,and historical concept visualization,in which the connotation and extension,characteristics,and classification of historical concepts are analyzed,and the connotation of historical concept visualization in this study is specified.The second part is the necessity and possibility of visualizing history concepts in junior high school,which addresses the "why" of this study.First,the necessity is introduced in terms of students,teachers,and teaching to clarify the teaching significance of history concept visualization;second,the possibility is introduced in terms of theoretical foundation and implementation conditions to show that history concept visualization is feasible.The third part is the path of visualizing historical concepts,which solves the problem of "how to do" in this study.The first part is the selection of visualization of historical concepts,which introduces the reasons and rationale for the selection;the second part is the organization of visualization resources,which explains the types of visualization resources and the principles of selection;and the last part is the application of visualization tools,which introduces the types of visualization tools and the application methods.The fourth part of the study is based on the design of middle school history conceptual visualization,which is based on the third part of the study and discusses the "how" of teaching.Firstly,according to the specific texts,we try to integrate the history concept visualization ideas into the usual teaching,and further clarify and improve the implementation path of the history concept visualization,and secondly,we put forward some suggestions for the problems that are easily ignored in the teaching of middle school history concept visualization.