In the past year, I tried some new methods in the history and society teaching of grade eight, such as encouraging students to prepare relevant materials to tell historical stories before class, participating in the performance of historical dramas, and participating in the discussion of historical issues, such as evaluating the merits and demerits of Qin Shihuang. I found that students' interest in learning has really increased a lot, and they have also changed their views on history learning, thinking that history is very interesting and they can learn a lot of knowledge. In fact, these practices have one thing in common, which is to change the way for students to participate in the classroom, create different teaching situations, and let students devote themselves to history learning.

First, encouraging students to tell historical stories in class can create a good atmosphere for learning history.

The biggest fear of history class is that it will become a full house of teachers. The teacher above is very passionate, and the students below don't know much about history and have no chance to participate in the class. Some students who don't consciously study will gradually drift away from the classroom, read extra-curricular books and even doze off. In this way, even if the teacher is talented and speaks well, it is no use, and it also violates the spirit of curriculum reform. But how to get students to participate in the classroom? It is not enough for the teacher to ask questions and the students to answer them.

Later, I went to listen to a teacher's history class and gave me some inspiration. The teacher was talking about the early writings of four ancient civilizations. When I went to listen, he happened to be talking about Oracle Bone Inscriptions in China. At that time, he asked a student to collect relevant information about Oracle Bone Inscriptions in advance. In class, the student showed a simple courseware he made and many Chinese characters written in Oracle Bone Inscriptions. I observed it and found that the students sitting below listened carefully, which made me feel refreshed and deepened my sensory understanding of Oracle Bone Inscriptions.

Therefore, I conducted a pilot project in my class. Before class, I gave the students a small task to go back and look for information, boldly show it in class and tell a short story. At first, the students were not courageous, so I had to let the branch representative take the lead. When talking about China's prehistoric legends, ask her to find the story of Three Emperors and Five Emperors. As a result, when she was speaking in class, because she was well prepared, illustrated and attractive, the students listened very carefully. And I also strongly praised and encouraged her, and many students began to "just want to move." Later, I gradually formed a habit. The first five minutes of each class are the time for students to tell stories on stage.

Facts have proved that through this activity, most students began to participate in the classroom, became bold and active, their oral expression ability was also exercised, their ability to collect and sort out historical materials was also improved, and more importantly, a good atmosphere for learning history was created. Students all think history is very interesting and there are many touching stories, so they are very focused in class.

Second, the performance of historical drama can "reproduce history" and have a deeper feeling of history.

It seems nothing new for students to perform in class. In order to enliven the classroom atmosphere, many teachers like to let students perform a small program in the open class. In history class, the significance of letting students perform historical plays goes far beyond this, not only to enliven the classroom atmosphere, but more importantly, to "reproduce" the past history, so that students can deepen their understanding of history through intuitive plots and promote their thinking about history. This inspiration comes from an open class of mine. At that time, the topic of my class was Qin unification, the first volume of the eighth grade. This lesson focuses on how to govern the country and promulgate political, economic, cultural and educational measures after Qin Shihuang unified the world. I thought at that time, how can we deepen students' understanding and understanding of these measures, and get to know the great talent of Qin Shihuang and the wisdom of Reese? Suddenly a brainwave occurred, why not "reproduce" the process when Qin Shihuang promulgated these measures? Of course, it depends on the students' performance. So I chose a student to play the brilliant Qin Shihuang and a student to play the wise Reese, and asked them to memorize several tricks of Qin Shihuang and rehearse them repeatedly before class. In the classroom, Qin Shihuang came to power and began to issue imperial edicts, announcing that "the emperor will carry things, and the emperor will issue imperial edicts: …" These students cooperated very well, fully demonstrating Qin Shihuang's domineering and talent. Students have a deeper understanding of the origin of these measures. It is much better than the teacher telling these measures one by one. [