An analysis of the reasons for the poor history of junior high school 1. In terms of knowledge, junior high school mainly starts from the macro, taking into account the timing and foundation of historical knowledge;
2. In terms of ability, junior high school mainly lies in memory and understanding, especially at the memory level. Memorize history.
3. In the curriculum system, junior high school adopts the general history style of theme+time sequence, with the theme form as the main form. The knowledge system is incomplete, the knowledge structure is scattered, the general history is impassable, and the theoretical concepts are vague.
4. In terms of curriculum content, junior high school curriculum pays more attention to national history than world history, and pays more attention to political history, while economic history is relatively weak.
Tell me more about your present situation.
(1) Students lack the basic knowledge of junior high school history and have not formed a relatively complete knowledge system, let alone an understanding of the basic theories and concepts of history.
(2) Junior high school history has long been regarded as? Minor? Schools, students and even society pay insufficient attention to it.
(4) In terms of learning methods, students are used to mechanical memory and lack positive thinking habits. This has brought some obstacles to abstract high school history learning.
The solution to the poor history in junior high school 1. Consolidate knowledge points with high precision.
1. Intensive reading. Read word for word, paragraph by paragraph, paragraph by paragraph, think about the relationship between words, sentences and paragraphs, find out every knowledge point, and remember the textbook completely. Like the modern history of the world? 1929? 1933 capitalist world economic crisis? At a glance, we must understand four knowledge points: first, the causes of the economic crisis; Second, the emergence of economic crisis; Third, the characteristics of this economic crisis; The fourth is the impact of this economic crisis. These four knowledge points are interrelated, which together constitute the information about 1929? 65438-0933 The complete knowledge system of the capitalist world economic crisis.
2. Grasp the connotation. On the basis of understanding the knowledge points, it is necessary to analyze the details to further grasp the complete connotation of each knowledge point. For example, the first knowledge point mentioned above includes the following three points: ① Capitalists grab high profits, but the working people are increasingly relatively poor, which limits the growth of social actual consumption power; (2) Installment payment and bank credit have stimulated the false prosperity of the market, and the contradiction between production and sales has become increasingly acute; People are addicted to speculative activities such as stocks, which greatly increases the instability of financial markets.
Second, a high understanding of historical concepts.
1. Grasp the connotation and extension of the concept. Understanding the connotation and extension of historical concept is the premise of making an accurate definition. Such as 1997 college entrance examination question 7? In fact, Kang Youwei's "imperial decree and overall planning" presented to Emperor Guangxu is the policy agenda of the reformists, because it: a. put forward various specific suggestions for political reform; B. advocate the theory of constitutional monarchy; C. Systematically demonstrated the theory of political reform; D clearly point out that political reform is the only way to save the country and survive. ? Can this question be correctly understood? Policy agenda? The connotation, that is, the specific implementation plan of the reform, is easy to choose A. For example, Question 8: Open the door? This policy marks a new stage of American aggression against China. This is mainly because of this policy: a) it has been recognized by the great powers; B) It can make the rights and interests of the United States in China rank first among big countries; C) It shows that the United States recognizes the privileges of the great powers in China; D) help to accelerate the pace of American invasion of China? . This topic mainly examines the extension of the open door, that is, the impact, for? Will it help the United States to speed up its aggression against China? .
2. Summarize the concept completely. For example, the college entrance examination 1997 question? The land policies put forward by China in different periods of the new-democratic revolution have the following common points: ① It embodies China's democratic revolution program; (2) eliminate the feudal exploitation system; (3) safeguarding the interests of farmers; ④ Promote social and economic development.
b.①②③c.①③④d.①②③④？ . This question has partially summarized the content of the historical concept, and it is required to choose the matching item. The process of choice is actually the process of summarizing the content of historical concepts. After induction and comparison, it is obvious that ② is not the common ground, and the option without ② should be chosen.
3. Distinguish the similarities and differences of concepts. In review, we should compare similar or similar concepts, distinguish their similarities and differences, and improve the accurate grasp of concepts. Such as 1996 Shanghai college entrance examination question 26? The similarities between the Soviet Union's implementation of the new economic policy and the United States' implementation of Roosevelt's New Deal are as follows: ① Facing extremely difficult economic situation; (2) the state promulgated policies and decrees to intervene in the economy; ③ The main content is to adjust and revitalize industry; (4) developing commodity production and restoring agriculture; A. 12B. 13C.23D.224？ .
4. Analyze problems with concepts. It is not enough to understand the concept. It is an ideal state to analyze historical phenomena with an accurate understanding of historical concepts. If you use it? The enfeoffment system? This paper analyzes the reasons and results of historical phenomena such as the enfeoffment system in Zhou Dynasty, the county system in Qin Dynasty and the enfeoffment system in early Han Dynasty. Use? A semi-colonial and semi-feudal society? Analysis of the dual nature of the national bourgeoisie in China.
Third, high-density tandem knowledge network.
Knowledge network is an organic whole formed by the interweaving of points, lines and surfaces within knowledge. In the review, we must grasp the connection of various knowledge points in the textbook, and bring a large number of scattered and relatively isolated historical knowledge into a complete discipline system to form a scientific knowledge network.
1. Grab some. For example, we can grasp four points: ① during the Wei and Jin Dynasties, the gentry system was formed within the landlord class; ② During the Eastern Jin Dynasty and the Southern Dynasties, the gentry forces developed; (3) At the end of the Southern Dynasty, the influence of the gentry gradually declined; (4) At the end of the Tang Dynasty, under the attack of the peasant uprising, the gentry were further eliminated. In this way, we have a complete and clear understanding of the problem of gentry.
2. Cross this line. ? Line? It is a knowledge clue composed of historical events with internal relations. For example, the emperor of the Qin Dynasty, the three fairs, counties and counties, the settlement of the Han Dynasty and the contention of a hundred schools of thought of Confucianism, the six-part system in the three provinces of Sui and Tang Dynasties, and the Song Dynasty? A glass of wine releases soldiers? As well as the provincial system in the Yuan Dynasty, the deposed prime minister, stereotyped literati, military department and literary prison in the Ming and Qing Dynasties. Point? These points constitute the development history of the establishment, consolidation and strengthening of centralization in ancient China.
3. sidewalks. ? Face? It is a knowledge whole composed of all the contents of a certain period or stage in history.
In short, only by systematically grasping the structure of historical knowledge can we easily grasp the overall content of a period or stage, and then capture the staged characteristics of history, and then open and close it when solving problems.
Fourth, a comprehensive analysis of historical phenomena.
Textbooks describe history in chronological order and are a plane system. The college entrance examination proposition often extracts historical clues, excavates knowledge connections, criss-crosses ancient and modern China and foreign countries, and forms a three-dimensional system. Therefore, the preparation review should not only focus on the combination of line and surface to form a knowledge network, but also broaden, dig deep and raise, comprehensively analyze historical phenomena and form a three-dimensional knowledge system.
1. More complete narrative, multi-angle and multi-level analysis. Such as 1996 college entrance examination question 48? Explain briefly18th century? /kloc-the main changes of social economy and class relations in France in the middle of the 9th century, and according to this change, the main differences between 1789 revolution and 1848 February revolution are analyzed. ? What does this question require of France in the18th century? /kloc-The historical description in the middle of the 0/9th century is relatively complete, including an in-depth analysis of revolutionary reasons, revolutionary tasks, revolutionary objects and revolutionary subjects. Another example is question 47? Summarize and combine historical facts, briefly explain the reasons for the splendid culture in the Tang Dynasty, the characteristics and historical position of Tang Wenhua. ? This problem also needs students to summarize and summarize from different angles such as reasons, characteristics and historical status. On the surface, historical facts are clear and easy to understand, but the requirements for analytical ability are relatively high.
2. Macro analysis and micro test. For example, 1997, question 48 of the college entrance examination? This paper summarizes the power relations of the allies in the Versailles Washington system and illustrates them with examples. Try to analyze why this system can't maintain world peace for a long time. How this system was broken mainly depends on the macro-analysis ability of historical phenomena, which requires students to understand the power relationship of the allies from a macro-and global perspective, and also requires a concrete analysis of the power of the allies, which also includes micro-analysis elements.
3. Explicit contact and implicit contact. ? Dominant connection? Is the obvious connection of historical knowledge in teaching materials, and? Implicit connection? It is hidden among knowledge. In other words, it is the so-called explicit knowledge and tacit knowledge. Implicit problem is the deepening, generalization, comparison and systematization of explicit problem, and explicit problem can only improve its own value through implicit problem. Such as 1996 Shanghai college entrance examination question 46? In what ways did Britain, France, Russia and the United States solve the land problem in the bourgeois revolution and reform? What role does the solution of land problems in various countries play in their capitalist development? In this issue, the proposer has grasped their hidden connection, that is, the land problem in revolution and reform. After excavation, the ability test level has been significantly improved.
How to learn junior high school history? Tall buildings have risen from the ground? The study of any knowledge is inseparable from the foundation, and the study of history is the same. Junior high school is the initial stage for students to systematically contact and learn Chinese and foreign history. It is of great significance to lay a solid historical foundation for students to learn history and form a correct world outlook, outlook on life and values. ? If a worker wants to do a good job, he must sharpen his tools first? Mastering good learning methods is conducive to improving students' interest and confidence in learning history, cultivating students' historical thinking ability, and then learning to understand and analyze problems with historical materialism and dialectical materialism. Here, the author talks about some experiences based on his understanding of history teaching for many years.
First, use emotional teaching to stimulate students' interest in learning history. History teaching should not be scripted. The 5,000-year civilization history of the Chinese nation is so splendid and heavy, which has both the glory of the Han and Tang dynasties and the humiliation of the modern century. When teaching different historical stages or events, teachers should consciously infect students through vivid language, rich expressions and other immersive feelings, subtly guide students to correctly understand history, face up to the importance of learning history, and gradually cultivate students' interest in learning history.
Second, don't separate politics from history and guide students to use it? Combination? Methods of learning history. ? Today's history is yesterday's politics and today's politics is tomorrow's history? It is necessary to deeply explain the relationship between history and politics to students, guide them to analyze history with the knowledge of political science, and test politics with the knowledge of history, so as to confirm and promote each other.
In this process, novices may find it difficult, but there is no need to rush for success. As long as they study consciously, with the continuous accumulation of historical and political knowledge, the effect of this learning method will gradually appear, and the more historical and political knowledge is accumulated, the more obvious the effect will be.
Third, correctly understand the relationship between memory and understanding. In the study of history, there are many knowledge points that students need to remember and understand, so how to understand the relationship between them is very important. Many students hate history study because they can't remember it or remember it but don't know how to use it. In fact, in history learning, memory is the foundation and understanding is the catalyst. We should remember on the basis of understanding, understand on the basis of memory, and we should not learn by rote, let alone talk about understanding without memory. Learning is a process of accumulation, and the study of historical knowledge needs to be accumulated more. Teachers should guide students to strengthen the accumulation of historical knowledge and help students understand and digest by setting topics within the scope of historical knowledge they have learned.
Fourth, pay attention to the construction of historical framework and historical knowledge network. Although the historical knowledge is vast, it is a whole, and all knowledge points are inextricably linked, thus forming a natural network. Therefore, we should pay attention to the vertical and horizontal relations of history in our study. If the whole human history is a big system, then the historical events, historical phenomena and historical figures involved are subsystems. It is helpful for students to understand the position of subsystems in the large-scale system and the relationship between subsystems, so as to build an overall historical framework in their minds and help students grasp the historical concepts and characteristics of the times. In teaching, we should not only pay attention to guiding students to learn knowledge points in a certain time period, but also pay attention to guiding students to compare and summarize the same or similar knowledge points in different time periods. For example, the first volume of world history, social changes in major European and American countries. Make full use of the comparison and induction of similarities and differences, and further understand the relationship between the background and historical significance of historical events through analysis, and understand the universality of bourgeois revolution and the particularity of revolutions in various countries. Historical map is an important way for us to understand history intuitively and vividly, which is helpful for us to understand historical phenomena and historical processes and improve our ability to identify, explain and interpret historical maps. For example, if the road map of "opening a new route" is combined with pictures and texts to summarize the key points, we can grasp the important content of the historical event of opening a new route. For another example, take agricultural production as the main line, put together the situation and characteristics of agricultural production in different historical periods, guide students to make comparative analysis, and deepen their memory and understanding of various knowledge points on this line.
I read junior high school history, why can't I learn it well?
1. Reflections on junior high school history teachers
2. Reasons for poor academic performance of middle school students
3. Junior high school history experience
4. What should junior high school students do if they have a bad memory?
5. Why don't you study well in junior high school?