Historical view teaching: historical view of civilization, globalization, modernization, revolution,

Historical materials teaching: cultural relics, historical records, oral history, scholars' views,

In history teaching, objectivity and justice are the basic principles.

Basic Teaching Methods of History Classroom in Middle School

1. Narrative method: It is a teaching method for teachers to impart knowledge to students in spoken language. It includes three specific types: narrative, description and overview. Through the teacher's narration, students can master the knowledge of historical development process more systematically, thus laying the foundation for cultivating imagination, creativity and comprehensive analytical ability.

2. Interpretation: It is a teaching method to analyze and demonstrate historical terms, concepts, viewpoints and laws. It includes explanation, analogy, analysis and synthesis, comparison and other specific forms.

3. Narrative method: In history teaching, teachers teach historical facts comprehensively and systematically according to the time sequence of historical events or activities of historical figures, which is called narrative method. Its most prominent feature is that it completely and clearly describes the whole process of the whole historical event.

4. Summary method: a teaching method in which teachers introduce the non-key contents of historical knowledge in concise and general language. Teaching suitable for historical facts, although secondary, must be made clear.

5. Conversation: a teaching method of teaching and learning activities through oral communication between teachers and students in history teaching. Including teachers and students, students, teachers and students dialogue and other forms.

2. Talk about several methods of history classroom teaching. First, create problem situations to guide students to think and question Balzac's saying: "There is no doubt that all the keys to science are a question mark."

Students can basically understand the contents of middle school history textbooks. If you follow the textbook, students will certainly not be interested.

Therefore, teachers need to use enlightening questions to attract students, arouse their initiative and enthusiasm in communication and dialogue, and stimulate their exploratory thinking. For example, when it comes to painted pottery, I asked: How did primitive people think of making pottery with burnt mud? Through discussion, the students put forward several viewpoints: (1) If meat is put in mud and baked on fire, the soil will harden and form pottery; (2) Enlightenment of the ground being hard by fire after forest fire; (3) Banpo people have a kang, and the hardening of the soil around the pit is inspiring; (4) clay is molded and boiled into millet, which becomes pottery after firing.

Students give full play to their imagination and reproduce the process of this discovery in history. Teachers should make students face problems all the time, but they can't ask for the sake of asking. The questions are so boring that students feel boring.

Of course, the questions should not be too difficult. If no students can answer them, it will be meaningless. When designing questions before class, we should make careful preparations to make them enlightening and profound, so that students have room and value for thinking, and guide them to discover the gold mine of knowledge through their own exploration and experience the joy of discovery.

For students, it is a kind of ability to explore knowledge under the guidance of teachers, and it is also a kind of ability to ask questions. Kenneth Hoover said: "The ultimate goal of the whole teaching is to cultivate students' ability to ask and answer questions correctly.

Students should be encouraged to ask questions at any time. Balzac also said that asking "is a step in depth, a bridge of progress, a trigger and an opportunity for awakening."

So I actively encourage students to question and ask questions in teaching. When talking about "Confucius", we should use Confucius' sentence "Do our duty as a teacher" to educate students not only in books but also in teachers.

In the process of students asking questions, teachers and students inspire each other, complement each other, explore deeper and deeper, students' thirst for knowledge is constantly stimulated and strong, and their thinking and ability are constantly developed and improved. We can learn from each other in the process of interaction.

When I was studying Simu Wuding, I mentioned that it was cast by a method that conformed to the model. The students immediately asked: how can each part be combined into a whole after casting separately? I didn't consider this problem when preparing lessons. While praising this classmate for asking questions and encouraging students to actively seek answers after class, I also carefully consulted the after-class materials, so that I can be more careful and fully prepared when preparing lessons in the future.

In teaching, I try to give students more opportunities and time, let them express their opinions and ask questions, protect their enthusiasm for exploration, and make every student feel successful and happy. Second, carefully organize inquiry classes and extracurricular activities 1. Carefully design "learning inquiry class"

The "learning and inquiry course" after each learning theme is a new content in the textbook of "Beijing Normal University Edition" and a major reform of traditional textbooks. It plays an important role in stimulating students' interest and cultivating students' inquiry and creative learning.

To offer this course, teachers need to change the teaching situation of "one piece of chalk, one book, full house irrigation" and guide students to understand knowledge, master methods and improve their ability in independent inquiry. In the course of designing "Understanding the History around us", apart from asking each student to make a genealogy through investigation and introduce the family members, students are also organized to voluntarily form four groups to complete four topics respectively: ① Seeking the development and future of middle schools; (2) I this thirteen years; ③ the origin and evolution of Chinese characters; (4) realize information exchange.

Each student is responsible for finding some information, and the team leader arranges and writes the investigation report. Then communicate collectively in class to realize resource sharing.

Students learn knowledge, master methods and improve their abilities through activities, and at the same time deeply realize the happiness of acquiring knowledge in exploration and realize self-education; Recognize the importance of collective strength and cooperation; Experience setbacks and successes. This will undoubtedly improve students' personal moral quality and psychological quality.

2. Pay attention to the "activity suggestion" of each class. Bruner once said: "Discovery is not limited to seeking things that human beings have not yet known, but includes all methods of obtaining knowledge by themselves with their own brains."

The design of "activity suggestion" in the new textbook of "Beijing Normal University Edition" is helpful for students to discover and explore. I seriously think about the "activity suggestions" in each class, take them seriously, and use them directly or make some modifications according to the actual situation and students' situation.

The lesson "Ancient Humans in China" directly uses the theme in the textbook: Imagine the life scene of Beijingers in a day. Many students use their imagination to write very good articles.

The original design of the lesson "Five Overlords in the Spring and Autumn Period and Seven Heroes in the Warring States" is to attach pictures to idiom stories, which is difficult for many students. I am afraid that students are not interested or do not deal with it, and the educational effect will not be achieved, so I will change it to: collect idiom stories and write them for us to enlighten. Every student has done well and achieved the goal of self-education.

In the practice of activities, students feel that they are discoverers and explorers, and they sincerely feel a kind of creative happiness, and everyone is full of interest. I give feedback and comments on every activity in time to consolidate the results of the activity and the students' interest in learning history established in the activity.

3. The textbook knowledge that students use to guide their extracurricular reading is limited, and the breadth and depth of historical knowledge affect students' ability and level of understanding history. Now students' extracurricular reading is generally less.

In teaching, I pay attention to guiding students' interest in "reading more books and reading good books". Carnegie said: "Real reading awakens the sleepy people and chooses the appropriate goals for the hesitant people.

Appropriate books guide people to the right path and prevent them from going astray. "In the process of reading, students realize self-education and cultivate their own abilities through exploration and thinking.

When I was studying "Five Overlords in the Spring and Autumn Period and Seven Heroes in the Warring States", I paid attention to organically interspersed some idioms and allusions to stimulate students' interest, and then recommended the book "Biography of the Eastern Zhou Dynasty" to students, combined with the content of "activity suggestions". Many students discussed it with me after reading it.

So far, I have told my students.

3. What are the methods of history teaching? Historical view teaching: historical view of civilization, globalization, modernization, revolution,

Historical materials teaching: cultural relics, historical records, oral history, scholars' opinions, teaching history and objectivity and justice are the basic principles, and the basic teaching method of history class in middle schools is 1. Narrative method is a teaching method in which teachers impart knowledge to students through oral English.

It includes three specific types: narrative, description and overview. Through the teacher's narration, students can master the systematic knowledge of the historical development process, thus laying the foundation for cultivating imagination, creativity and analytical comprehensive ability. 2. Explanation: It is a teaching method to analyze and demonstrate historical terms, concepts, viewpoints and laws.

It includes explanation, analogy, analysis and synthesis, comparison and other specific forms. 3. Narrative method: In history teaching, teachers teach historical facts comprehensively and systematically according to the time sequence of historical events or activities of historical figures, which is called narrative method.

Its most prominent feature is that it completely and clearly describes the whole process of the whole historical event. 4. Summary method: a teaching method in which teachers introduce the non-key contents of historical knowledge in concise and general language.

Teaching suitable for historical facts, although secondary, must be made clear. 5. Conversation: a teaching method of teaching and learning activities through oral communication between teachers and students in history teaching.

Including teachers and students, students, teachers and students dialogue and other forms.

4. How to do a good job in concept teaching in middle school history teaching (1) to guide students to analyze historical concepts by using historical allusions. In history textbooks, many historical concepts are inextricably linked with historical allusions. Students can understand these concepts more clearly if they use these allusions properly and set up historical situations. For example, the concepts of "left" and "right" in political terms are often mentioned by students during their study. It is also two concepts that are easily confused. \x0d (2) Help students accurately define and discriminate historical concepts. Every concept of historical knowledge has its specific historical time and space, specific historical connotation and extension, and the definition method is based on the above four aspects. Define the concept of historical knowledge in highly generalized, concise and accurate language. The most important thing to form the concept of historical knowledge from the definition is to reveal the connotation and extension of history. Due to the lack of historical background and education, students are not familiar with the concept of historical knowledge by definition, and it is difficult to master it. For example, for the two historical concepts of left deviation and right deviation, the error of left opportunism is that the theoretical viewpoint exceeds the practical needs. Subjective understanding may exceed objective conditions. This kind of mistake is manifested in: expanding the scope of attack, engaging in excessive struggle, engaging in closed-doorism at home, engaging in adventurism in the struggle against the enemy, being eager for success in economic construction, violating the law and discipline, and surpassing the stage. \x0d (3) Enlighten students to correctly distinguish historical concepts by using the species relationship of concepts. Many historical concepts have many similarities or similarities, which invisibly increase their understanding. If we can understand the relationship between species concepts through the analysis of the connotation and extension of concepts, it will help students to master them better. \x0d (4) Use intuitive historical perceptual materials to guide students to understand concepts. All historical knowledge comes from historical facts and events, without which historical concepts cannot be formed. When learning the concept of history, we should closely follow the facts and events, so that students can form perceptual knowledge and analyze, judge and summarize it. Refinement rises to rational knowledge. Of course, when understanding facts and events, students should be reminded to jump out of facts or events and be good at grasping the essence through phenomena to form a correct understanding. \x0d (5) Help students sort out the characteristics of historical development and accurately interpret historical concepts. In the long river of historical development, the connotation and extension of some historical concepts are not immutable. It changes with the development of history and social progress. Students often lack the overall vertical connection with the process, characteristics and clues of these changes, and their understanding is prone to deviation. \x0d helps students to explain and understand these concepts in different stages of history, which makes it easier for students to master. Of course, this carding process is not complicated, but the problem is that when they master its method, they will be handy and comfortable. \x0d In fact, there are many teaching methods of historical concepts, and there are different opinions. It can be said that teaching has laws, but teaching cannot. The examination of historical concepts is common in college entrance examinations over the years. Therefore, in the teaching process, the importance of teaching historical concepts is self-evident. It can not only improve students' ability to master historical knowledge and solve problems, but also help students form good historical thinking ability and improve their comprehensive quality. Therefore, we should arouse this necessity in teaching.

5. What are the teaching methods of history class? 1. Historical methodology, how to scientifically evaluate historical events and get rid of the influence of ideology.

2. Look at the impact of the historical significance of historical events on the present reality.

3. Look for humanity in history, instead of using a cold word to summarize a historical task.

4. Look for the general trend of social development and the law of human social development from history.

5. Stand in history, put yourself in the other's shoes and evaluate historical events.

6. Jump out of history and watch the same historical event again from the perspective of human development trend.

7. History is more than just a story. What is more important is to learn lessons and seek the truth, which is definitely not just memories.

8. Encourage everyone to discuss historical events and guide them when necessary.

6. What is the subject of history teaching method? History teaching method is the principle and method of studying history teaching, and it is one of the subject teaching methods.

In the history of education in China, there is a very old tradition of teaching history. One of the purposes of Kong Qiu's Spring and Autumn Annals is to educate his disciples with history, so as to form his required norms of being a man. However, the real study of historical teaching method began with the abolition of the imperial examination and the revitalization of the school in the late Qing Dynasty.

After the founding of People's Republic of China (PRC), the history teaching method has been widely studied. In China, the most essential feature of history teaching process is to educate students with major events and people's activities that have happened in history, so that they can master specific and reliable historical knowledge and then understand the laws of historical development.

The combination of history and theory is the basic principle of history teaching. "History" refers to historical materials and facts, that is, materials for studying history and objective historical facts; On is a conclusion drawn by analyzing historical materials from the standpoint and viewpoint of Marxism.

There are many specific methods of history teaching, such as description, explanation, dialogue, teaching aid demonstration, slide show and visit.