Psychologist Piaget said: "All mental work depends on interest." Mr. Tao Xingzhi, an educator in China, pointed out: "Teaching methods must be based on students' interests, so that students can gain interest in the learning process. "There are many indications that interest plays an important role in students' learning process. So, how to stimulate students' interest in learning in the teaching process? The author talked about his views on the subjects he taught.

First of all, prepare lessons carefully

(A) establish the belief that students are the best.

For a long time, history as a minor has been in an unfair position, and history teaching has been ignored because of discrimination. Many teachers regard history as a "recitation" subject, read and brag in class, and make students tick after class, thus making the majority of students feel that history classes are boring and lack interest in learning history. This irresponsible teaching method greatly violates the original intention of quality education, which will only cultivate students' habit of reading "dead books", stifle students' development potential and lose the value of history discipline.

As people's teachers fighting in the front line of teaching, we should firmly establish the teaching belief of focusing on students, starting from students and aiming at students, and infiltrate historical knowledge, interest, aesthetics and thoughts into students' psychology with the purpose of educating, educating and developing people. Therefore, teachers should enhance their sense of responsibility to students. Responsibility is the concentrated expression of love, manifested in business study and meticulous spirit. Our history teachers should take teaching as their profession, constantly sum up experience, strive for perfection, cultivate students' knowledge, feelings, intentions and actions, improve students' historical literacy, promote students' all-round development, and make students interested in exploring history. At the same time, the teacher's seriousness can also drive the students' seriousness to a certain extent, and play a subtle role in the example.

(B) enrich the classroom teaching materials

Psychologist Bruner believes that learning is an active process, and the best motivation for students to learn is their interest in the materials they have learned, which is a psychological motivation that directly promotes students' active learning. Before class, teachers should make full preparations and explore classroom teaching materials in many ways.

1. Dig fascinating stories

Junior high school students' basic knowledge of history is weak and their abstract thinking ability is not strong enough. When they study history, they tend to pay attention to its story and interest. If teachers can explain short stories about history in teaching, it will greatly enhance the attraction of the classroom and make students full of interest. For example, when Qin destroyed the Six Kingdoms, the story of "Jing Ke stabbed the king of Qin" can be inserted, and when teaching The Romance of the Three Kingdoms, the story of Liu Bei's three visits to the cottage and Zhuge Liang's invitation from the mountain can be introduced, so that students can know the heroic deeds of Yang Jingyu during the Northeast Anti-Japanese War. Stories have affinity and can shorten the distance between students and history. Sometimes the explanation of one or two stories plays a closing role in students' understanding of the text.

2. Conduct multi-angle analysis.

This is another way to enrich classroom teaching materials. Today, when quality education is advocated, more and more teachers have realized that "one size fits all" and "centralized teaching" are not allowed. However, in the process of teaching, many teachers still can't get rid of the influence of monism, which in turn makes students suffer greatly. In this multipolar and pluralistic world, we should look at teaching from the height of the times, guide teaching with the latest ideas, and analyze people, things and things appearing in history textbooks from all angles, so as to provide students with a brand-new vision and stimulate their desire for exploration. For example, when commenting on the merits and demerits of the two heroes, Qin Shihuang and Chiang Kai-shek, students can sum up their opinions after speaking freely. Learning the Battle of the Spring and Autumn Period and the Warring States Period can help students talk about their own experiences and inferences and cultivate their independent thinking ability.

3. Contact the current society and life.

History is a reflection of the development of things. The history of junior high school is mainly the history of human development from the perspective of the country and the nation, which is inextricably linked with modern life. Combining history lessons with today's society and life will help to cultivate students' sense of historical responsibility and mission to pay attention to human beings and life, make them realize the closeness, consistency and coherence of internal relations in various periods of human history, and improve their understanding of the current society. At the same time, people are often interested in the things around them. Grasping materials from contemporary life can enhance the attraction of the classroom and promote students' thinking. For example, when we talk about clans in primitive society, we can relate to the concept of family, especially children in rural areas, and we can find many characteristics of traditional "family" in China. Another example is that through the teaching of the history of Japanese aggression against China, students can better understand the actions of Japanese high-level officials and the current situation of China people's strong anti-Japanese sentiment.

Second, use language skillfully.

First of all, the organization should be orderly. The image is popular and vivid, and order refers to logic. A good teacher should be a linguist, who can concretize abstract concepts, simplify profound truths and express what he says in interesting language that students are willing to accept; Pay attention to semantic organization and logic at the same time. There are many short stories in history textbooks, so teachers should pay attention to the use of language when speaking. Therefore, teachers should improve their language accomplishment and constantly hone their language through reading, speaking and writing, so as to better serve teaching. For historical events in the text, teachers should make clear the background, cause, process, result and influence. For example, Eight-Nation Alliance's war of aggression against China, they want to talk about missionaries and the Boxers. The text is very short, and teachers should organically organize it into the classroom teaching structure with corresponding extracurricular reading materials to give students a detailed, full and vivid historical fact.

Secondly, be emotional and touching. An excellent teacher must be as rich and delicate as an orator, be good at controlling scenes and master the temperature and proportion of emotional expression, which can not only incite people's feelings, but also inspire people's hearts. The object of our teaching is dozens of students with different emotional states. In teaching, we should be good at using factors such as volume, speech speed, intonation and pause to control language and students' emotions. Suhomlinski said: "Human civilization is most finely reflected in emotional civilization." German educator Dostoevsky said: "The art of education lies not in the ability to impart, but in inspiration, awakening and encouragement." Therefore, regardless of explanation, demonstration or narration, teachers' emotions should be infiltrated to show their position or attitude. For example, when teachers tell the story of "Burning the Yuanmingyuan", they can describe the brutal scene of the British-French allied forces to students in an angry and affectionate tone, and when reading the contents of the treaties signed in modern history, they can express the arrogance of the invaders in a decisive tone or reflect the great harm brought to China in a heavy tone.

Finally, thought should be thought-provoking. A real teacher must be a thoughtful person, with a clear insight into things, an incisive analysis of historical events and figures, a thorough understanding of students' shortcomings and needs, a thorough understanding, and opportunities to inspire, educate and guide students. This requires teachers to have sufficient life experience, be good at drawing nutrition from life and have persistent spiritual pursuit, so as to accumulate rich life experience for themselves and form a mature way of thinking and personality. Students often have reverence and dependence on a thoughtful teacher who is good at teaching. Teachers should make full use of teaching materials, dig the depth of teaching materials and influence students ideologically. For example, in the history of China, the deeds of heroes such as Qu Yuan, Sima Qian and Tan Sitong, teachers can infect students by analyzing their inner world. Another example is to guide students to sum up the reasons for the rise and fall of each dynasty, and then let students ponder the "good prescription" for rejuvenating China.

Thirdly, there are various teaching methods.

Educator Ausubel said: "Organizing teaching according to the actual situation is the highest principle of teaching." In the classroom, the content and atmosphere of teachers' teaching are constantly changing. In order to achieve the teaching goal, teachers must flexibly adopt various teaching methods, make use of the situation, teach students in accordance with their aptitude, and be good at mobilizing students' enthusiasm. A single teaching method can easily make students lose interest in learning, and a few teaching methods can easily make students feel the temperament of teachers. If teachers want to keep the classroom attractive, they must try their best to involve students in teaching. According to different teaching contents and students' reactions, various teaching methods can be used for history teaching. For example, in primitive society, the life of Beijingers was discussed one day, and people's inventions and creations in the Yellow Emperor era were answered in a hurry. The appreciation of handicrafts such as bronzes in Xia, Shang and Zhou Dynasties was guided by storytelling and influenced by emotion. Debate in the Spring and Autumn Period and the Warring States Period, storytelling meeting, Reform Movement of 1898, self-study solution. Among them, Kang Youwei refuted Rong Lu's performance methods, as well as extracurricular reading and multimedia teaching methods. Teachers should be good at innovation on the basis of being familiar with teaching materials, so as to keep history teaching fresh and energetic forever.

Fourth, teacher-student interaction.

Real teaching is not a process of one-way indoctrination by teachers, but a process of continuous communication and promotion between teachers and students, in which students' active participation plays an important role. Therefore, teachers should pay full attention to students and try their best to create a relaxed, democratic and harmonious atmosphere so that students are brave and willing to explore. Here, teachers should pay attention to two points:

(A) humanistic care for students

Zhouyi said: "Look at the change of astronomical observation time; Look at humanity and turn it into the world. " The classroom is the epitome of a society, where students of all types and temperaments gather. A cough and a speech can cause a series of psychological changes among them. Suhomlinski said: "Every student is a unique world." In the process of teaching, teachers should have a keen insight into students' inner world and understand their inner words from the subtle changes in their words and deeds, expressions and clothes, and hint, enlighten and care them through language, expression and action. For example, students can often find confidence in the teacher's attention by politely persuading students who are not attentive in class and seeing them buy extracurricular history books and giving them affirmation and appreciation.

(2) Encourage students to give timely feedback.

Students' feedback is very important in teaching. In class, what links need to be deepened, what knowledge needs to be analyzed repeatedly, and what content can be omitted and skipped should be carried out according to students' feedback. The knowledge structure and psychological state of the teaching object are different and constantly changing. It is impossible for a teacher to predict all the situations of students before teaching. Playing "one-man show" blindly in class will make students feel that the teacher ignores their own existence, and then they will gradually get tired of their performance until they turn a deaf ear. In teaching, teachers should fully create opportunities for students to speak, express themselves and listen patiently and seriously, and talk with students with a young mind to promote students' understanding and mastery of knowledge.

Five, timely operation

Many teachers neglect their homework in history teaching. Bernard, the founder of scientology, said: "The biggest obstacle we study is the known, not the unknown." Timely homework plays an important role for students to master the knowledge of the day in time and learn the knowledge of the future effectively. Confucius said, "Review the past and learn the new." Through homework, students can not only deepen their impression of what they have learned in class, but also realize new meanings and deepen their understanding of knowledge. At the same time, a student's interest in a certain knowledge is closely related to his mastery of related knowledge. Therefore, teachers should be strict with students at ordinary times, arrange appropriate homework, urge students to finish on time, and cultivate students' rigorous learning attitude.

In short, teachers should follow the professional spirit of "love to educate people", pay full attention to students' learning status, optimize teaching materials, language, teaching methods, teacher-student relationship and other factors in history teaching, tap their own potential, reshape the image of history classroom, and let students study, study and think with interest. [Yan Hao. com]