Strategies of History Teaching in Middle School from the Perspective of Large Unit
Journal: Region - Educational Research and Reviews DOI: 10.32629/rerr.v7i2.3469
Abstract
With the comprehensive implementation of the new curriculum reform, each stage, the direction of teaching courses has undergone great changes. History teachers in junior middle schools should break the self-leading teaching mode, take students as the main body of teaching, strengthen the application of large unit teaching method, and simplify and concretize the complicated and abstract history knowledge to achieve more ideal teaching effect. This paper analyzes the value of applying the big unit teaching method in history teaching in middle school, and puts forward specific application strategies.
Keywords
large unit, middle school, history teaching
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[2] Zhang T. Research on the Teaching Practice of Middle School Table Tennis Clubs from the Perspective of “Study, Practice, Compete” — Taking Chongqing’s Excellent Club as an Example[J]. Advances in Physical Education, 2024, 14(2): 6.
[3] Yazgan Y, Uelger T K. Non-routine problem posing and prospective middle school mathematics teachers: an emotional perspective[J]. International journal of mathematical education in science and technology, 2023, 54(6/10): 1945-1965.
[4] Effah K, Tekpor E, Wormenor C M, et al. Expanding management strategies for cervical precancerous lesions in resource-limited settings: insights from a training center in a district hospital in Ghana[J]. BMC Women's Health, 2024, 24(1): 1-11.
[5] Luo F, Degue S, Le V D. Estimating From the Payer Perspective the Implementation Cost of Dating Matters: A Comprehensive Teen Dating Violence Prevention Model:[J]. Journal of Interpersonal Violence, 2022, 37(11-12): 9167.
[6] Bates S, Harrell D R. COVID-19 School Closures: Disruptions in School-Based Support Services and Socioemotional Loss Among Middle School Students[J]. The Journal of school health, 2024, 94(3): 209-218.
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