Research On Problem Chain Design Of Junior High School History

In the era of information explosion,in order to solve the contradiction between the rapid change of knowledge and information and how to efficiently use information to assist the transformation and upgrading of production and life methods,basic education should change teaching methods in a timely manner.Problem-oriented teaching starts from problems,transforms the way students acquire knowledge,and cultivates students’ ability to use what they have learned to solve practical problems.The "Compulsory Education History Curriculum Standards(2022 Edition)" clearly requires that teachers should stimulate students’ curiosity and promote students’ active learning of history through problem-leading and other methods.At present,there are many misunderstandings in the problem design in the history classroom teaching of junior high school,and the problem chain provides an outlet for breaking through the bottleneck of problem teaching based on its own hierarchical progression,strict logic and attention to the relationship between problems.Based on the literature,this study explains the connotation and main characteristics of the problem chain,classifies the problem chain according to its teaching function in different classroom links,and explains the specific teaching practices and teaching values of different types of problem chains based on relevant cases.Through a large number of lesson observations and analysis,it is found that there are obvious drawbacks in the current junior high school historical problem chain design,which are mainly manifested in the problem chain design deviating from the focus,lacking clear goals and rigid formalization.The reasons are the lack of teachers’ teaching design ability,teachers’ lack of problem awareness,teachers’ historical thinking logic to be improved,the separation of historical knowledge and real life,and the uncertainty of classroom generation.This paper explains the theoretical basis of the design of the junior high school history problem chain from the four perspectives of education,history,psychology and systems theory,and explains the value and function of the problem chain for the history teaching of junior high school.Then,the basic design principles for reference are put forward,and the teaching operation process with coherence and feasibility is presented,namely: multi-dimensional analysis,and the problem chain is designed according to the course standard,teaching materials and learning situation;Multi-angle mining of materials to broaden the angle of problem chain design;Integrate resources and form problem chain schemes in an orderly manner;Put the problem chain in classroom practice to test its teaching effectiveness.The author uses this design process to carry out the teaching design practice of the problem chain for the "Opium War" lesson.From theory to practice,this study explores the design of junior high school historical problem chain,in order to provide some help for the teaching of junior high school history application problem chain.