Compared with other subjects in middle school, history class has a strong advantage in cultivating students' patriotic feelings. Fully excavating the patriotic historical materials in history textbooks is helpful to educate students and cultivate their patriotic feelings. By summarizing the patriotic materials contained in history textbooks, I come to the following conclusion: there are three kinds of patriotic materials in textbooks, explicit, implicit and neutral. The deeds of outstanding scientists who devoted themselves to scientific research for the development of the motherland, literary and art workers who worked hard to enrich people's cultural life, national heroes who shed their blood to resist foreign aggression, revolutionaries who fought one after another to overthrow reactionary rule and establish a new system, are explicit patriotic education materials, deeds of the broad masses who silently contributed to national development, and theories put forward by thinkers are implicit patriotic materials, historical events, historical pictures and historical relics. According to the above classification, in history teaching, I adopt the strategy of direct display of explicit patriotic materials, mining of implicit patriotic materials and giving emotion to neutral patriotic materials. By digging up the patriotic education materials contained in history textbooks, we can carry out patriotic education in a targeted way, and the effect is doubled.
Second, feel the history from historical relics and stimulate students' patriotic enthusiasm.
"Reading thousands of books and Taking Wan Li Road" is a fine tradition of China's history research and an effective means to improve the quality of history teaching. Because history is a thing of the past, students lack historical knowledge and life experience, and it is difficult to understand what happened in history, which brings many difficulties to history teaching. Organizing students to visit historical sites is a good way to solve this problem, which is not only conducive to students' in-depth understanding of history, but also helps them to form a sense of looking at historical issues historically and is conducive to students' historical literacy. For example, I used my summer vacation to organize students to visit the Terracotta Warriors and Horses of the First Qin Emperor's Mausoleum, which had an unexpected effect. Students feel the momentum of Qin swallowing mountains and rivers and sweeping the six countries from the majestic military array, the great wisdom and creativity of their ancestors from the vivid terracotta warriors and horses, and the vastness and magnificence of the motherland from the journey. Witnessing the vast loess plateau, students from Jiangnan water town also broadened their horizons and felt a sense of national pride. Patriotism is not illusory. Patriotism education should not be an empty slogan, but should have practical content. Students should move towards a broad society from study, gain a sense of history from contact with historical relics, and raise national pride from the sense of history, thus forming patriotic feelings, which cannot be achieved by simple classroom teaching. Visiting historical sites has opened up a new world for history teaching.
Third, from the role-playing experience, stimulate students' patriotic enthusiasm.
Due to the change of teachers' ideas and teaching methods, the new curriculum reform has revolutionized students' learning methods. The development of autonomous learning, inquiry learning, discovery learning and cooperative learning has cultivated students' subjective consciousness, highlighted the learning process and enhanced students' learning experience, from perceiving history to accumulating historical knowledge, from perceiving history to understanding history, from understanding to experience, and then explored the essence and laws of history. Role-playing is an effective way to encourage students to actively participate in learning, and students' speech is one of the ways of role-playing. Speech can flexibly use the historical knowledge learned and give full play to students' self-education function. In order to cultivate students' patriotic feelings, I often organize students to teach patriotic materials in textbooks in history teaching. For example, 20 1 1 is the anniversary of the Revolution of 1911 100, and I organized students to give lectures on the topic of "Remembering the great achievements of martyrs and what they did after 1990". Students use the historical facts of the Revolution of 1911 to find information and combine their own life experiences. This speech is very fruitful. Students not only mastered and deepened the historical knowledge about the Revolution of 1911, but also made patriotism education deeply rooted in the hearts of the people and internalized it into students' practical actions.
Fourth, distinguish right from wrong through discussion, and stimulate students' patriotic feelings.
Discussing some problems in middle school history teaching is a common teaching method for history teachers. It embodies the concept of the new curriculum, which is conducive to cultivating students' communication awareness and communication ability, cooperation significance and cooperation ability, problem awareness and problem-solving ability, and is also an effective method to cultivate students' patriotic feelings. For example, after learning the Westernization Movement, I organized students to discuss the evaluation of Li Hongzhang. Some students think that Li Hongzhang is a national scum and a traitor. Take the unequal treaties he signed on behalf of the Qing government as evidence. These treaties crippled China's sovereignty, made China's economy more depressed, made people's lives extremely poor, and eventually became semi-colonial and semi-colonial. Some students put forward different opinions and thought that Li Hongzhang was a hero. The historical facts of his leadership in the Westernization Movement proved that he introduced advanced foreign technology, established modern military industry and modern civilian industry in China, established modern navy in China, established new schools to send overseas students, and started the process of China's modernization, showing a certain patriotism. Li Hongzhang founded the first naval force and some military and civilian enterprises in modern history, which promoted the development of China's modern military economy. Some students further added that the unequal treaty signed by Li Hongzhang was not a personal act, he represented the Qing emperor, and his crime should be imposed on the Qing government, not borne by Li Hongzhang. This discussion has enhanced students' awareness of problems, improved students' ability to solve problems, and also raised a question about the standards and methods of evaluating characters in history and history teaching. Students have strengthened their awareness of evidence, established a comprehensive view and mastered the standard of evaluating characters-the role in historical development. More importantly, students' patriotic feelings have been sublimated when discussing problems. Their love and hate for Li Hongzhang are all based on the development of the motherland and the fate of the nation, completely putting aside their own self-interest. Cultivate students' patriotic feelings in the discussion and rely on students' collective appeal to achieve the effect of moistening things quietly.