First, we should carefully design the self-inquiry learning outline.
This self-exploration program should not only reflect the teaching objectives, but also be flesh and blood, clear and fascinating, and reach the other side of knowledge. The design of independent syllabus should be based on "doubt", because "doubt" is the beginning of thinking. Problems are the starting point of thinking and the forerunner of innovation. Like all problems, the premise of putting forward an independent outline is "doubt". For example, when I was teaching the seventh lesson "Major Inventions and Technological Innovations" in the second volume of the seventh grade history, I mainly let students learn independently through the self-study syllabus. First, design the study outline: 1. The students all know the four great inventions of ancient China. We have learned papermaking. How were other inventions, such as printing and gunpowder, invented? 2. What is the principle of block printing? Please repeat and simulate the production and printing process of block printing according to the introduction of the text. 3. When did gunpowder begin to be used in the military? Think about the similarities and differences between ancient military rockets and rockets launched in space now. 4. Which is the oldest single-hole stone bridge in China and even in the world? Where is its ingenious design?
By designing such a learning outline, students' cognitive structure presents a step-by-step change of accepting historical facts, understanding historical theories and mastering historical methods. Then, guide students to think independently in a relaxed thinking atmosphere, deepen their understanding and grasp of many historical knowledge from different angles and levels, and realize cognitive reorganization and thinking innovation. Then, starting with "doubt" can also activate students' potential historical learning needs, and stimulate the learning motivation of active learning, active exploration and active creation in the process of pursuing doubt, pursuing doubt, thinking about doubt and solving doubt psychologically.
It should be noted that the design of independent inquiry questions should be moderate, that is, the setting of questions should closely follow the key and difficult points of teaching, and the difficulty should be moderate, which can stimulate students' curiosity and thirst for knowledge and let students "pick peaches in one jump". The second is to guide students to analyze and understand the teaching materials from multiple angles, channels and aspects, and choose the best starting point to make the questions set novel and enlightening. Third, to have a gradient means to be hierarchical, gradient, inspiring and exploratory. It should not be a simple question-and-answer exchange, nor should it be a step-by-step procedural operation. From easy to difficult, from small to large, from simple to complex, from concrete to abstract, from known to unknown, step by step, gradually approach the essence of the problem, and lead students' thinking to a new knowledge level step by step. Fourth, the setting of inquiry questions should conform to students' cognitive level and ability, avoid fear, keep students' thinking active and ensure the positive transfer of students' thinking and knowledge; When raising and selecting questions at the same time, we should pay attention to the content of thinking, and the questions should have thinking value.
Second, listen carefully and observe carefully.
In other words, we should listen carefully to students' speeches, carefully observe their learning process, strive for a deeper understanding of students' understanding of concepts and the development of thinking, and give timely guidance until they can better complete their learning tasks. At the same time, students are constantly encouraged to find and ask questions in the learning process, discuss and solve problems together under the guidance of teachers, and further advance towards the established teaching goals. For example, when students study Zhao Zhouqiao, why should the design scheme adopt the form of "flat arch"? Why can this form increase the stability and bearing capacity of the bridge? This involves the knowledge of physics, and it is not necessary for senior one students to study physics courses, so they can't have a substantive understanding. So, in class, I use a straight piece of wood to fix both ends, so that students can put the object up, then bend the wood into an arc, and then put the object up. Comparing the two situations, we can see that there are many things on it, which is heavy. When further explaining the mechanism.
In the process of doing and learning independently, we should also let students speak actively, provide students with opportunities to express their views and understanding of historical things, listen carefully to students' speeches, guide them according to the situation, praise them when they find good ideas in their speeches, and enlighten, guide and correct them when they find mistakes. Teachers should also find the implication of students, that is, the thoughts and thinking methods behind students' speeches, so as to guide students to learn how to think about historical issues and how to learn history, so that students can master learning methods and develop good study habits.
Third, cultivate students' initiative in learning.
Teaching process is not only a process of imparting knowledge, but also a process of cultivating students' learning initiative. This kind of initiative is a kind of speech act in learning, and it is an internal behavior expression of knowledge need. In cultivating students' initiative in learning history, I mainly do it from the following aspects. 1. Make clear the purpose and significance of learning history, so that students can understand why they want to learn history and what is the use of learning history. The first step in history teaching is to make students understand the importance of learning history and clarify the purpose and significance of learning, which has attracted enough attention of students. In the first class of freshmen, the first question I asked students to think about was: What is history? Let the students talk about their understanding and knowledge. Then, I introduced the purpose and significance of studying history from three aspects: human individual, human society and philosophy. In daily teaching, I combine specific teaching contents. For example, when learning cultural knowledge, I contact the literary works that students have learned in Chinese class, so that students can understand that to truly understand the true meaning of literary works, it is inseparable from the understanding of the historical background at that time. Similarly, music, art and other works can only be deeply understood by combining the historical environment and personal experience of the author, such as The Riverside Scene at Qingming Festival. Furthermore, I often inspire and induce according to current events, because current events are not only of public concern, but also of great interest to students. Grasping certain hot spots of current affairs, combining historical knowledge to show students the significance of learning, so that students can understand that the emergence of hot spots of current affairs always has its historical inevitability, and it is always associated with some historical events, so as to stimulate students' interest by analyzing the causal relationship of hot spots of current affairs. 2. Use love to influence students and establish a good teacher-student relationship. Teaching is not only "teaching to solve doubts", but also emotion. In fact, the teaching process itself is a process of emotional communication. As a teacher, we should love our students, educate and influence them with love, care for and care for them, so that students will like and respect their teachers and establish a good teacher-student relationship. In this regard, I do this: First, avoid using practices that arouse students' disgust, such as taking classes too seriously, treating students unfairly, scolding, sarcasm and even corporal punishment, and forcing students to study by high-handed means. The result can only dampen students' enthusiasm and enterprising spirit. The second is to fully respect and trust students, and the personal dignity that every student should have. Third, let students take the initiative to participate in teaching, let every student act as the protagonist of classroom teaching, give timely affirmation and encouragement to every progress, and help students overcome difficulties in learning.
Fourth, guide history learning and reading methods.
In learning, middle school students are the main body and the protagonist of classroom teaching, but teachers must give full play to their "leading" position and role, and an important embodiment of this "guiding" role is to guide learning methods. That is, teachers should start from the law of history teaching and tell students how to learn all kinds of history knowledge in time, that is, to cultivate students' self-study ability. Teachers should teach people "fish" instead of "fish", and students should get fingers that turn the stone into gold instead of turning the stone into gold.
The key to students' self-study ability is to have good reading ability, so to guide students' learning methods, we must first guide common reading methods. In teaching, I guide students to read textbooks from the following points. (1) Reading content: The content is the epitome and outline of the whole book, and it is a "chain". By grasping this "chain", we can grasp the main content, overall structure and basic system of the book. (2) Reading texts: Reading textbooks is the basic way for middle school students to learn history. When reading the text, first, let students pay attention to the historical terms and concepts and historical time in the text; Second, let the students summarize the general idea of each paragraph in the text; Third, further guide students to write an outline of reading topic, an outline of a topic and an outline of the full text. In addition, you can use the corner of the textbook to write some comments between the lines. (3) Look at maps and illustrations: There are a lot of maps and illustrations in the new history textbooks. Maps show the spatial position of historical features through concise symbols, which is helpful to form students' correct spatial concept. Illustrations include portraits, activities, historical sites, places of interest, etc. They vividly and concretely supplement and explain the key contents of textbooks. To read a map, we must first know the map, that is, identify the types of maps, reveal the essence of historical phenomena, and organically combine and link characters with maps, so as to better understand and master characters. We should read, identify and analyze pictures to enhance the sense of image. (4) Reading chronology: Diachronic year is an important tool to form the concept of time, which has the characteristics of systematic coherence, comprehensive generalization, conciseness and clarity, and prominent points. Reading historical chronology carefully is helpful to systematize historical knowledge, to understand the causal relationship between historical events, to remember historical years from the interrelationship of historical phenomena, and to master historical knowledge.
In a word, the teacher's "guidance" is the key to guide students' autonomous learning in history teaching and plays a decisive role in a certain sense. Teachers should go out of the traditional mode of "teaching" history, take cultivating students' autonomous learning as the starting point and goal, organize and implement the teaching process according to the characteristics and needs of students' physical and mental development, cultivate students' interest and enthusiasm in learning, cultivate students' habit of active learning and cultivate students' self-learning ability.