In history teaching, based on standards and history textbooks, according to the specific requirements of content standards, combined with the actual situation of schools and students, the teaching objectives of history courses in knowledge and ability, process and methods, emotional attitudes and values are fully realized. We should pay special attention to the unique role of history course in emotional education, strengthen the edification of students' humanistic spirit, and cultivate students' scientific view of history and sound personality. 1. Knowledge and ability. The history curriculum standard divides the learning of history knowledge and ability into three levels: ① The memorization level requires all behavioral verbs such as "enumeration", "knowing", "understanding", "speaking", "telling", "sketching" and "repeating"; ② The places where behavioral verbs such as "overview", "understanding", "explanation", "clarification" and "induction" are used in the content standard statement are the requirements of understanding levels, that is, understanding the internal relations of things reflected by knowledge; (3) Where behavioral verbs such as "analysis", "evaluation", "comparison", "discussion" and "discussion" are used in the content standard statement, it is required to apply the learned knowledge to solve new problems in practice. The teaching of historical knowledge is the basis of history teaching activities, and the learning of historical knowledge is the condition for developing the ability of history discipline. The basic education stage requires the basic knowledge of historical science, including major historical facts, basic historical concepts, basic historical clues and basic historical laws that reflect the basic process and characteristics of historical development. Therefore, to enable students to form a basic concept of history, we should pay attention to the multi-level and multi-directional connection of historical knowledge, such as the vertical and horizontal connection of history, causal connection, ancient and modern connection, the connection between history courses and other courses, etc., and we should not ignore the holistic and regular teaching of history to prevent history from being divided into fragmentary and isolated knowledge.

2. Process and method. History curriculum standards do not make specific requirements for the process and methods of history teaching. Teachers and students should flexibly and creatively adopt different teaching processes and methods according to the overall goal of "process and method" in the "curriculum goal", referring to "teaching activity suggestions" and combining teaching practice. As for learning methods, the first element of learning methods is procedures. Learning according to the program can save time and easily make the learning behavior proficient and automatic. Therefore, the general process of learning is inseparable from learning, application, consolidation, summary and other links. In history teaching, history teachers must make students become the real masters of history learning. It is necessary to create conditions for students to fully demonstrate the effect of learning. The second element of learning method is principle, that is, the criteria or requirements that people should follow in learning. This element has the following characteristics: compared with specific operating procedures and methods, it has the characteristics of generality and abstraction; It is a subjective requirement put forward by people and has the characteristics of standardization and subjectivity; Learning principles can involve not only the whole learning activity, but also a certain link of learning activity, so they have hierarchical characteristics. The third element is the way, which refers to the specific ways, forms and methods adopted to complete the learning task. We suggest that some basic methods of history learning should include memorizing, thinking, listening and speaking, reading, summarizing, commenting, collecting materials, making charts, social activities and so on. In teaching, we should create favorable teaching conditions at multiple levels and in multiple directions, such as diversified presentation of teaching contents and various auxiliary teaching materials, in order to improve teaching methods and students' learning methods, especially to provide good conditions for students to carry out inquiry learning. The fourth element is means, which refers to the tools or material means used in learning activities, and has the characteristics of substance and diversity. The learning methods in teaching should be diversified and modernized, and intuitive teaching should be actively carried out by using teaching charts, slides, projections, recordings, videos, movies and models; Efforts should be made to create conditions, organize teaching by using multimedia and network, develop and make history courseware, and implement calendars.

Computer-aided history teaching. 3. Emotional attitudes and values. History curriculum standards also put forward certain requirements for the education of emotional attitudes and values. Emotion is manifested in patriotism, internationalism, friendship, sympathy, responsibility, conscience, honor and self-esteem; Correct and positive emotional experience comes from correct values, which play a leading and integrating role in people's thoughts, attitudes and behavioral tendencies. The content of history teaching contains rich educational factors of emotion, attitude and values, and history teachers have the responsibility to cultivate students' good psychological quality through these educational factors.