历史因其发生的时间、情景难以感同身受,距离感明显,所牵扯的历史内容生疏繁琐,让学生学习掌握非常困难。自古以来,历史教学传授是以单一固定的模式和格式化的板书罗列知识点大纲来进行的,最后结果就是使学生逐渐失去了对历史学习的兴趣,固定的思维模式、传统的教学模式、局限条件使学生在系统掌握历史知识方面受到了太多的限制。现代教育发展的要求就是改变传统的教学模式,引进新的教学方法和教学手段,培养学生学习历史的兴趣;同时引导学生养成自主、主动、积极地学习历史课程,改变被动接受知识的学习方式。图示教学法自然而然地与初中历史课教学有机结合。将历史事件、人物、时间、事物之间的本质和联系以图形、图表等形式生动形象的表现出来,便于学生更好地理解和掌握历史知识点,同时提高教学质量。本文通过浅析图示教学法的概念、分类、特点、意义以及调查研究等方法对其在初中历史教学中的应用做了研究。 Due to the time and circumstances in which it occurred, history is difficult to empathize with. The sense of distance is obvious. The historical content involved is unfamiliar and cumbersome. It is very difficult for students to learn and master. Since ancient times, history teaching has been based on a single fixed pattern and formatted board lists of knowledge points. The end result is that students gradually lose interest in history learning, fixed thinking patterns, traditional teaching patterns, and limitations. Conditions make students have too many limitations in the system’s grasp of historical knowledge. The requirement of modern education development is to change the traditional teaching model, introduce new teaching methods and teaching methods, and cultivate students’ interest in learning history. At the same time, guide students to develop autonomous, active, and active learning history courses, and change the learning methods of passive acceptance of knowledge. . The graphic teaching method naturally combines organically with the history teaching of junior middle school. The historical events, characters, time, and the nature and connections between things are vividly displayed in the form of graphs, charts, etc. to facilitate students to better understand and grasp the historical knowledge points, while improving the quality of teaching. This article studies the application of the iconic teaching method in the history teaching of junior middle school by analyzing the concept, classification, characteristics, significance, investigation and research methods.