Research On The Application Of Main Line Situational Teaching Method In High School History Teachin

With the continuous deepening of the basic education curriculum reform,a series of new changes,such as putting forward and emphasizing the core literacy of the history subject and the fundamental task of cultivating morality,and gradually implementing the unified history textbook of senior high school,have put forward new requirements for teachers and students.This requires a change in traditional teaching methods.In this environment,more and more educational researchers and front-line history teachers have begun to pay attention to teaching concepts and teaching methods in order to explore suitable teaching methods.The main-line situational teaching method is a teaching method in which teachers extract the main line in the process of education and teaching,create relevant situations according to the main line,and guide students to enhance inquiry.The main-line situational teaching method is a relatively novel teaching method,which belongs to a relatively new method in the situational teaching method.Most of the academic research on this method focuses on the theoretical analysis of ideological and political subjects in middle schools,and there are relatively few studies applied to senior high school history teaching.Therefore,more history teachers should have an in-depth understanding of the mainline situational teaching method and gradually introduce it in history teaching.The gradual promotion and application have important theoretical and practical value.Firstly,on the basis of defining the relevant concepts of the main line situational teaching method,this paper defines its differences from the situational teaching method and the main line teaching method,and points out the advantages of the main line situational teaching method in the knowledge logic,situation construction and the teaching process.At the same time,the main-line situational teaching method is classified from three perspectives,such as characters,events,and time and space,so as to provide teachers with guidance.Secondly,it analyzes the necessity and feasibility of applying the main-line situational teaching method to senior high school history teaching.It mainly discusses its necessity from four aspects: the continuous deepening of the new curriculum reform,the gradual improvement of the new curriculum standard,the change of the content structure of the new teaching materials,and the construction of the new college entrance examination evaluation system.The feasibility is expounded from the history teachers’ ability,senior high school students’ learning situation,characteristics of the discipline of history and teaching method’s own advantages.And through the questionnaire survey and teacher interviews,it analyzes the current situation and basis of the main line situational teaching method applied to the history teaching of senior high school.It is found that the main line of teaching is unclear,the situation construction is unreasonable,and the interaction between teachers and students is less.It proposes targeted solutions from three aspects: main line extraction,main line contextualization and strengthening of inquiry activities.Finally,the research on pedagogy should not stop at the theoretical level,and any research should ultimately combine theory with practice.Therefore,taking the third lesson The Establishment of Qin’s Unified Multi-ethnic Feudal State in the unified edition of the senior high school history textbook The Outline of Chinese and Foreign History(Volume 1)as an example,and in accordance with the proposed solution strategies,a specific teaching case is designed.Relying on the practice of case design,this paper reflects on the effect and existing problems of the main-line situational teaching method applied to senior high school history teaching,and looks forward to its future development direction.