Time is a necessary guarantee for learning history well. To improve the review efficiency of history subjects, we must first have a fixed review time, preferably not less than 50 minutes a day. Too much will affect the review of other subjects, and too little will have no effect. The time should be arranged one hour before going to bed (this time is one of the four memory climaxes of the brain every day); Moreover, the review time of the three textbooks, Ancient History of China, Modern History of China and Modern History of the World, should be reasonably allocated within 50 minutes. Memory is the most basic ability required by history. The shorter the review time, the better the memory effect. Although some students have fixed time to review history every day, they often watch whatever they want. Today's ancient history of China, tomorrow's modern history of the world, or a period of time, they will review the ancient history of China, or review the modern history of China, or review the modern history of the world. The cycle is long, and as a result, the front is forgotten after reading, and the back is forgotten after reviewing. Therefore, disorderly or long-term review is inefficient, not to mention the depth of understanding the textbook. Generally speaking, in the fixed review time every day, there should be clear quantitative provisions on the ancient history of China, the modern history of China and the modern history of the world. Specific measures are as follows:

1. Determine the number of times to review textbooks in a certain period of time, and then determine the review amount of three textbooks every day according to the content of each textbook (how many pages are reviewed every day).

2. The content of China's ancient history is less, while the modern history of China and the modern history of the world are more theoretical; In a fixed time of 50 minutes, the review time of China ancient history can be 10 minutes, and the other two textbooks each have 20 minutes. Then, according to the review time of each textbook and the amount to be reviewed every day, the number of pages to be reviewed for each textbook is determined.

3. After reviewing the first volume of Modern History of China and Modern History of the World, review the second volume of these two textbooks, with the same amount and methods every day. But this time, the ancient history of China has been reviewed. Do you want to review it again? The answer is yes. Because the historical memory of "Ancient History of China" is relatively more, and the modern history of China and the modern history of the world focus on understanding, it is necessary to review the ancient history of China several times more, and the time allocated every day is only 10 minute. You should also read more to remember and understand its content.

Second, every review should be focused.

In teaching, we often hear some students say: I have read the textbook several times and still can't remember it; Some students think that it is boring to face familiar content every day. Of course, time is the guarantee of memory, but the memory effect is not completely proportional to the time invested. As far as memory is concerned, the memory effect based on understanding is better than simple memory; Therefore, to master knowledge, we should pay attention to understanding, and each review should not be simply repeated, but should be focused and targeted;

This can make the review and understanding of knowledge from the outside to the inside, from the shallow to the deep, and finally achieve the effect of understanding and memory. The specific method is as follows:

The first review focuses on the content of the textbook, including the title, subtitle and specific content of the textbook, so as to read everything, regardless of size, and clarify the relationship between the titles. Directory is the framework of knowledge. Only by grasping the historical framework can we clarify the ownership of specific knowledge points that are fragmented and disorderly. In addition, after reading the prescribed content every day, before going to bed, you should review the content reviewed during the day in your mind like watching a movie. It is not required to recall all the contents (in fact, this is impossible), but mainly to recall the topics reviewed that day and their relationship. This can not only consolidate the main knowledge, but also prevent the brain from being excited by excessive concentration and affecting sleep.

The second review focuses on clarifying historical clues and expanding knowledge. Judging from the comprehensive examination paper of liberal arts in the current college entrance examination, the history examination paper has two remarkable characteristics. One is to emphasize the examination of historical development (that is, the basic clues of history), and the other is to pay attention to the examination of students' comprehensive ability and innovation ability. Multiple-choice questions are generally based on the same background material, asking questions about historical phenomena that occurred in different times but related to the background material, forming a question group. Small questions seem to be unrelated, but in fact they are an examination of the basic clues of historical development, such as Songjiang cotton textile industry in 2000, 200 1 China ancient education. When examining students' innovative ability, proposers often provide an unfamiliar background material, and then design questions from the perspective of history discipline, requiring students to analyze and draw conclusions by using existing historical knowledge. Most of these problems involve knowledge infiltration between disciplines. For example, the comprehensive volume of 2000, the Middle East issue and the Panama Canal issue, and the comprehensive volume of 200 1 are all derived from the situation maps of Africa in different historical periods. This kind of question not only requires students to make an in-depth analysis of a certain historical knowledge point, but also emphasizes the systematicness and expansibility of knowledge. If we usually only pay attention to the point review and ignore the line review and deepening, then we will be at a loss when answering these questions. Therefore, when reviewing, we should pay attention to combing the basic clues of historical development and infiltrate the knowledge between disciplines as much as possible. However, due to the limitation of students' ability, it is difficult to expand in depth when reviewing. The second review is mainly to solve the above problems, which can be carried out from the following aspects:

1. Review focuses on the internal relations between historical events, tries to analyze the internal relations between the contents and titles in the textbook, and adopts the recall method (that is, before opening the textbook, try to recall the size and titles of each chapter, the important events under each title, and how these events are related). If you can't recall them, open the textbook again, so as to master the main knowledge and further deepen your understanding of the knowledge framework on the basis of the first time.

2. If you feel that what you are reviewing is similar to what you have reviewed, you should immediately recall what the similar content is. For example, when we see the handicraft industry in Ming Dynasty, we should associate it with the development of handicraft industry in Song and Yuan Dynasties, and when we see the porcelain industry in Jingdezhen, we should think of other related contents in the teaching materials. Through this conscious serial memory, we can gradually grasp the basic clues of history and form an orderly knowledge structure.

3. Pay attention to the extension and expansion of knowledge. The extended knowledge is mainly the knowledge supplemented by the teacher. In teaching, teachers often provide students with some new materials, new ideas or infiltrate some disciplines on a specific knowledge point. For example, from the perspective of history, geography and politics, the possibility and necessity of establishing Jinggangshan revolutionary base area; This paper analyzes the reasons why the three decisive battles were the First Northeast War and the First Northeast Jinzhou War. How to objectively evaluate the national government's campaign to rectify tax and legal tender policies and amend the New Testament? There is no in-depth analysis of the knowledge directly involved in these textbooks, and students often write it down. When reviewing, you must also read it and even remember it. This is a more effective way for students to expand their knowledge. There are often some background materials in the exam that are related, similar or even the same as what the teacher usually supplements. Although the angle of questioning will be different, students will not feel strange because they already know the background materials, and they will not be at a loss when analyzing and answering.

Third, we should have some practice time.

It is the ultimate goal of history teaching to analyze and solve problems by using the mastered knowledge, and it is also the main means to test whether the review effect is ideal. Therefore, doing some related exercises selectively is an important part of review, but there should also be a clear time and amount of practice. Many senior three students' exercises are passive or blind (that is, they do whatever the teacher sends and do as much as they send); When practicing independently, they only do multiple-choice questions, and rarely or even do material analysis and question types. Even if they do multiple-choice questions, they only want quantity, not quality. As for subjective questions, they are rarely done or never done, and some students do them while watching. These methods are neither scientific nor effective. The author thinks that students should take the initiative to do the questions with a clear purpose. What exercises to do and when to do them should be done according to your review progress. The specific method is as follows:

First, choose high-quality review materials. At present, the market is full of all kinds of review materials. Due to the blind pursuit of profits, many materials have serious quality problems, such as unclear printing, small number of questions, high price, and even many mistakes in reference answers. Students often don't tell the truth from the false, and buy it at first sight. Some students even have four or five reference materials in each subject. In my opinion, students only need one review material.

Secondly, we should have fixed practice time. Some students are used to reading books and doing some related exercises every day, thinking that this can consolidate and understand their review effect in time. The starting point is right, but the problem is that senior three students don't have much time at their disposal every day. Every subject should have some review time every day, in which English and mathematics will take up more time, and the time left for history is only 1 hour at most, and this 1 hour. In addition, there are few exercises related to the review content of each textbook every day, and students pay little attention to the rhythm and speed when practicing, while the college entrance examination needs to complete a specified number of questions within the specified time. Usually, loose and random practice makes many students unable to complete a college entrance examination paper within the specified time. In order to prevent mistakes in the college entrance examination, there must be a fixed unit time to do the questions in the usual training. When instructing students to review, the author requires students to complete all multiple-choice questions in the relevant content of this week's review in nearly 1 hour during the history review time every Friday, and only requires multiple-choice questions, because it is unrealistic to complete exercises including material analysis questions, questions and answers and multiple-choice questions in 1 hour. At the same time, according to the practice of college entrance examination, the completion of multiple-choice questions also takes about 1 hour. In addition, students' thinking can be kept relatively concentrated and continuous by doing multiple-choice questions in a fixed and relatively long time, and students also like to do multiple-choice questions. This can not only stimulate their interest in practice, but also ensure the practice time without affecting the time of reviewing textbooks at ordinary times.

Of course, it is not enough to do multiple-choice exercises. If subjective questions are like multiple-choice questions, students will find it boring to concentrate on doing longer unit time every week. The author's approach is to let students read a material analysis question and a question and answer question outside the fixed review time every day according to their own review progress, first list the outline (or draft it carefully), and then compare which answer is better with the reference answer, and ask students to pay attention. If the reference answers are too long, they should

Try to shorten it as much as possible, but on the premise of making the problem clear. In addition, like a teacher analyzing a test question, you should analyze the answers you have understood to your classmates so that they can understand after listening to your analysis. Through this kind of training, students can master the problem-solving ideas of subjective questions, rather than dead answers.

The above is my experience in guiding senior three students to review independently. How to improve the review efficiency of senior three students in independent review, so as to improve the results of college entrance examination, is a problem that every teacher and student should attach great importance to.