Contexational Teaching Method In High School History Teaching Application Research

With the continuous advancement of the comprehensive reform of college entrance examination education,the problems of high school history teaching are becoming increasingly serious.The new curriculum standard requires that the history classroom should give play to the main position of students,and the college entrance examination increasingly pays attention to the students’ ability to solve problems in real situations.Therefore,the task of changing the original single,boring traditional history classroom is becoming more and more urgent.Teachers also need lifelong learning to constantly enrich their own teaching methods and experience.Contextual teaching methods,such as simulating historical situations,enable students to understand history closely,stimulate students’ interest in learning in a relaxed atmosphere,so as to trigger students to negotiate,observe and think,master historical knowledge and develop various abilities.Situational teaching is an effective teaching method that conforms to the development law of history education teaching and the law of students’ physical and mental development,and can adapt to the reform of history classroom teaching.This study focuses on "situational teaching",reads and sorts out the research and development history of situational teaching at home and abroad,and decides to study situational teaching as a teaching method.Then,the relevant results of the theoretical research and applied practice research on situational teaching are further analyzed.After the questionnaire investigation and analysis of the implementation of situational teaching method in high school history classroom teaching,it is found that the application of situational teaching method in high school history teaching is due to the lack of lifelong learning concept;the teaching concept is outdated;the perception of students;the situation is uneven;the school has insufficient attention and support.Combined with the "Chinese and Foreign History Outline"(below)of the specific situation teaching case in-depth reflection analysis.Optimizing situational teaching requires teachers to establish the concept of lifelong learning and strive to be innovative teachers.Learn about situational teaching theory,theory and constantly explore innovative situational teaching in combination with practice;update the teaching concept of "examination",improve teachers ’quality and pay attention to students’ learning experience;learn to make up for the difficulties of not editing,screening and creating situations through various ways,so as to maximize the effect of situational teaching.Secondly,enrich the means of situational teaching.Use the language to describe the situation,make the students empathy through the language charm;let the students experience the situation,give full play to their subjective initiative;analyze the historical materials to interpret the situation,exercise the students’ ability to solve problems in the real situation;create the game learning situation,ignite the history class.Finally,the situational teaching resources are developed through multiple ways.Teachers have a deep understanding of interdisciplinary knowledge to promote the development and integration of interdisciplinary resources;screen and organize rich Internet resources,establish personal history course resource database;explore resources related to social situation and academic situation according to actual life;enrich the university to supplement book resources,build special history classrooms,and establish school history course resource base.