Historical facts, in the process of teaching activities, should follow the major policies, laws and regulations of the party and the state. As engineers of the human soul, we should first train students to be useful to the country and the nation. As the symbol of the supreme power of the country, the Party and the Central Committee are the defenders of the country's long-term stability, which we should safeguard. Students should also be trained to be people who are full of sense of responsibility to society and loyal to the party and the country. Comrade Deng Xiaoping said: Stability comes first, and China cannot be chaotic. Maintaining the authority of the Party and the Central Committee means maintaining social stability. When talking about history textbooks, we can use the decline of the central authority in the late Western Zhou Dynasty (that is, Zhou) to illustrate. Like several feudal lords, they all strive to be "hegemons" Social unrest. People are victims of war. After every war, it is often "white bones are exposed in the wild, and there are no crows in a thousand miles." It is much more appropriate to teach students with such historical materials so that they can get a profound understanding from historical facts than that kind of empty preaching.
As I said just now, stability is the most important thing. Without stability, society will not develop and people will suffer. For example, when the teacher talks about the displacement of the people caused by the melee of local warlords at the end of the Eastern Han Dynasty, the teacher can give the students a brief introduction about the property losses and casualties caused by the war between Yuan Zhao and Cao Cao, as well as the indirect casualties caused by the disrepair of water conservancy and the destruction of rivers caused by the war, which shocked the students.
When it comes to laws and regulations, it is necessary for students to establish a sense of obeying the law and not to despise the law. At the same time, it should be clear that the laws of feudal times are different from those of today. Today's laws represent the interests and will of the broad masses of the people, while the laws of feudal times mainly safeguard the interests of the landlord class. Today's law advocates the principle that everyone is equal before the law, while the law of feudal times is "punishment can not be imposed on doctors." But we also want students to make it clear that people always live in reality, and the laws of feudal times are necessary to maintain social stability despite their inherent defects. When we talk about "Datang Statutes", we will analyze its provisions, so that students can get enlightenment and consciousness from it.
2. Ask questions with doubts. There are too many problems in studying history, and there are always many reasons. Students, especially middle school students, are in the golden age of growth and knowledge acquisition, and they have a curiosity about problems, which teachers must pay special attention to.
For example, when a teacher lists the famous wars in ancient China: the Battle of Julu, the Battle of Guandu, the Battle of Battle of Red Cliffs, the Battle of Fat and Water, etc. Through the analysis, students can come to the conclusion that the victory or defeat of a war does not depend entirely on the number of troops, and sometimes it can be defeated by less and the weak by strong. At the same time, we can further explore the factors that determine the outcome of a war from ancient and modern China and foreign countries. Through analysis and discussion, we can draw the conclusion that in war, just people often win the hearts of the people. According to this law, we should compare the reasons of Japanese invasion of China with those of 1894 and 1937, and analyze why China lost and won the two wars. Let students explore from the historical background, the national strength of the two countries, the attitude of the leading group, the anti-Japanese line, the people's hearts and so on, so that students can have a strong thinking.
Teachers can set such questions when the Han Dynasty is established. For example, what policies did Emperor Gaozu Liu Bang adopt to develop production? Why take these measures? Let students pay attention to it. After thinking, the students were inspired by the teacher and answered: Emperor Gaozu Liu Bang participated in the peasant war and saw the great power of the peasant war. Taking the death of Qin as a mirror, it adjusted the relations of production, developed productive forces and promoted the prosperity in the early Han Dynasty. In the late feudal dynasty, the ruling class became increasingly decadent, and the relations of production seriously hindered the development of productive forces, which would lead to peasant uprising, the collapse of the old regime and the beginning of a new dynasty.
3. Keep pace with the times and understand the development trend of history curriculum objectives in middle schools in China. At present, the reform of history curriculum in middle schools in China is very obvious, which requires teachers to change their concepts. 200 1 History Curriculum Standard for Compulsory Education (Trial Draft) and History Curriculum Standard for Ordinary Senior High Schools (Trial Draft) in 2002 stipulate that the curriculum content is "broad and shallow".
The ultimate goal of history education is not simply to master historical knowledge, but to link history teaching with real life and current affairs as much as possible through students' grasp of major historical events and figures, historical development characteristics, clues and laws, so as to enhance their ability to understand and solve practical problems of flood storage. Therefore, history teaching should achieve the goal of "better understanding phenomena through history and deepening understanding of history through reality" required by the new curriculum reform.
4. Physical inspection. Let students be there and deepen their perception of history. The so-called physical inspection, including cultural relics, antiques, movies and television, can stimulate students' interest in learning.
For example, when the teacher said that the People's Liberation Army crossed the river and attacked Nanjing, the stronghold of the Kuomintang, in order to let students know more about this history, the teacher could organize students to watch movies. By watching movies, we can improve students' interest and teaching effect.
Significantly improved.
The museum is rich in materials, and many ancient cultural relics are of great use value. Teachers should make more use of these historical relics to make them more convincing and expressive when analyzing historical materials. For example, when the teacher said that Sun Yat-sen was leading the protection movement in Guilin, the local teacher could organize students to visit museums, especially the Revolutionary Museum, so that students could "speak silently", which is much better than the teacher explaining too much in class.
Historical materials contain a lot of content, and middle school history textbooks are also rich in content, which can be said to be very messy. But as long as we study and investigate with our heart, we will always find a pattern. As future middle school history teachers, we are faced with a special group of middle school students, whose ability to understand middle school history materials is something we must attach importance to. We should stand at the forefront of curriculum reform and strive for a good class, which is our real goal.
I hope this helps you-