Analysis of the learning model in the case of guided teaching junior high school history teaching毕Word格式文档下载.docx
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Analysis of the learning model in the case of guided teaching junior high school history teaching毕Word格式文档下载.docx
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PaperKeywords:
juniorhighschoolhistoryteaching“LearningPlanGuidance”mode,themainideaAbstract:
Basedonthe“LearningPlanGuidance”teachingmodelpreliminarystudy,analysisofthe“LearningPlanGuidance”injuniorhighschoolhistoryteachingmainideaof&
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theapplication,including:
theextensionofknowledgeintotheclassroomarich,illustratedbysituationsintotheclassroomtotherealinsightsintoclassroompractice,respectfordifferences,hierarchicalteaching,etc.Thearticleonthe“LearningPlanGuidance”teachinginjuniorhighschoolhistoryteachingtoexploreinordertoimprovetheefficiencyofjuniorhighschoolhistoryteaching.
1IntroductionJuniorhighschool,“NewCurriculum”teachingshouldincludethestudentsmadepositivethinking,toexplorethecausesofthecreativeproblemsolving,notonlylearntheknowledge,andmasterylearningmethods,theformationofgoodqualityofthinking,thepurposeofincreasingthequality,whilethetraditionalteachingofhistoryinthecourseteachersaredominant,boringrecitation,practice,teachingjuniorhighschoolhistoryexambecamethemainwork.Obviously,thequalityofeducationtothemainstreammodelofeducationtoday,thisteachingmethodhasbeenfarfromreality,butdoesnotmeetthequalityofeducationinmind,therefore,thenewteachingmodel-“LearningPlanGuidance”teachingcameintobeing.“casestudy”bydefinition,isarelativelessonplans,themainmeansusedtoguideteachersinteachingstudentsintheprogram[1].“LearningPlanGuidance”actuallyreferstothecasestudyasacarrier,toguidingtheway,ledbytheguidanceofteachers,studentsself-learningasthemaintaskofteachingstudentsandteachersworktogethertocompleteateachingmodelThispaperintendsthroughthe“LearningPlanGuidance”teachinginjuniorhighschoolhistoryteachingtoexplore,toimprovetheefficiencyofjuniorhighschoolhistoryteaching.
(2)juniorhighschoolhistoryteachingtheapplicationof“LearningPlanGuidance”modeOverviewInjuniorhighschoolhistoryteachingtheapplicationof“LearningPlanGuidance”modetocarryoutteaching,generallydividedintofivesteps,includingtherequirementsofself-madeteachers,studentsself-learningmaterials,teacherorganizationstodiscusstheexchange,thestudentteachersonthebasisofJingjiangself-construction,closelylinkedtotheteachingofthelessonobjectivesandcontentandcapacity-buildingexercisesstrengthenstudents’cognitivelevel.Inthe“LearningPlanGuidance”mode,theteachingprocess,teachersshouldpayattentiontooptimizingtherelationshipbetweenteachersandstudentsbasedonguidingstudentstothinkindependently,toachievemasteryofknowledgeandcapacity-buildingasthecoreofunity,respectfordifferences,hierarchicalteachingmethods.teacherstostudentstodoalltheorganizers,supportersandevaluators,guidingstudentstopositivethinking,todevelopstudentscreativethinkingandinnovation,andultimatelyachievetheharmoniousdevelopmentofhistorycurriculumteachingandlearning[1].“casestudyguideschool“modelthatcaneffectivelychangethepast,teachersspoon-feedingteachingmodel,fullyreflectstheleadingroleofteachersandstudentsinthemainrole,sothattheleadingroleandthemainroleofharmonyandunity,givefullplaytotherole.
3juniorhighschoolhistorycurriculumapplications,“studythecaseofguidedlearning”modelofthemainideas3.1inordertoenrichtheknowledgeintotheclassroomextension.Intheclassroomteaching,mobilizetheenthusiasmofthestudentsthinking,givefullplaytotheinitiativeofstudents,isanimportanttaskofthecurrentcurriculumreform.Confuciussaid:
“Thosewhoknowbetterthanthegood,goodofthepersonnotthemusic.”Thus,inteachingtheuseofvivid,psychologicalcharacteristicsofstudentstoadaptthemeansandmethodstostimulatestudentinterestinlearningtoenablestudentstodedicatethemselvestolearningtogo,willbeabletohaveamultipliereffect.contentwiththeextensionofknowledgeintotheclassroomthewayclassroomisamoreeffectivemobilizationoftheenthusiasmofthestudentsthoughttheteachingmethods,mainlythroughsomeoftheknowledge-basedmaterials,informationimport.Thistypeofimportisdependentonawealthofinformationandnewinformationtoattractstudents,toguidestudentsonanissuebepuzzled,toinspirestudentstoexploreinterestsindepth[2].juniorhighschoolhistorytextbookscontainmanyofthemotherlandlonghistory,splendidcultureandtheworldanumberofmajorhistoricalevents,teacherscanmakefulluseofthesechaptersareanextensionoftheknowledgeinvolved,suchassomeofthehistoryofsmallstories,historicalanecdotes,tostimulatestudentinterestinlearningforstudentswithquestions,orwithinteresttothelectures,whichisanotherinterestingwayofteaching,suchastalkingabouttheFirstWorldWar,theteachercanfirstofalltothestudentsTheytellastory:
June28,1914,CrownPrinceFerdinandofAustria-HungaryintheSerbianbordertovisitthemilitaryexercises,visitsBosnia-Herzegovina’scapitalSarajevowhenhewasstabbedtodeathayoungSerb,thematterbecametheFirstWorldWarthefuse.Thestorysothatstudentssurprised,haveahugequestion.Accordinglyteacherentered,accompaniedbyguidanceandcoaching,thestudentsfounditeasytolistencarefully,andwithadesiretoacquireknowledgefortheproblem.
3.2intotheclassroomtosituationsillustrated.Lawimportscenecreativeclassroom,teachersarethemainpurposeofknowledgecreationandcoursedesignsomeknowledgeaboutthevirtualplot,orcreateacertainmoodtotheimageasthemaincolorofavivid,specificscenes,andguidestudentstoexperience,theexperienceprocessofknowledgegeneration,learninginitiative[2].situationaldesigninjuniorhighschoolhistoryclass,todesignandclassroomknowledge-relatedmelodrama,intermsofpermittingschoolscancreatesituationsforstudentswithmulti-mediaexperience,tohelpstudentsunderstandingofmaterials,andtodevelopthechildren’spsychologicalfunctioning,suchasstudyingmodernChinesehistory,“OpiumWar”ofthissection,theteachercangivestudentstoplay&
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andotherclassicfilm,ifconditional,teacherscanbringstudentstovisitsomeofthemodernhistoryofthemuseum,alongwithlanguagerendering,sothatstudentshavedeeplyfelttheprecariousmodernChina,thehumiliation,inordertoarousethepatrioticfeelingsofthestudents,andintotolearntheinnerdrivingforce.
3.3withrealinsightsintoclassroompractice.Juniorhighschoolhistoryclassroompracticeintolawisa“LearningPlanGuidance”modeinawaymorerepresentative,becausethepreviousprocessofteachingistheteacher,thestudentslisten-based,evenwithavarietyofways,butalsofromThisisnotafixedplaceopenclass[2],whilethepracticeoflawhaschangedintothetraditionalmodel,theclassroomintothelifeofthecommunity,mainlyrequirestudentstosummarizeinahands-onpracticeandexperience,drawtheirownconclusions,inclassbeforetheshowanddiscussion,tostimulatestudentinterestinlearning,suchaslearningthehistoryoftheQingDynasty,“KangxiandQianlong,”wecancheckbeforeclasssothatstudentsfindtheEmperorKangxiandEmperorQianlongoftherelevantinformation,includingtext,pictures,imagesandotherinformation.Destinationbythestudentsthemselvescanalsobegrandparents,parentsandotherconsultingfinishing.Untilthetimeofschooldemonstratedbythegroup,respectively,byteachersunifiedsorting.Ofinformationvaluabletothosewhoorganize,representativeofthestudents,togiveapositiverecognitionandencouragementisnotenoughfortherichcollectionofmaterial,representativeofpoorstudents,teachersshouldpointoutwheregapsandinformthemtoincreasetheirway,butdopayattentiontotheirworkhasbeenaffirmedfinallycanplaysomeonthe“KangxiandQianlong“Theimagedata,asbyauditory,visualthree-dimensionalimpact,givethestudentsknowledgeandexperiencetolearnthesametime,theprocessofgatheringinformation,butalsothestudentslearnto”read“,”literaturereview“,”datacompilation“oftheveryeffectiveway.
3.4respectfordifferences,hierarchicalteaching.“LearningPlanGuidance”modeisanimportantprincipleistorespectdifferences,sothateachstudentwillbenefitfromlearningwheretofindtheirownsuccess,soteachersinthe“LearningPlanGuidance”modeofteaching,accordingtotheexistingstudentbackgroundknowledge,abilityandpotentialofsciencetothestudentstendtobedividedintoseveralgroupsandeachgroupwithsimilarlevelsofdiscrimination,thesegroupsofteachersandappropriateinteractionbetweenlayeredstrategytogetthebestdevelopmentandimprovement.tocarryouthierarchicalteachingAnotherreasonistolearnthehistoryofthisprogram,andpersonalpreferenceshaveagreatrelationship,andsomestudentsinfluencedbythefamily,averyyoungagetounderstandalotofhistoricalknowledge,andsomestudentsdonothavesuchconditions,littlemorehistoryTheconceptofmore,ifsuchacontrasthasalsotakenateachingmethod,soanystudentcannotgetthebestlearningresults,ofcourse,suchaunifiedmodelofteachingcannotimproveteachingefficiency.
4Conclusion“LearningPlanGuidance”teachingmodelisbasedoncasestu
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