1. Integrate according to the past of historical knowledge. Historical knowledge has the characteristics of the past. Due to the difference in time, students are prone to weariness when studying history, and historical events cannot be reproduced artificially. Therefore, one of the tasks of history teaching is to reproduce the scene. An extremely important function of information technology in education and teaching is experience substitution. Because information technology can infinitely extend people's various perceptual abilities and broaden the space-time domain, it plays a huge role in modern teaching.

2. Integrate according to the concreteness of historical knowledge. The historical process is manifested through specific historical phenomena and events, including specific people, time, place and conditions. Therefore, historical knowledge is not a simple, mechanically boring written expression, nor can it be clearly expressed only by Kan Kan, a teacher. The perfect combination of information technology such as image, sound and color with performance art enables students to see deeply, thoroughly and clearly.

3. Integrate according to the diversity of historical knowledge. The development of history, in terms of time, runs through all times; From a spatial perspective, it spans the whole world; From the content, it covers politics, economy, military affairs, culture, social life, customs and people's feelings. And it involves all aspects of human civilization. It is an interdisciplinary and interdisciplinary knowledge complex. Information technology is not limited by time and space, and can instantly show many historical things and phenomena that are difficult to show with general teaching methods, showing a large range of knowledge.

Second, the integration of information technology and history courses

1. Create an illustrated situation. Historical knowledge is not a simple mechanical and boring written expression, and vivid and true historical scenes are difficult to reproduce in words. The multimedia of information technology can create historical scenes, reproduce historical scenes, change abstractness into images, change static into dynamic, make the presentation of historical knowledge vivid, blend scenes, fully display the individual attributes of historical knowledge, let students touch historical things with their senses in an all-round way, and let them experience their inner feelings as if they heard their own voices, see their own people, be there and taste history.

2. Provide information from multiple channels. The purpose of learning history is not to simply memorize some historical knowledge, but to form the ability to synthesize, analyze and use historical materials through data, evidence and reasoning, and to cultivate students' dialectical thinking and critical consciousness. The formation of this ability is far from being satisfied by a thin textbook, and information technology has created unique conditions for the possibility of achieving this goal. Through multimedia and network, students can be provided with various information channels to help them broaden their horizons and expand their thinking space.

3. Simulate historical figures or events. Now there are many games on the market that simulate historical figures or historical events, such as The History of the Three Kingdoms, The Legend of Heroes of the Tang Dynasty, Genghis Khan and so on. Many of these games are faithful to historical facts, and they are favored by many gamers by letting them play a historical figure and experience historical events. Why can't we use experiential teaching method when teaching history?

Third, thinking about the integration of information technology and history curriculum.

1. Teachers should be the leaders of curriculum integration. Whether modern information technology can be perfectly integrated into history courses depends not only on whether teachers can use computers as naturally and smoothly as using blackboards and chalk, but also on the renewal of teachers' concepts. In the course integration, teachers are the organizers, directors, promoters and consultants of the history teaching process. To achieve the goal of "curriculum integration", history teachers should not only master technical means skillfully, but also deeply understand the fundamental purpose and difficulties in history teaching.

2. Students should be the main body of curriculum integration. Quality education advocates students' dominant position in the classroom and emphasizes that the classroom belongs to students; Modern education lists the use of information technology as a necessary means, which has become two factors to measure the effectiveness of a class at present. Therefore, in history classroom teaching, under the guidance of teachers, students can not only see and hear their shapes, but also use their brains to mobilize various senses to participate in cognitive activities through the process of independent participation, automatic exploration and resource interaction, so as to accelerate their understanding of what they have learned.

3. Teaching should adhere to the organic nature of curriculum integration. As a technology, method and means, information technology has been introduced into the history curriculum of middle schools. The integration of information technology and middle school history curriculum focuses on the use of computers as a tool to process information and serve middle school history teaching. Therefore, in teaching, we must correctly handle the relationship between information technology and history teaching, and we can't do technology for the sake of technology and multimedia for the sake of multimedia in the teaching process. Information technology should be regarded as a resource, means and environment in the process of history teaching.