The current history textbooks for senior high schools place too much emphasis on the subject system, and rational content accounts for a considerable proportion. There are many problems such as complicated content, high density of knowledge points, many concepts and strong theory, and there are disadvantages of adult and professional teaching objects. In the process of teaching, teachers tend to conceptualize, model and stereotype some vivid historical events and figures, which leads to psychological and emotional difficulties for students, and then seriously affects the teaching effect. Faced with such a situation, what should a history teacher do? I think the most important thing is to improve students' interest in learning! Educational psychology tells us that interest refers to people's positive tendency to strive for something or participate in something and an activity. Interest in learning is the internal motivation to promote students to study hard. Interest is selective and tendentious. Judging from the psychological characteristics of learning historical knowledge, middle school students are in adolescence, and their intelligence level and ability level are gradually improving. Their heroic intentions and curiosity, their exploration of the past and their pursuit of the future all provide conditions for stimulating their interest in learning. They are in the process of forming their world outlook, outlook on life and values, with active thoughts, strong ability to accept and imitate, rich imagination and strong thirst for knowledge. Their psychological characteristics are independence and dependence, and they are willing to learn and accept new things, but this kind of learning is based on their own hobbies. The most important factor that urges students to study hard is their spontaneous motivation. Therefore, teachers should strive to create lively learning situations, stimulate students to dig and discover historical facts from real situations, and get the pleasure of success in the process of solving problems. Therefore, I tried the following methods in classroom teaching.

1 carry out classroom teaching reform and optimize classroom teaching structure.

Give full play to students' initiative, enthusiasm and creativity, and stimulate and maintain students' interest in learning history. In teaching, unexpected demonstrations, vivid analogies, simple explanations, interesting examples of students' life, science and technology, society, humorous teaching language, inquiry learning activities and constantly challenging questions are all important means to stimulate and maintain students' interest in learning. According to the teaching materials, teachers carefully design topics with new situations, combining difficulty and level, stimulate students' interest in active participation, and preview before class.

The class begins with students telling stories to stimulate students' interest and enhance their sense of participation. Then the class will discuss in groups and the teacher will answer the questions. Teachers and students can exchange roles and experience each other. Reflect the atmosphere of equality, democracy and harmony in the discussion, and the teacher will give instructions when encountering difficulties. Finally, summarize the main contents of the teacher's blackboard. Practice has proved that this teaching method has achieved the goal of "high efficiency and low burden" in classroom teaching, which is conducive to reducing students' learning burden. In teaching, teachers and students always communicate in a pleasant and relaxed atmosphere, which not only lays the best psychological foundation for teaching activities, but also helps to cultivate students' intellectual potential and personality characteristics in classroom teaching. In the whole teaching process, students always actively participate in activities under the guidance of teachers, which fully reflects the leading role of teachers. At the same time, students use many senses, such as eyes, brain, hands and mouth, and have a strong interest in learning, active thinking and concentrated attention, giving full play to students' main role.

Many people and events in history are good materials for ideological education of students. It is difficult for teachers to describe the scene at that time if they only have language narration. History teaching should not be limited to imparting historical knowledge to students, but more importantly, it should infiltrate humanism and patriotism education in the teaching process, and cultivate students' ability to re-understand practical problems by analyzing historical events. Using multimedia teaching methods in history teaching and creating film and television teaching situations can reproduce the lost historical events intuitively and vividly, enhance the understanding of historical events and cultivate students' interest.

I used advanced multimedia teaching and audio-visual media to show vivid pictures, which stimulated students' interest in learning history, enriched students' perceptual knowledge and achieved twice the result with half the effort. For example, in the "one country, two systems" class, let students watch the documentary footage of the documentary "The Rise of Great Powers"; The film Chongqing Negotiation was shown in the first class of Chongqing Negotiation, and various audio-visual media were used to create historical situations, which fully mobilized the enthusiasm of students to participate in learning and achieved good teaching results. Audio-visual teaching greatly stimulates students' competitive spirit and fighting spirit, and achieves the purpose of patriotic ideological education.

2. Starting from the development of students, realize the openness of teaching objectives.

Learning history makes people wise. "Ming" can be said to be a scientific understanding of historical laws and the development of human civilization; "Wisdom" includes not only the cognitive wisdom of learning from the past and knowing the present, but also the innovative wisdom of exploring the future. The process of "intelligence" is to guide students to understand important historical issues, historical phenomena and historical processes through analysis, induction, comparison and generalization. My teaching design has made some attempts in the openness and integration of teaching objectives.

For example, when teaching the Reform Movement of 1898, first of all, set the teaching objectives around the Reform Movement of 1898, cultivate students' reform consciousness and innovative spirit from the perspective of conforming to the historical trend and promoting social progress, and guide students to understand the value of life; On the cultivation of thinking ability, teachers and students discussed the core issues such as "Why the Reform Movement of 1898 didn't succeed" and "Why the Reform Movement of 1898 was a milestone in China's modernization history", which stimulated students' thinking creativity. In order to ensure the time for students to participate in teaching activities, I boldly choose the knowledge content of textbooks. From the teaching practice, students' subjective participation is very active and their thinking is active. While discussing historical issues, they mastered and understood key knowledge, exercised their historical thinking ability and were inspired by living history.

3 Make boring knowledge interesting.

Historical knowledge itself is rather boring. If this kind of knowledge makes students memorize it, they are even less interested. For example, some historical treaties are rigid and rigorous. How do students remember them? You have to use your head. For example, the Tianjin Treaty: ① The Minister is stationed in Beijing. (2) Niuzhuang (later renamed Yingkou), Dengzhou (later renamed Yantai), Taiwan Province Province (later renamed Tainan), Danshui, Chaozhou (later renamed Shantou), Qiongzhou, Hankou, Jiujiang, Nanjing and Zhenjiang were opened as trading ports. Foreign missionaries are allowed to travel, trade and preach freely on the mainland. (4) Foreign merchant ships can sail in the Yangtze River port. (5) British reparations 4 million liang, France reparations 2 million liang. The content of the treaty must be written down, but there is no law. What do we do? I summed up a sentence, that is, "outsiders enter openly to pay bribes", outsiders enter ③, the public ①, businesses ②, banks ④, bribers ⑤. This boring treaty can be remembered, and the other ten trading ports can also be remembered by the formula, "Zhennan Jiulaohan, with a cigarette in his mouth, is still weak after drinking a bowl." As long as we use our brains in teaching, we will certainly find some good ways to cultivate students' interest.

4. Actively guide students to participate in learning.

Organize various forms of extracurricular activities, such as collecting materials, field trips, special studies, discussions and debates, visits, etc. In the activity, pay attention to the purpose and effectiveness of students' participation, and ensure that students have enough exploration time and experience opportunities. For scientific phenomena in social life, we should pay attention to finding new perspectives and breakthrough points in teaching, so that students can form new understanding, enlighten scientific thinking, reveal the essence of scientific phenomena, and let students feel the authenticity of science and the relationship between science and society and daily life. History teachers can make use of these differences and teach by discussion, so as to open students' minds and stimulate their interest in learning. For example, when talking about the first cooperation between the Kuomintang and the Communist Party, the teacher organized students to discuss why the Soviet Union sent personnel to provide funds and guns to help the Kuomintang in China. Based on the knowledge gained through various channels, the students themselves reached more than a dozen conclusions: the Three Major Policies and the New Three People's Principles were implemented by the Kuomintang, and the Soviet Union strongly supported the China Revolution led by the Kuomintang in the spirit of internationalism; The Soviet Union was willing to unite with the Kuomintang because China was still too weak at that time, and the situation of cooperation between the Kuomintang and the Communist Party had already taken shape. Supporting the Kuomintang means supporting China to a certain extent. When * * * becomes strong, it can also seize power from within the Kuomintang and realize the transition from China to socialism. Proceeding from its own interests, the Soviet Union supported and united with the Kuomintang to jointly fight imperialism, so as to break through the encirclement of imperialism and expand its own camp. These views can't be found in textbooks, and they are all summarized by students through self-study under the guidance of teachers. This will enable students to master more knowledge in the debate, broaden their thinking and improve their interest in learning.

The key to adopting this teaching method is to see how teachers correctly inspire and guide students to stimulate their independent thinking and innovative consciousness, so that they can actively participate in discussion and defense, so that all students can learn from it. The extracurricular activities I carry out mainly include the following types: combining major festivals and anniversaries, I carry out colorful commemorative activities such as knowledge contests, speeches, reports and photo exhibitions; Organize students to visit historical sites and carry out a series of investigation activities on national conditions, city conditions and school conditions with the theme of "love my China, love my hometown and love my No.1 Middle School"; Organize students to watch historical films and learn to sing revolutionary songs; Guiding students to collect local historical materials and use them properly in teaching not only cultivates students' practical ability, but also enriches the content of history teaching; Combine the relevant figures and historical events in the textbook, guide students to discuss and expound their own views, advocate a hundred flowers and a hundred schools of thought contend, and cultivate students' innovative spirit.

5. Clarify the guiding ideology of teaching evaluation and improve the teaching evaluation method.

History education in middle schools is an integral part of quality education. The evaluation of history teaching mainly depends not on whether the teacher can speak, how much students remember about specific knowledge and the results of a written test, but on whether it is conducive to improving students' quality and cultivating humanistic spirit. For example, in the choice of teaching methods and teaching modes, I hold classroom discussions to cultivate students' historical thinking ability and establish a scientific view of history. I evaluate students' academic performance in many ways. For example, students' usual academic performance accounts for a certain proportion in the overall evaluation of semester history learning; In addition to written examination, there are also practical activities in the assessment of academic performance in history class. Encourage students to carry out practical activities such as history lectures, small historical productions, historical visits and inspections, collect materials and write small historical papers by themselves, and count the results of students' learning activities. The written test of history has also changed from focusing on knowledge to focusing on quality and ability, gradually reversing the situation of cramming for exams. Perfecting the education and teaching of the second class of history.

History teachers can guide students to organize extracurricular historical interest groups according to their hobbies, read extracurricular books, study historical figures, tell historical stories, write historical articles, compile historical dramas, learn to draw historical maps, collect ancient coins, visit historical museums, visit historical sites and other extracurricular activities, broaden students' horizons, cultivate students' interest in learning, improve students' various qualities and increase students' ability. In the implementation of quality education, especially in the process of using the above methods for education and teaching, we should always "get along with students on an equal footing, respect their personality, teach students in accordance with their aptitude and protect their legitimate rights and interests."