Jiang Chunge, an experimental middle school in Rong 'an County, entered a big history from a small history. Nowadays, our country is promoting quality education and curriculum reform in an all-round way, and it has become an inevitable requirement to pay attention to students' lives and give history education life meaning and life value. Therefore, history teaching must be close to students' life. Junior high school history teaching should pay attention to social reality and make the teaching content close to students' life and society. Only when students are interested, can we do a good job in teaching, improve the efficiency of history classroom teaching, truly implement quality education, and closely combine historical knowledge with social life. Students can enhance their life experience while studying history; The growth of life experience is more conducive to the study of historical knowledge. I keep trying in my own teaching, using various methods to activate classroom teaching, so that students can feel happy, learn knowledge and improve their ability in history class. I summed up that there are several ways to make history teaching close to students' real life. First, let history textbooks integrate into life. Ye Shengtao said: "Textbooks are nothing more than an example." Establishing a view of life history requires history teaching, and it is necessary to take classroom history teaching as the core, build an open history curriculum system that combines in-class and out-of-class and history with other disciplines, and radiate and extend the history learning process to all aspects of students' after-school life, family life and social life. Let history teaching go out of the classroom and approach life, which can not only optimize the history teaching process, but also pay attention to students' development and get close to students' life, so that quality education with innovative spirit and practical ability as the core can be truly implemented. Knowledge of history is not limited to textbooks. As teachers, we must try our best to help students broaden the content of history study, stimulate students' interest in learning history to the greatest extent, and open up channels extending from in-class to out-of-class. Let students enter the history class with life experience and feelings, and enter the social life with the gains and feelings of the history class. "Life-centered education is death education. A school without life as the center is a dead school. Books without life as the center are dead books. " Tao Xingzhi's theory of "life education" adapted to the needs of social progress still points out the direction for our educators in the new century. It clearly requires us to change the past tendency of attaching too much importance to the teaching of book knowledge, strengthen the connection between course content and students' life, modern society and scientific and technological development, and make history teaching really alive. Only by strengthening the combination with life in teaching can we realize real education. For example, in Lesson 2, Unit 1, Grade 7, I first asked the students, "What do you want to eat every day?" After all the students answered, they realized that rice is essential for us every day. Let me ask you again, do you know how rice comes from? Some children are from towns, so I don't know, and some children are from rural areas. Then I'll let my classmates who know the source of rice tell you how rice came from. Giving students the autonomy in the classroom, the classroom atmosphere suddenly becomes active and students can speak better. Then I showed the students the real things: dozens of rice seeds, plus: peeled rice, rice and millet; Peeled rice is an annual gramineous plant with a height of about 65438 0.2 meters, long and flat leaves and panicles composed of many spikelets. The fruit is rice, which is called rice or rice after hulling. Nearly half of the world's population, including almost the whole population of East Asia and Southeast Asia, feeds on rice. Rice originated in tropical and subtropical regions of Asia and Africa. Ask again: Do you know which country first planted rice? It's China. I came here today to learn about the life of our ancestors at that time. In this class, I make full use of the teaching materials to find life knowledge closely related to students in history class, so that students can increase their knowledge, knowledge, language organization ability and life observation ability in history class. Good teaching results have been achieved. Second, let students experience historical figures in activities, and let students become the masters of teaching materials. Classroom should be a stage for teacher-student interaction and spiritual dialogue, a space for teachers and students to stretch their spirituality, and a window for teachers and students to jointly create miracles and explore the world. Under the background of the new curriculum, teachers need to establish the idea that the classroom is dynamic, vivid, situational and full of personality; Classroom teaching process is a process in which teachers and students participate together around the teaching content, interact through dialogue, exchange and cooperation activities, and promote teaching activities in a dynamic way to achieve teaching tasks and goals. For example, in the teaching of the Great Unification of Emperor Wu of Han Dynasty, teachers guide students to look at pictures, guide students to develop reasonable imagination and fully experience the importance of historical figures. I asked the students to browse the titles of the textbooks first. The first question in this class is … the second question is … the third question is … after the students speak, comment on the similarities and differences between the students and the measures taken by Emperor Wu of the Han Dynasty, and then let the students express their feelings. In this section, I let students spread the wings of imagination, let students explore in cooperation, give students the initiative, and give students the freedom to fly their hearts, so that their enthusiasm will be mobilized and their learning potential will be fully exerted! Once learning is combined with students' individual experience, it will be internalized into their own experience and sublimated into the driving force for learning new knowledge. I don't think teachers should teach textbooks anymore, but should use textbooks. Teachers should not only improve teaching methods, but also re-understand teaching materials. In terms of teaching methods, teachers can no longer teach in a single way, but should use a variety of media comprehensively. For teaching materials, teachers can only be used as learning materials. Teachers can add or delete textbooks or add extra-curricular knowledge to supplement the contents of textbooks according to the content areas stipulated in the Curriculum Standards, and at the same time, they can apply modern educational technology to improve the contents and methods.