Introduction: The new curriculum pays more and more attention to the cultivation and examination of students' various abilities. There are also many picture reading questions in academic papers, focusing on students' ability to use knowledge. Most of the illustrations in the textbook express rich historical information in a vivid and intuitive way, simplify the complicated historical phenomena in the picture, directly reflect the theme of this lesson, and effectively break through the important and difficult points in teaching.

History is a fact that happened in the past. The past history cannot be reproduced. As a history teacher, how to present the past history to students is the significance of intuitive teaching in history teaching. The current junior high school history textbooks are illustrated with pictures and texts, and the illustrations are colorful and vivid. It is not only an important part of teaching materials, but also plays a role that words can't play. It vividly and intuitively expresses rich historical information and vividly reproduces the past history, which is conducive to students' understanding and mastery of historical knowledge. Therefore, teachers will get twice the result with half the effort by skillfully using illustrations in history teaching.

First, the use of illustrations to stimulate students' interest in learning

Einstein thought? Interest is the best teacher? . Junior high school history teachers can create situations, stimulate students' interest, arouse their curiosity and improve their learning enthusiasm by using pictures in textbooks.

For example, when the first volume of the ninth grade "The French Revolution and Napoleon Empire" analyzes the reasons for the outbreak of the French Revolution? The third class was generally dissatisfied with the feudal rulers? It was an important reason for the outbreak of the French Revolution. The author guides students to watch the textbook illustrations "French Social Hierarchy" and "French Peasants Being Oppressed", so that students can understand that French society in the18th century is a strict hierarchy. All members are divided into three levels, which look like a pyramid, with the king at the top, clergy and nobles at the top, respectively, the first and second, while the bourgeoisie and the masses are in the third level politically. The bourgeoisie is dissatisfied with the lack of strength and actively strives for rights; The broad masses of people live in hardship and social unrest.

It is understood that the French Revolution is the inevitable result of the intensification of contradictions among the bourgeoisie, artisans, urban poor, peasants and feudal landlords (priests and nobles), which makes it easy for students to grasp the important reasons for the outbreak of the French Revolution, which not only cultivates students' ability to acquire knowledge from pictures, but also stimulates students' interest in learning history.

Second, the use of illustrations to break through teaching difficulties

Most of the illustrations in the textbook express rich historical information in a vivid and intuitive way, simplify the complicated historical phenomena in the picture, directly reflect the theme of this lesson, and effectively break through the important and difficult points in teaching. For junior high school students, visual materials are more acceptable. For example, the first volume of the ninth grade, Bloody Capital Accumulation, is a lesson. Sinful? Triangle trade? It is not only the focus of this class, but also the difficulty of this class. In order to make students understand the evil of colonial slave trade intuitively and vividly, the author guides students to observe, experience and imagine four illustrations in the textbook, namely, the captured slave and the slave locked in the cabin? Triangle trade? Schematic diagram "slaves arrive in America", students can clearly understand the western colonists by watching the illustrations? Slave hunting? Slave transport? Slave trade? Profit? Process, and understand the process of buying and selling and slaughtering black slaves in exchange for wealth, and experience the bloodiness and cruelty of primitive accumulation of capital, so as to break through the teaching difficulties of this course.

Thirdly, use illustrations to cultivate students' inquiry ability and logical thinking ability.

The new curriculum pays more and more attention to the cultivation and examination of students' various abilities. There are also many picture reading questions in academic papers, focusing on students' ability to use knowledge. The history teachers in junior middle schools make rational use of a large number of vivid illustrations in textbooks, tap the information of illustrations from the outside to the inside and from the shallow to the deep, guide students to explore and discover the effective information in illustrations, and learn history by drawing and reading pictures. For example, when studying the first volume of the eighth grade "Exploring the Road to Building Socialism", in order to let students understand it correctly? Great Leap Forward? Is a major mistake in socialist construction, and the author illustrated it with textbooks? Great Leap Forward? At that time, the mural: the pig fights for the elephant, that is, the nose is short, and the whole society kills one bite, which is enough to eat for half a year.

Then ask the students: How do you feel when you see these pictures? What's the problem? Students express their views through communication and inquiry. Some say it's bragging, some say it's too exaggerated and impossible, and some say it doesn't conform to objective laws. Then the author went on to ask: what was the reason for the serious mistake at that time? Through the thinking and analysis of illustrations combined with textbooks, students can have their own understanding and understanding of that special era. In this way, the purpose of learning history through drawing is achieved, and the students' inquiry ability and logical thinking ability are cultivated, which achieves the effect of getting twice the result with half the effort.

Fourthly, use illustrations to cultivate students' aesthetic taste.

The current junior high school history textbooks provide students with a large number of high-value pictures, such as people, cultural relics, sites and historical sites, art treasures and so on. The close combination of these pictures and the contents of the text not only enhances the affinity of China's history and culture, but also narrows the distance between students and history, and also cultivates students' historical aesthetic consciousness and improves the level of artistic appreciation.

For example, when the fifth lesson of the first volume of the seventh grade talks about splendid bronze civilization, the author combines the color pictures of the textbooks Muswuding, Four Sheep Square Zun and Sanxingdui Bronze Statue. Students appreciate the beauty of bronze and art in the process of enjoying the pictures, and feel that the bronze civilization in Xia, Shang and Zhou Dynasties is very high, and realize that agriculture and handicrafts have made great progress in this period. Combined with the exquisite illustrations of jade statues of jade tigers in Shang Dynasty, it is known that the jade manufacturing industry flourished in Xia, Shang and Zhou Dynasties, and the jade carving technology reached a higher level.

By appreciating illustrations, students can easily acquire knowledge about bronze culture, cultivate their temperament and improve their aesthetic ability. In the process of receiving historical beauty and beautiful history education, they can organically combine learning historical knowledge with cultivating aesthetic interest. In a word, proper and effective use of illustration teaching can get good results. In classroom teaching, junior high school history teachers should proceed from reality, combine different teaching materials, and use pictures reasonably and effectively according to time, place and person, so that students can learn history in a relaxed and happy atmosphere, thus achieving good teaching results.

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