First, the introduction of the new curriculum should grasp the focus of teaching materials
A good beginning is half the battle. Educator Bruner said: "The best stimulation of learning is the interest in the materials learned." The main role of teachers in the classroom is to "guide". I will talk about the topic of "Song-Jin confrontation". Let the students recall the story of "mother-in-law tattoo" they learned before. Introduce the key points of "Yue Fei's resistance to gold". In the class of Sino-Japanese War in the Sino-Japanese War of 1894-1895, I hung up the portrait of Deng Shichang first, so that the students could see the scene where Deng Shichang commanded Zhiyuan to take the lead in the Yellow Sea naval battle. When we talk about "Sui and Tang culture", we should first review and ask questions about the economic prosperity, national unity, developed transportation and exchanges between China and foreign countries during the Sui and Tang Dynasties, and then introduce a new lesson-"splendid Sui and Tang culture". In classroom teaching, review questions are designed to introduce new lessons. In this way, students can easily understand the key content and causal relationship between the old and new courses. To be good at "guiding", teachers should carefully design teaching plans, reveal the internal relations of teaching materials, reflect the pertinence of students at different levels, and prepare for inspiring students' thinking.
Second, carefully design the key points of teaching materials and give full play to students' main role.
In teaching, teachers should work hard on skills, fully create conditions for students to learn actively, and make the teaching process truly become a process of joint participation of teachers and students, and truly become an interactive process, thus cultivating students' analytical ability, thinking ability and learning ability in vain. When I was talking about "Wang Anshi's Reform", I sorted out the key contents into different forms of problem cards and distributed them to students during the preview. The contents on the cards appeared on the blackboard before the lecture. In class, let the students read the text according to the contents of the card and fill in the card at any time. The specific requirements are:
1 the background of Wang Anshi's political reform, that is, the social crisis in the middle of the northern song dynasty, shows that (government finances) can't make ends meet and (social contradictions) are becoming increasingly acute.
2 (Song Shenzong) acceded to the throne, and on (1069) appointed Wang Anshi to preside over the political reform, hoping to realize the goal of making Qiang Bing rich.
The main measures of Wang Anshi's political reform are (young crops law), (conscription law), (land tax law), (farmland water conservancy law) and (Jiabao law).
The effects of Wang Anshi's political reform are: increasing (government revenue), promoting (agricultural production) and strengthening (military strength).
The reasons for the failure of Wang Anshi's political reform are as follows: A (improper employment, endangering the people) B (strong opposition from big bureaucrats and big landlords).
In less than 10 minutes, the students filled in all the cards they thought were correct, guided them to think deeply step by step, and cultivated their analytical and comparative abilities through a series of questions.
Thirdly, teachers' teaching inspiration analysis focuses on teaching materials.
After reading the text, students understand the main content of the text and solve some problems. Next, the teacher and the students discuss together. Answer the teacher's questions and students' questions together, and finally achieve the key points and break through the difficulties. Explain the purpose of doubt.
After I finished the project "Xin Chou Treaty". In order to deepen students' understanding of the law of imperialism's gradual invasion of China, teachers and students have asked questions.
Let me ask first: Please briefly answer the first unequal treaty-what is the influence of the Sino-British treaty of nanking on China? All the students can answer: China began to become a semi-colonial and semi-feudal society.
I asked again: What are the impacts of the Tianjin Treaty and the Beijing Treaty? Most students replied that the degree of semi-colonialism in China society has further deepened.
Ask again: What about the influence of treaty of shimonoseki between China and Japan? Most students can answer this question: too much has deepened the semi-colonization of China.
Let me ask again: What is the influence of the Xin Chou Treaty I learned today? All the students got it right: China fell into the abyss of semi-colonial and semi-feudal society.
I would like to ask another question: Every treaty has a different impact on China. In chronological order, can the students tell the rules? Few students have answered this question. At this time, I asked while writing on the blackboard, "I began to become-further deepened-greatly deepened-completely immersed." At this point, the students replied with one voice: the nationalist aggression against China is gradually deepening.
Finally, this law shows the nature of imperialist aggression and greed, and also shows the corruption and incompetence of the Qing government. This teaching method, combining with old knowledge, is step by step and accords with students' thinking process. Under the guidance of teachers, students draw their own conclusions, which are impressive and lively in the classroom atmosphere.
Fourth, the key content of teachers and students participating in induction
Students learn through each text. Master and understand some historical concepts. At this time, teachers should guide students to consciously master historical knowledge and form correct conclusions through understanding, thinking and summarizing key contents. Taking the lesson of Utopian Socialism in the modern history of the world as an example, firstly, the thought and proposition of "Theory of Three Represents" are expounded respectively from the times conditions and specific historical banquets where Saint Germain, Fourier and Owen, the famous representatives of Utopian Socialism, live. I use the method of teacher's prompt and students' induction and generalization. I suggest that three utopian socialists expose the irrationality of capitalism from different angles, but they can't reveal the fundamental contradiction and development law of capitalism and oppose class struggle, that is, advocate class harmony. Students come to the conclusion that utopian socialism cannot theoretically explain the objective law that socialism will inevitably replace capitalism, nor do they understand class struggle, so their socialism can only be an unattainable fantasy. Students' participation in summarizing the key points of the text not only improves their thinking ability, but also contributes to the construction of knowledge and promotes classroom teaching.
Fifth, pay attention to the key content in classroom practice.
In order to reduce the burden on students, teachers must attach importance to classroom exercises. Under the threat of grasping the outline, the exercises are gradually deepened from easy to difficult, closely focusing on the key points of materials and combining with "double basics" Many types of questions, less wins more. When I was talking about "the prosperity of a prosperous economy", I designed such a question:
Among the following agricultural tools invented and used by working people in ancient China:
A- floor car B- car c overturned D- drainage E- bow plow
1 which ones were created in the Yong period? (Yes)
2 What did the Han Dynasty create? (advertising)
3 What are irrigation tools? (BC)
4 which ones are hydraulically rotating? (BD)
5 which ones don't use human or animal power directly? (BD)
Such special exercises not only help students to consolidate and deepen basic concepts, master the methods and skills of solving big problems, but also cultivate students' ability to seek differences in similarities, seek common ground in differences, draw inferences from others and grasp the essence.
These are some of my basic practices in history teaching. Practice has proved that. Constantly improving teaching methods has played a powerful role in promoting teachers' "teaching" and students' "learning" and is conducive to improving teaching quality in an all-round way.