A good beginning means half the battle. "History is a minor subject", many students have this understanding before studying. They study with such a mentality, how can they improve? Therefore, it is particularly important for junior middle school history teaching to have a good starting point and foundation. Teachers should carefully prepare, discuss and talk about the purpose and significance of studying history in class, correct students' wrong understanding of history and arouse students' due attention. This is the fundamental work to stimulate students' interest. Facts have proved that if teachers can make the initial class wonderful, interesting, entertaining and pleasing to the eye, they will certainly be able to grasp the students' curiosity, tie the students' hearts tightly and make them devote themselves to history learning with infinite expectations and longings. At the beginning of my class, I often use pictures and videos to show historical figures that students know, so that students can discuss and evaluate them freely. Then I use the viewpoint of historical materialism to trace back to the source, help students to discard the false and retain the true, and let students deeply realize that "history is not rote learning." Therefore, a wonderful open class will play a decisive role.

Second, humorous language, arouse interest

Language is the most common and direct teaching method, and the charm of language is the key to a class. Humorous words can not only arouse students' enthusiasm like stimulants, but also regulate students' emotions like condiments and enliven the classroom atmosphere. For example, when talking about the corruption and incompetence of the Qing Dynasty in the Opium War, telling the story of "Yishan toilet against foreign soldiers" in humorous language can not only attract students to listen, but also profoundly expose the corruption and incompetence of the Qing Dynasty, the ignorance of bureaucrats and the feudal backwardness of China. Teachers should use humorous language to impart historical knowledge, enlighten thinking, break the boring classroom, and let students learn and think actively in knowing laughter.

Third, ask questions to stimulate interest.

Learning begins with thinking, and thinking begins with doubt. Learning new knowledge is actually the process of setting doubts and solving doubts. Teachers should consciously set some questions in teaching and put them in front of students, so that they feel that there is no way to regain their doubts, and then encourage them to seek "another bright village." When students find another village, they will have a sense of success, which can arouse students' interest in further study. Only when students have problems with what they have learned can they be inspired to think enthusiastically, ask questions skillfully, ignite the sparks of students' thinking, open the window of students' hearts, and thus stimulate their interest in learning.

Fourth, stimulate interest with historical stories.

History is a subject of flesh and blood, rich in content and interesting. Including the development of people and events at a certain time, place and under certain conditions. So it has a plot, a process, good and evil, right and wrong, joys and sorrows. History itself contains various factors that make up the story. The historical facts involved in junior high school history textbooks are often just outlines. If the teacher follows the book, only rules and regulations, without seeing the plot and process, then students will feel bored. Junior high school students are lively and curious, and are particularly interested in new things. According to this interesting feature,

Teachers should rub historical knowledge into stories according to the contents of textbooks and tell historical facts with stories. In the teaching process, skillfully interspersed with some typical short and interesting stories related to the teaching materials will make the classroom atmosphere active and students pay attention, thus improving students' interest in learning history and eventually leading students into the wonderland of ecstasy. For example, when I was teaching "Five Overlords in the Spring and Autumn Period", I inserted some idiom stories such as "An old horse knows the way", "Retreat three houses" and "Try courage". When I was talking about the "Reform Movement of 1898", I interspersed with a thrilling history of "How Kang Youwei got rid of the pursuit of Empress Dowager Cixi". The students were very interested and easily mastered these contents. It is worth noting that the ultimate goal of using historical stories to stimulate students' interest in learning is to let students better master historical knowledge. Therefore, in history teaching, historical content is loyal to the truth of history, and some plot content cannot be made up at will in exchange for students' interest in fiction and fabrication.

Five, close to life, with reality, deepen interest.

Because the content of history is mostly far away from real life, and junior high school students have narrow knowledge and low abstract thinking ability, many historical problems are difficult to understand. After a long time, they always feel that history teaching is always an old account, and it is useless to read it, which will lead to boredom. In fact, history and reality are inextricably linked. History is the reality of the past, and reality is the extension of history, which is written history. As a junior high school history teacher, we should seize the opportunity of integrating history teaching with practice in time to stimulate students' interest in learning and promote the development of thinking ability. Facts have proved that once history is linked with current events and real life, students' emotions will rise immediately, their interests will be stimulated and the learning atmosphere will become very lively.