Historical view teaching: historical view of civilization, globalization, modernization, revolution,

Historical materials teaching: cultural relics, historical records, oral history, scholars' views,

In history teaching, objectivity and justice are the basic principles.

Basic Teaching Methods of History Classroom in Middle School

1. Narrative method: It is a teaching method for teachers to impart knowledge to students in spoken language. It includes three specific types: narrative, description and overview. Through the teacher's narration, students can master the knowledge of historical development process more systematically, thus laying the foundation for cultivating imagination, creativity and comprehensive analytical ability.

2. Interpretation: It is a teaching method to analyze and demonstrate historical terms, concepts, viewpoints and laws. It includes explanation, analogy, analysis and synthesis, comparison and other specific forms.

3. Narrative method: In history teaching, teachers teach historical facts comprehensively and systematically according to the time sequence of historical events or activities of historical figures, which is called narrative method. Its most prominent feature is that it completely and clearly describes the whole process of the whole historical event.

4. Summary method: a teaching method in which teachers introduce the non-key contents of historical knowledge in concise and general language. Teaching suitable for historical facts, although secondary, must be made clear.

5. Conversation: a teaching method of teaching and learning activities through oral communication between teachers and students in history teaching. Including teachers and students, students, teachers and students dialogue and other forms.

Second, several methods of history teaching First, create problem situations to guide students to think and question Balzac: "There is no doubt that all the keys to science are a question mark."

Students can basically understand the contents of middle school history textbooks. If you follow the textbook, students will certainly not be interested.

Therefore, teachers need to use enlightening questions to attract students, arouse their initiative and enthusiasm in communication and dialogue, and stimulate their exploratory thinking. For example, when it comes to painted pottery, I asked: How did primitive people think of making pottery with burnt mud? Through discussion, the students put forward several viewpoints: (1) If meat is put in mud and baked on fire, the soil will harden and form pottery; (2) Enlightenment of the ground being hard by fire after forest fire; (3) Banpo people have a kang, and the hardening of the soil around the pit is inspiring; (4) clay is molded and boiled into millet, which becomes pottery after firing.

Students give full play to their imagination and reproduce the process of this discovery in history. Teachers should make students face problems all the time, but they can't ask for the sake of asking. The questions are so boring that students feel boring.

Of course, the questions should not be too difficult. If no students can answer them, it will be meaningless. When designing questions before class, we should make careful preparations to make them enlightening and profound, so that students have room and value for thinking, and guide them to discover the gold mine of knowledge through their own exploration and experience the joy of discovery.

For students, it is a kind of ability to explore knowledge under the guidance of teachers, and it is also a kind of ability to ask questions. Kenneth Hoover said: "The ultimate goal of the whole teaching is to cultivate students' ability to ask and answer questions correctly.

Students should be encouraged to ask questions at any time. Balzac also said that asking "is a step in depth, a bridge of progress, a trigger and an opportunity for awakening."

So I actively encourage students to question and ask questions in teaching. When talking about "Confucius", we should use Confucius' sentence "Do our duty as a teacher" to educate students not only in books but also in teachers.

In the process of students asking questions, teachers and students inspire each other, complement each other, explore deeper and deeper, students' thirst for knowledge is constantly stimulated and strong, and their thinking and ability are constantly developed and improved. We can learn from each other in the process of interaction.

When I was studying Simu Wuding, I mentioned that it was cast by a method that conformed to the model. The students immediately asked: how can each part be combined into a whole after casting separately? I didn't consider this problem when preparing lessons. While praising this classmate for asking questions and encouraging students to actively seek answers after class, I also carefully consulted the after-class materials, so that I can be more careful and fully prepared when preparing lessons in the future.

In teaching, I try to give students more opportunities and time, let them express their opinions and ask questions, protect their enthusiasm for exploration, and make every student feel successful and happy. Second, carefully organize inquiry classes and extracurricular activities 1. Carefully design "learning inquiry class"

The "learning and inquiry course" after each learning theme is a new content in the textbook of "Beijing Normal University Edition" and a major reform of traditional textbooks. It plays an important role in stimulating students' interest and cultivating students' inquiry and creative learning.

To offer this course, teachers need to change the teaching situation of "one piece of chalk, one book, full house irrigation" and guide students to understand knowledge, master methods and improve their ability in independent inquiry. In the course of designing "Understanding the History around us", apart from asking each student to make a genealogy through investigation and introduce the family members, students are also organized to voluntarily form four groups to complete four topics respectively: ① Seeking the development and future of middle schools; (2) I this thirteen years; ③ the origin and evolution of Chinese characters; (4) realize information exchange.

Each student is responsible for finding some information, and the team leader arranges and writes the investigation report. Then communicate collectively in class to realize resource sharing.

Students learn knowledge, master methods and improve their abilities through activities, and at the same time deeply realize the happiness of acquiring knowledge in exploration and realize self-education; Recognize the importance of collective strength and cooperation; Experience setbacks and successes. This will undoubtedly improve students' personal moral quality and psychological quality.

2. Pay attention to the "activity suggestion" of each class. Bruner once said: "Discovery is not limited to seeking things that human beings have not yet known, but includes all methods of obtaining knowledge by themselves with their own brains."

The design of "activity suggestion" in the new textbook of "Beijing Normal University Edition" is helpful for students to discover and explore. I seriously think about the "activity suggestions" in each class, take them seriously, and use them directly or make some modifications according to the actual situation and students' situation.

The lesson "Ancient Humans in China" directly uses the theme in the textbook: Imagine the life scene of Beijingers in a day. Many students use their imagination to write very good articles.

The original design of the lesson "Five Overlords in the Spring and Autumn Period and Seven Heroes in the Warring States" is to attach pictures to idiom stories, which is difficult for many students. I am afraid that students are not interested or do not deal with it, and the educational effect will not be achieved, so I will change it to: collect idiom stories and write them for us to enlighten. Every student has done well and achieved the goal of self-education.

In the practice of activities, students feel that they are discoverers and explorers, and they sincerely feel a kind of creative happiness, and everyone is full of interest. I give feedback and comments on every activity in time to consolidate the results of the activity and the students' interest in learning history established in the activity.

3. The textbook knowledge that students use to guide their extracurricular reading is limited, and the breadth and depth of historical knowledge affect students' ability and level of understanding history. Now students' extracurricular reading is generally less.

In teaching, I pay attention to guiding students' interest in "reading more books and reading good books". Carnegie said: "Real reading awakens the sleepy people and chooses the appropriate goals for the hesitant people.

Appropriate books guide people to the right path and prevent them from going astray. "In the process of reading, students realize self-education and cultivate their own abilities through exploration and thinking.

When I was studying "Five Overlords in the Spring and Autumn Period and Seven Heroes in the Warring States", I paid attention to organically interspersed some idioms and allusions to stimulate students' interest, and then recommended the book "Biography of the Eastern Zhou Dynasty" to students, combined with the content of "activity suggestions". Many students discussed it with me after reading it.

So far, I have recommended five thousand years and children to students.

Third, the history study plan composition should clarify the goal of learning history, which is also the guarantee to achieve the goal.

Learning plan is to specify when, what methods and steps to take to achieve what learning goals. Achieve a small goal in a short time.

Achieve a long-term big goal. Under the guidance of long and short plans, learning will move from small goals to big goals step by step.

(1) Make a study plan, arrange your study time flexibly, and make your study in an orderly way. With a plan, you can manage your study well. In a certain period of time, check and summarize your study against the plan, see what advantages and disadvantages you have, carry forward your advantages and overcome your shortcomings, and make continuous progress in your study.

(2) It is of great help to cultivate good study habits. After good habits are formed, you can naturally learn in a certain order.

Having a plan is also conducive to cultivating the spirit of overcoming difficulties and not being afraid of failure. No matter what difficulties and setbacks you encounter, you must persist in completing the plan and achieve the prescribed learning goals. (3) Improve planning concept and planning ability, and make yourself a person who can arrange study and life in an orderly way.

This kind of planning concept and planning ability should be learned and possessed by students, which is good for life. (4) Knowledge should be solid, organization should be clear and logic should be coherent.

We should have a solid basic knowledge of history and first think about what we can't understand in the text. If you really don't know, prepare a history book and ask the teacher tomorrow. (5) In history class, students should take the initiative to participate in teaching activities, dare to ask questions and debate boldly. (6) Take part in some useful activities and watch more programs about history after class, broaden your horizons, accumulate extracurricular knowledge and enrich your brain.

Fourth, several methods of introducing new courses into junior middle school history classroom teaching. Zhang Honggen's new lesson introduction in Yangpu Middle School, Jiangdu City, Jiangsu Province is one of the important links for teachers to teach new textbooks, and it is a teaching art. As the saying goes, a good beginning is half the battle. Good classroom lead-in can stimulate students' interest in learning, make students prepare for lectures purposefully, and effectively guide students to concentrate their thinking. So as to lay a good foundation for the whole class. There are several effective ways to introduce new courses in junior middle school history teaching. First, review the lead-in method. Review lead-in is the most commonly used guiding method in traditional history teaching. It is based on the logical relationship between knowledge, looking for the connection point between old and new knowledge, introducing the old or reviewing the old to learn the new, which has the function of connecting the preceding with the following. Although this kind of guidance is often lacking in interest, history is a course with strong time coherence. Carefully designed according to the specific teaching content, introducing new lessons by reviewing old lessons is conducive to the connection of knowledge, so that students can understand the causal relationship of historical concepts, thus making their understanding more comprehensive. For example, when studying the history of Xia, Shang and Zhou dynasties, it would be better to contact and guide people with the brutal rule of tyrants. Xia Jie's fatuity, the brutality of Shang and Zhou Dynasties and the autocracy of Zhou Liwang will lead to the demise of one dynasty and directly or indirectly promote the establishment of a new dynasty. The transition is natural, which makes it easy for students to get out of the classroom where the former knowledge transmitter is about to learn. Second, the suspense introduction method. Among many non-intelligence factors, interest is the emotional basis of students' education, the most active factor among non-intelligence factors, the guide to getting started, and the great motivation for students to explore knowledge and promote the development of thinking. By asking questions and setting suspense, attract students' attention and grasp their hearts. Stimulate students' interest. For example, when teaching the May Fourth Patriotic Movement, teachers can first arouse students' interest by telling stories about setting fire to Zhao Jialou and beating up Zhang Zongxiang, thus stimulating their desire for discussion, and then ask the following questions: "China was also a victorious country in World War I, why was it carved up as a defeated country at the Paris Peace Conference?" Through the setting of such questions, students' interest is stimulated, and they are eager to know the content of the new lesson. For example, in the course of teaching "Qin Unification", I designed "Students, do you know who was the first emperor in the history of China? Why does he call himself the emperor? Why did the Qin Dynasty build the Great Wall? These problems attract students' attention like magnets and are quickly introduced into the new curriculum. Therefore, when designing the introduction, teachers should pay attention to stimulating students' interest, and consciously set up some doubts to make students realize the interesting and exploratory nature of history courses. Only in this way can the periodical library better guide students to master historical knowledge actively. Third, audio-visual lead-in method. The greatest feature of history is its strong temporality and spatiality. For middle school students, plane narration is often difficult to attract their attention, so it is an important condition for teachers to guide students' creative thinking activities with some environmental factors in the teaching process. Before the new class, properly play movies related to the lecture content, reproduce "historical facts" through intuitive and vivid pictures, and let students experience the background or events in a certain historical period, which can not only stimulate students' emotional experience, trigger their emotions, but also strengthen students' understanding of new knowledge. For example, when we talk about the "imperialism's fanaticism of dividing up China", we can introduce a new lesson by playing a plot in the TV series "The Song Sisters". Why did it arouse their indignation? "Then tell the students that this is a picture of imperialism carving up China, a picture of the current situation in the textbook, and then explain the picture to the new lesson. The introduction of audio-visual teaching situation acts on students' senses, which not only makes them have great upward motivation, but also keeps them in a state of concentration throughout the class. So as to obtain the best teaching effect. Fourth, the introduction of heart-to-heart talks. There are two ways to introduce new lessons into familiar movies and novels to arouse their memories, enhance their perceptual knowledge, and then introduce new lessons. For example, teaching opium import and the anti-smoking campaign can start with the description of the film Lin Zexu. Now there are many movies with historical themes that can be fully utilized in history classes. Strengthen the teaching effect. The second is to summarize the conversation methods. Combined with the key points of the textbook, first of all, the main contents of this chapter are briefly shown to students, and some familiar questions are asked to make them feel cordial and stimulate their interest in learning. For example, in the lesson from Zhenguan Governance to Kaiyuan Shengshi, we can briefly introduce the Tang Dynasty first: "The Tang Dynasty is a dynasty that students are familiar with. Whenever we mention it, we will think of many touching stories: Emperor Taizong, the only queen of China, Wu Zetian, the great poet Li Bai, Du Fu, the Japanese envoy to Tang Dynasty who braved the wind and waves, Songzan Gampo and Princess Wencheng. Its ancient civilization has influenced China and the East for thousands of years, and Japan still retains some customs and habits of the Tang Dynasty, which was the golden age of feudal society in China. It brought students to the colorful historical scenes of the Tang Dynasty, attracted their attention, and laid the foundation for learning the content of this lesson and the following lessons. The advantages of conversation method are relative freedom, strong inspiration and flexibility.

Verb (abbreviation of verb) > What teaching methods and means are used? The teaching method of "small, low and fast" is adopted in teaching. 5] Ting [5] [2] [2] [3] [3] [3] [3] [3] [3] [3] [3] In junior high school, when teaching volleyball with standard venues, clear heights and rules, students' enthusiasm is often not aroused. ⑼? What's the matter with you? Tired? Hey? Is it still hot? Na の satin edge? How can you copy all symbols and symbols? First, the little finger narrows the playing field. Because of the new teaching method of middle school history, the new teaching method of middle school history and the new teaching method of middle school history, which continent is China in? This is a simple question that can't be simpler. Every year, due to the need of teaching, I will raise this question when I teach the graduating class of Grade Three. Surprisingly, however, those who know this answer can only find a few of these 200 or 300 students. If only one such phenomenon is encountered, the author may be blamed for making a fuss.

Talking about the teaching methods of first-grade literacy; Talking about literacy is the basis of learning ability. In order to make students actively read in a pleasant and relaxed atmosphere, teachers should consciously stimulate their interest in literacy, broaden literacy channels and cultivate literacy ability according to children's age characteristics. Based on this understanding, I explored the literacy teaching in lower grades. First of all, according to children's thinking characteristics, the teaching method of "Wolf and Sheep" is embodied and abstracted. 1. Flexible and diverse classroom teaching forms. Classroom teaching form is a bridge connecting teaching theory and practice, and plays a connecting role between theory and practice. Most of the traditional teaching forms are dull and monotonous. The course taught by Mr. Long has made a breakthrough in this respect. Situational teaching method has been successfully applied. 36860 . 68686868686

6. How to do a good job in concept teaching in middle school history teaching (1) to guide students to analyze historical concepts by using historical allusions. In history textbooks, many historical concepts are inextricably linked with historical allusions. Students can understand these concepts more clearly if they use these allusions properly and set up historical situations. For example, the concepts of "left" and "right" in political terms are often mentioned by students during their study. It is also two concepts that are easily confused. \x0d (2) Help students accurately define and discriminate historical concepts. Every concept of historical knowledge has its specific historical time and space, specific historical connotation and extension, and the definition method is based on the above four aspects. Define the concept of historical knowledge in highly generalized, concise and accurate language. The most important thing to form the concept of historical knowledge from the definition is to reveal the connotation and extension of history. Due to the lack of historical background and education, students are not familiar with the concept of historical knowledge by definition, and it is difficult to master it. For example, for the two historical concepts of left deviation and right deviation, the error of left opportunism is that the theoretical viewpoint exceeds the practical needs. Subjective understanding may exceed objective conditions. This kind of mistake is manifested in: expanding the scope of attack, engaging in excessive struggle, engaging in closed-doorism at home, engaging in adventurism in the struggle against the enemy, being eager for success in economic construction, violating the law and discipline, and surpassing the stage. \x0d (3) Enlighten students to correctly distinguish historical concepts by using the species relationship of concepts. Many historical concepts have many similarities or similarities, which invisibly increase their understanding. If we can understand the relationship between species concepts through the analysis of the connotation and extension of concepts, it will help students to master them better. \x0d (4) Use intuitive historical perceptual materials to guide students to understand concepts. All historical knowledge comes from historical facts and events, without which historical concepts cannot be formed. When learning the concept of history, we should closely follow the facts and events, so that students can form perceptual knowledge and analyze, judge and summarize it. Refinement rises to rational knowledge. Of course, when understanding facts and events, students should be reminded to jump out of facts or events and be good at grasping the essence through phenomena to form a correct understanding. \x0d (5) Help students sort out the characteristics of historical development and accurately interpret historical concepts. In the long river of historical development, the connotation and extension of some historical concepts are not immutable. It changes with the development of history and social progress. Students often lack the overall vertical connection with the process, characteristics and clues of these changes, and their understanding is prone to deviation. \x0d helps students to explain and understand these concepts in different stages of history, which makes it easier for students to master. Of course, this carding process is not complicated, but the problem is that when they master its method, they will be handy and comfortable. \x0d In fact, there are many teaching methods of historical concepts, and there are different opinions. It can be said that teaching has laws, but teaching cannot. The examination of historical concepts is common in college entrance examinations over the years. Therefore, in the teaching process, the importance of teaching historical concepts is self-evident. It can not only improve students' ability to master historical knowledge and solve problems, but also help students form good historical thinking ability and improve their comprehensive quality. Therefore, we should arouse this necessity in teaching.