Lead: In this activity class, students are encouraged to love and admire science by reading and exchanging scientific essays in class. The following is a small essay on the history of primary school students, which I arranged for you. Welcome to read and learn from!
First, the strategy of creating problem situations in history teaching
As far as students are concerned, if the historical knowledge they know conflicts with what they need to learn, it will intensify the contradictions in students' consciousness and lead to the emergence of problem situations. The problem situation formed on this basis will become a powerful driving force for subsequent history teaching and students' learning. There are many ways to achieve this goal, whether through language description, visiting outside the classroom, or through multimedia display.
1. Imagine the historical situation with textbook materials. Throughout junior high school history textbooks, there are a lot of materials interspersed among many characters. All these are included in the knowledge system of history, which is of great help to students to master historical knowledge and is an important foundation of historical view. It enriches and deepens the content of teaching materials. Therefore, if the materials in the textbook can be used correctly, it will stimulate students' interest in learning.
2. Students role-play, bringing themselves into the historical situation. In history teaching, it often involves playing a certain historical situation: for example, let students play historical figures and think about what you would think and do if you were faced with such a situation. In this way, students will not feel that history is far away and unfamiliar, and students can actively and happily participate in history learning. In this way, students can enter history, think about what they should do as historical figures in the past environment, and make their thinking active.
3. Show students the real historical situation through specific visiting activities. History teaching is not limited to the classroom. If conditions permit, you can take students out for a walk, from the classroom to the outside, from school to society. Through the visit to historical objects, the contents that seem extremely empty in class are truly displayed in front of students, so that students can see and touch them. This is an excellent way to create a problem situation. For example, you can visit museums and other places. Cultural relics left over from human history are collected in museums, including not only material civilization but also spiritual civilization. Therefore, whether it is intuitive or physical, you can experience it when you visit the museum, which can make visitors feel a lot and arouse people's thinking. Students can imagine specific historical scenes and people by visiting museums.
4. Compare historical facts with historical assumptions to create problem situations. By testing the assumptions and assumptions of historical facts, we begin to think, intensify contradictions and create problem situations.
5. Using modern educational technology to create teaching situations. In history class, with the help of multimedia technology, we can show students the historical situation of that era through pictures or images, so that students can be brought into history unconsciously and have a stronger thirst for knowledge. For example, when studying the "Battle of Guandu" part, the teacher can select the relevant content in the TV series "Romance of the Three Kingdoms" and prepare a courseware with other materials. At the beginning of the class, the teacher can make a preliminary introduction to the fighting situation first, so that students can feel it. Then you can mark the war scenes of that year through the courseware above, and introduce the specific process of the battle to the students in connection with the contents of the textbook. By watching the video, students can intuitively feel the fierce battle scenes in the war, and combined with the teacher's narrative, it is more exciting, and students will feel immersive. It can not only enhance students' interest in learning history, but also enable them to analyze history under certain historical conditions, deepen their memory and enhance their understanding of history itself.
Second, problems that should be paid attention to when creating problem situations
In addition to the above strategies, we also need to master situation creation and pay special attention to some problems, as follows: 1. The creation of problem situations needs to be combined with the course content. In junior high school history teaching activities, when we need to create situations, we must conform to the historical content. If you blindly choose vague questions, you will inevitably fail to achieve results. In addition, students' cognitive rules need to be satisfied. If the topic is simple, students are not interested. If it is too difficult, students' learning confidence will be lost. Only by grasping the above principles can students participate in the situation more actively, stimulate their interest in the topic, realize the best state of intellectual activities and explore situational problems.
Third, grasp emotional attitudes and values.
From the perspective of emotion, attitude and values, the history curriculum standards also have very clear requirements. Describing emotions from a psychological point of view shows that people's social needs are closely related, and it is a complex but stable attitude experience, and aesthetic feeling is included. Moral sense refers to the emotional experience of evaluating oneself or others' behavior with certain moral standards, such as friendship, responsibility and self-esteem. Aesthetic feeling means that people will have some positive or pleasant feelings when they need to evaluate external things. Sense of reason refers to the emotional experience when evaluating the achievements of cognitive activities, such as the sense of success; If the above emotional experience is correct, it must be based on correct values. In other words, values play an extremely important role in integrating and leading people's thinking and behavior tendencies.
Four. conclusion
In short, if situational teaching can be carried out effectively, it will be of great help to reflect the vividness of history and show students vivid history. After the problem situation is created, students can cross the time-space boundary and return to the real history, thus narrowing the gap between students of historical sites. Problem situations include colors, shapes, etc. By observing these contents, students can receive a variety of information and let them think positively. Through the creation of problem situations, students can gain more vivid knowledge and get some ideological education. Therefore, judging from the current history teaching, it is imperative to create problem situations.
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