How to give full play to students' dominant position in a history class and get good grades in exam-oriented education in the future?
1 stimulate interest and take the initiative to learn.
Interest is the psychological motivation of students' learning activities, and stimulating interest can not be ignored in junior high school teaching.
Students are the main body of learning, and their initiative, autonomy and creativity must be brought into play in the teaching process.
Creating the best teaching situation in history teaching is conducive to stimulating students' interest and making them actively participate in classroom activities.
Careful design of teachers' language, sincere input of teachers' emotions and full use of modern audio-visual tools can increase students' interest in learning, fully mobilize the functions of their hands, mouth, ears and eyes, and carry out positive thinking activities with their brains.
Teaching students the basic knowledge of history is the most basic task of history education in middle schools.
With the help of the best teaching situation, we can not only complete the task of imparting basic historical knowledge more effectively, but also help students understand the essence and grasp the connotation.
It not only enlivens the classroom atmosphere, but also mobilizes students' enthusiasm and improves their ability.
It is conducive to the application of modern educational technology in ideological and moral education and the creation of the best situation, and can reproduce the scenes of historical figures and events in detail, so that students can be infected through their images and strengthen their feelings of love and hate; Through language, students can experience their own emotions and stimulate their inner feelings, so as to share joys and sorrows with the characters and share their destiny. Let students understand the truth through the guidance of language.
At the same time, through the two-way communication between teachers and students, create situations and stimulate students' noble emotions.
In history classroom teaching, the application of advanced teaching methods, teachers' purposeful and conscious language design and sincere personal emotional input have created the best atmosphere for history classroom teaching, mobilized students' learning enthusiasm and enlivened the classroom atmosphere. Students' active participation and thinking have laid a solid foundation for the improvement of students' ability and are conducive to cultivating students' ability.
They are carefully prepared around the key points and difficulties of knowledge in teaching. Asking "points" makes them enlightening and profound, gradient and hierarchical, so that students have room for thinking and value, and let them discover the gold mine of knowledge through their own exploration and experience the joy of discovery.
2 cultivate good habits and play an active role.
First of all, let students gain a sense of accomplishment in history class, build up self-confidence and dare to think and speak.
For example, from "spoon-feeding" teaching methods to "tutorial" guiding students to learn and explore independently, students have changed from passive acceptance of knowledge to active acquisition of knowledge, and their self-worth has been reflected without a teacher telling them about themselves. At this time, giving them encouragement and affirmation will become a kind of motivation to push them to make continuous efforts and move towards new and greater success.
With motivation and confidence, how can they not take the initiative! Secondly, by means of group cooperation, give full play to students' main role, cultivate students' sense of responsibility, cooperative spirit and collective spirit, and improve students at different levels.
The content of group cooperative learning must be carefully prepared, and designing appropriate questions and formulating reasonable tasks is an important aspect to improve the effectiveness of group cooperative learning.
If a problem is simple and most students can solve it through independent thinking, there is no need for group cooperative learning; If it is a particularly difficult problem, there will be no conclusion after a long discussion, and there is no need to organize students to cooperate in learning in class.
Therefore, when designing the content of group cooperative learning, we should do one thing: the problem to be solved or the task to be completed must be difficult and challenging, and it must be in the "nearest development zone" of most students in the class; Second, this issue should be worth discussing. The task to be completed is difficult to be completed by a single student or a person within the specified time, and it needs to be completed through discussion or cooperation.
Otherwise, cooperation is a kind of ineffective labor.
3. Situational teaching stimulates interest
As teachers, we should pay attention to our own language. To teach a good history lesson, we must have good language quality, make the language concise and penetrating, and strive to infect students and stimulate their curiosity by saying a few words.
Different students have different psychological characteristics in different stages, which requires teachers to learn to grasp the psychological changes of students in different periods and adjust their teaching styles to meet the psychological needs of students, so as to achieve twice the result with half the effort in teaching.
The traditional teaching mode is that teachers talk, students listen and listen behind, which inhibits students' thinking development and violates the concept of taking students as the main body and teachers as the main body in the new curriculum standard: under the guidance of teachers, students are required to read textbooks for 8- 10 minutes in class to master the main contents of history textbooks, that is, to make students feel the full text as a whole through reading.
Feel the learned knowledge through group discussion, and try to have your own ideas about the knowledge, that is, put the knowledge into life.
That is to say, by learning historical events, students can have a feeling and understanding of history, and truly realize that learning history can make people wise, thus cultivating students' emotional attitudes and values, and achieving the ultimate goal of educators-to make every student think healthily and serve the country's construction.
Choose intensive training in class to consolidate knowledge.
This requires teachers to do more questions and choose fine questions after class, while students do less questions and choose fine questions to reduce the burden on students.
In the process of teaching, we should pay attention to grasping emotions and be good at grasping emotional events in historical events, which can not only stimulate students' patriotic feelings, but also make up for the lack of "emotion" in practical teaching, and finally achieve good results of moving "emotion" with "emotion".
Advantages of Situational Teaching: A novel and unique tutorial focuses on arousing a thousand waves with one stone and arousing students' interest and thirst for knowledge.
Commonly used opening forms include: directly introducing poems, songs, stories, charts, movies, etc. To attract students' attention and interest.
Appropriate and timely display of textbook illustrations, maps, objects, etc. And audio-visual products, plus the teacher's explanation, can make the knowledge content illustrated, enhance the vividness and intuition of teaching, and let students carry out abstract logical thinking on the basis of imagination, analysis and comprehensive image thinking.
Makarenko, a wonderful and vivid narrator, once said, "The same teaching method may have 20 times different effects because of different languages." Teachers should polish and process the language to make it artistic while carefully designing the classroom and creating an atmosphere.
The combination of artistic language and the display of historical scenes makes students have "empathy phenomenon" in their explanations to teachers.
Skillfully set up situations, guide participating teachers to set up historical situations and questions in the process of telling and demonstrating, stimulate students' inquiry motivation, guide students' enthusiasm for active participation, grasp the key points to induce students' creative thinking, that is, transposition experience, questioning and questioning, give full play to students' autonomy, and let students think in doubt and surprise, so as to achieve the goal.
The consistency of history teaching knowledge, teaching content and ideological education content also determines that ideological education should be included in history knowledge teaching.
Creating a novel, vivid and open historical "situational" classroom plays an important role in the process of realizing teaching objectives. It can not only stimulate students' interest in learning history, cultivate students' healthy sentiment, develop students' innovative spirit and creativity, but also open up a new way for middle school history teaching in trouble.
Of course, there are still many aspects of our "historical situation teaching method" that need to be continuously improved in teaching practice, and we will continue to practice and innovate!