First, to improve the effectiveness of history classroom teaching in senior high schools, we should let historical thoughts shine in the classroom.
High school history, with its distinctive subject characteristics, makes the history classroom colorful and interesting, causing students' ideological blending and spiritual resonance. But the fact is that our classroom teaching has not formed a "magnetic field" to attract senior high school students, especially the phenomenon of poor thinking and the degradation of humanistic ideas in classroom teaching. Under some lively appearances, truly precious historical thoughts pass us by, and the whole classroom teaching lacks soul. To change this situation, we must let the spark of historical thought bloom in the whole history class.
Historical thought is the backbone of classroom teaching and a kind of strength. Classroom teaching without historical thinking is just a factory that stifles spirit, and teachers and students are equally sad. The shaping of thought is the core of educating people; The progress of thought is a sign that high school students really learn something. With this understanding, it will help us to abandon the practice of exam-oriented education in history teaching, let historical thoughts permeate all aspects of teaching, build a new situation in history teaching, let history teaching transcend tradition, enhance the connotation of high school students' historical thoughts, adhere to the close relationship between history and social reality, guide high school students to pursue scientific values and outlook on life, and then improve the effectiveness of history classroom teaching.
Second, in order to improve the effectiveness of history classroom teaching, it is necessary to effectively use teaching materials to make them more in line with the teaching practice.
Although the new high school history curriculum standard has been promulgated and implemented, and there are new teaching materials, it does not mean that there is a new classroom teaching. There is still a lot of room for innovation between the new curriculum standards and textbooks, which requires us to change from a single textbook interpreter to a researcher and developer of textbooks, innovate effectively between textbooks and curriculum standards, give up some knowledge appropriately without violating the basic ideas of textbooks, and realize the change from "teaching" textbooks to "teaching" with textbooks. Especially in the context of the current high school history curriculum reform and the great historical view, we should effectively develop and integrate teaching materials based on high school students' historical knowledge and social practice in classroom teaching, create wonderful classroom teaching, and improve the effectiveness of high school history classroom teaching.
Third, to improve the effectiveness of history classroom teaching, we should really return the classroom to senior high school students and make the classroom glow with infinite vitality.
It is necessary to fully stimulate the interest of high school students in learning history and truly return the classroom to high school students. In the past, the classroom was like a military camp, with iron discipline, but less relaxation and fun, less laughter, and especially hated the arguments and interruptions of high school students. In this class, high school students are afraid to put forward their own questions and ideas, which undoubtedly puts a yoke on their innovative thinking and free development. Therefore, only when the classroom is really handed over to senior high school students, the innovative vitality of senior high school students can be effectively released and generated, and the classroom originally controlled by teachers will become vibrant and full of vitality. In addition, we should restore the dominant position of high school students' classroom and build a classroom atmosphere of equal communication. In the process of classroom teaching, we must give up the "dominance" gained in the classroom, appear in the classroom as friends of high school students, and play the role of equal communication. In the communication between teachers and students, we must communicate and share, so that the subjectivity of high school students can be effectively reflected and innovative thinking can be effectively cultivated.
Fourthly, to improve the effectiveness of history classroom teaching, we should create a relaxed and happy classroom atmosphere.
To improve the effectiveness of classroom teaching, teachers and senior high school students need to work together to create a relaxed and happy classroom atmosphere. We must do two things well. First, create a unique classroom situation, create a historical situation with novel forms and unique ideas, and attract the attention of high school students to the maximum extent. It is necessary to skillfully set doubts in specific situations, so that high school students can challenge their original cognition and stimulate their desire to explore. Second, asking questions in class should be interesting and enlightening. Explore the deep meaning from our familiar historical knowledge and extract some thought-provoking and enlightening questions. The presupposition of classroom questioning should adapt to the cognitive level of senior high school students, especially pay attention to the timing of questioning and carefully plan the form of questioning. Ask some interesting and targeted questions. Timely capture the problems and puzzles encountered by senior high school students in the learning process, provide timely and effective guidance, and provide enlightenment and bedding for the in-depth exploration and communication of senior high school students. Encourage high school students to perceive and experience history through multiple channels and levels.
Fifth, to improve the effectiveness of history classroom teaching, we should strive to improve teachers' own literacy and personality charm.
Education is the education of high school students' souls. What teachers say and do will have a far-reaching impact on senior high school students. If you have a good personality charm and professional ethics, the relationship between teachers and students will be harmonious, and high school students will "love their teachers and believe in their ways", thus constantly optimizing the classroom and improving teaching efficiency.
But the charm of teachers comes from their own cultivation and strength. As a high school history teacher, to constantly improve his personality charm and personal accomplishment, he should do the following: First, master history, correct teaching attitude and strive to improve professional theoretical knowledge. If there is no professional theoretical support in classroom teaching, teaching will show a great degree of blindness and randomness. Second, we should attach importance to innovation and be diligent in thinking. Establish their own unique views, strive to improve their professional quality, especially increase investment in historical academic research. The third is to temper our language expression more. The best way to understand history is language expression. Language expression can make a lot of boring historical knowledge lively and interesting, narrow the distance between high school students and history, and stimulate their interest in learning history. Students must be able to improve.
In short, improving the effectiveness of classroom teaching is an important goal of history education in senior high school, which requires that historical thoughts shine in the classroom, use teaching materials scientifically and efficiently, truly return the classroom to senior high school students, create a relaxed and happy classroom atmosphere, and strive to improve literacy and personality charm. Only in this way can we effectively improve the effectiveness of history classroom teaching in senior high schools.