Interest is the best teacher. Only by improving students' interest in history can the efficiency of classroom teaching be improved. Therefore, in teaching, teachers should use modern teaching methods as much as possible, expand the capacity of classroom teaching, display historical facts intuitively, and strive to change the past single teaching into multiple argumentation, not only to let students know why, but more importantly, to change the traditional passive acceptance of learning into active participation and inquiry learning.

For example, when learning "the process of opening up new routes", students can be guided to discuss while listening, list and summarize, draw lines by hand on the globe, or tell stories like navigators. Only in this way can we stimulate students' desire for learning, ignite the fire of students' innovation and naturally improve the learning effect. At the same time, teachers should be more motivated, less blamed, more smiling and less serious when giving lectures, so that students can relax psychologically and keep their enthusiasm for learning.

In addition, modern middle school students receive a lot of information, have a broad vision, have a strong thirst for knowledge and a wide range of knowledge, and are often not satisfied with the teacher's lectures and retelling history textbooks. In teaching, teachers should broaden and deepen the content of teaching materials, make their knowledge coherent, extensive and cross-cutting, and guide students to think about historical phenomena from multiple angles and solve historical problems. Teachers should encourage students to question traditional conclusions boldly, thus stimulating interest. For example, the cultural value of the Terracotta Warriors and Horses in Qin Shihuang's Mausoleum is generally affirmed. However, in connection with Shang Yang's political reform, we can reflect the historical truth of Qiang Bing's rich country Qiang Bing and its annexation of six countries through the Terracotta Warriors. At the same time, the image of the terracotta warriors and horses in Qin Shihuang's mausoleum has been further expanded, which is related to the establishment of the autocratic centralization of the Qin Dynasty, which shows that the terracotta warriors and horses in Qin Shihuang's mausoleum are also the supreme imperial power of the Qin Dynasty. It has spent a lot of money on the instrument system and human and material resources of the mausoleum, and is linked with the tyranny of the Qin Dynasty, thus revealing the root cause of the rapid demise of the Qin Dynasty. In this way, students' thinking can spread to many aspects, become monotonous and rich, study history with great interest and improve learning efficiency.

Second, try hierarchical teaching.

Due to the different foundations of students, the frontier knowledge of history is very different. If teachers unify their requirements indiscriminately in teaching, some students will become less and less interested in history. Therefore, teachers can try to take a hierarchical teaching method to take care of all kinds of students. In the setting of teaching content, we should "lay a good ladder", reduce the difficulty, decompose the difficulty and take care of students with learning difficulties. When introducing new knowledge, we should contact with the old knowledge as much as possible, expand on the basis of the old knowledge, introduce the new with the old and bring the new with the old. In this way, it is not only convenient for students to review old knowledge and make up for the knowledge gap of students with learning difficulties, but also conducive to learning new knowledge. The design of classroom teaching problems should also have a sense of hierarchy. Difficult questions should be answered by high-level students, basic questions should be answered by students with learning difficulties, and correct answers should be praised in time, so that they can experience the happiness of success and maintain their interest in learning. More complicated questions can be discussed by students in groups, and teachers can inspire and encourage them when the answers are incorrect. In the classroom, teachers should pay attention to the information feedback of all kinds of students, so that students can feel the teacher's concern for everyone and consciously participate in the classroom learning process. Teachers should adjust the rhythm of lectures and the breadth and depth of knowledge in time according to students' facial expressions in class and their performance in answering questions. When doing exercises in class, we should take care of all the students, and at the same time, we should ask more questions, give guidance to the students with learning difficulties, find the problems of the students with learning difficulties in time, and solve them in class to prevent them from falling behind in knowledge and losing their confidence in learning. In this way, all kinds of students have the opportunity to get guidance from teachers, discuss and speak, which can enliven the classroom atmosphere and improve teaching efficiency.

Third, cultivate innovative consciousness.

Generally speaking, the answers to the questions raised in history textbooks have been given. In order to cultivate students' innovative ability, we must look for problems from the questions not raised in textbooks, encourage and induce students to be good at finding problems, lead their psychological tentacles to the unknown world, and make them generate sparks of generate's wisdom. For example, studying World War II can guide students to analyze and compare, ask questions in a gradient and make progress at different levels. If the design "Why did Japan surrender? Who is the main force to defeat Japan? " It is easy for students to answer such questions. China's army, especially the people's army under the leadership of China's * * * production party, is the main force to defeat the Japanese. Then, further design "If the Allies didn't participate in the war and the Japanese didn't overestimate themselves, how long can our War of Resistance against Japanese Aggression persist in winning the attack on Pearl Harbor?" This kind of problem may stir up a thousand waves with one stone, and the students discussed it by putting facts and reasoning. The final conclusion is: the main force to defeat the Japanese aggressors and force Japan to surrender is the allied joint forces; However, the people of China are the main force against the Japanese army in Chinese mainland, and the eight-year hard war of resistance by the people of China has made great contributions to the victory of the world anti-fascist war.

In short, as long as we change the traditional concept of education and teaching and actively explore new teaching modes and methods according to the actual situation, we can build an efficient history teaching classroom, help students gradually cultivate their interest in learning history, break through the mindset, form divergent thinking and improve their comprehensive ability in history.