Short play is one of the various forms of history teaching activity class. By creating vivid historical situations, students can actively participate in the teaching process, by establishing themes and materials, by writing scripts in cooperation, by rehearsing performances, and finally by participating in self-evaluation and comprehensive evaluation, so as to obtain vivid and vivid historical experience. Enable students to have a deeper understanding of historical figures and events, and develop and sublimate in emotional attitudes, values, abilities and skills. This paper discusses how to organize the activity class of historical drama. History activity class plays a very important role in cultivating students' abilities of collecting and processing information, acquiring new knowledge, analyzing and solving problems, and communicating and cooperating. The so-called activity class is based on the curriculum, guided by "promoting development through activities" in modern educational theory, and characterized by students' independent learning, direct experience and active thinking. Dynamic teaching form aimed at promoting students' personality cultivation and innovative thinking. It emphasizes that through colorful teaching activities, students can actively participate in the teaching process as the main body, gain vivid experiences, and develop their emotional attitudes, values, abilities, skills and knowledge. Objective: To create vivid historical situations to help students better understand history. Small drama is one of the many forms of activity class. The teaching of mini-historical drama is to show the elegance of historical figures and create a historical situation or scene by playing various historical roles and performances according to the historical facts in the teaching materials. After the performance, the actors, audience and teachers discuss the behaviors in the created historical situations and scenes. Cultivate and develop students' ability to analyze and solve problems. The teaching of short plays in history classroom is a highly operational classroom teaching mode, which fully enables students to experience history and learn historical thinking. To learn a short drama class well, we should make full preparations: make clear the purpose and function, follow the principles and methods, organize division of labor and cooperation, show and reflect. First, the purpose and function of the teaching of historical short plays: creating historical situations, so that students can actively study history in an immersive state, which not only improves students' interest in learning history, but also deepens their understanding of history, which has a multiplier effect. For example; "A Hundred Schools of Thought Contend" in the Cultural Rise of China (Ⅱ). Through classroom drama performance, students can not only master the basic historical facts of "a hundred schools of thought contend" in the Spring and Autumn Period and the Warring States Period, but also experience and feel the inner world of historical figures such as Laozi, Confucius and Han Feizi. Thereby further improving their ability to analyze and solve historical problems. Second, the principles and methods that should be followed in the design of short drama activity class: Third, the principle of interest: Because there is no pressure to take the exam in junior high school history, interest becomes the key for junior high school students to learn history well, and teachers' colorful and innovative teaching activity design can stimulate students' interest in learning history. Second, the principle of teaching students in accordance with their aptitude: the teaching activity class is for all students. Each student's personality is different, so that each student has the opportunity to fully display his talents from different angles and in different ways in the activity class. For example, The Social Life of the Song Dynasty is full of weather, which guides extroverted students to play businessmen and shy students to play passers-by. Students with broadcasting talent do narration, and students with ingenuity do props. (3) The principle of timely evaluation: In the process of carrying out activities, teachers should give students targeted guidance, pay attention to students' feedback information, help students successfully complete practical activities, and evaluate the results of students' activities in time. Also, we must master the difference between activity class and culture class. Education is fun. The basic method of activity class is to carry out activities based on students' autonomy and practicality. In the whole activity, teachers are organizers, participants and instructors, rather than teachers-oriented general classroom teaching. To prevent it from becoming a general history course without paying attention, only some students can show themselves on stage. We must let students learn knowledge, exercise their abilities, and at the same time strengthen the spirit of cooperation among students. Experience the fun of learning. Third, the organizational process of historical drama activity class: 1. Determine the theme of the activity and choose the material according to the actual needs, but pay attention to: First, the theme should not be too big, but it should be concrete and feasible; The second is to meet the students' interest, knowledge level and thinking ability, and fully consider the requirements that students can achieve through hard work. ① Carefully organize the small drama activity class in the textbook. When choosing the materials of historical plays, we should make full use of various teaching resources. First, try to choose some story materials that can reflect major historical events in the teaching materials, such as The Debate between the Spring and Autumn Period and the Warring States Period written by Gou Jian, the King of Yue. (the first volume of the seventh grade) there is a short historical play-Yan Zi makes Chu; (the second volume of the seventh grade) There is a short historical drama-Princess Wencheng enters Tibet; Furthermore, you can choose the materials in the textbook Brainstorming, such as the legend of Laozi's "Brainstorming" in The Rise of Chinese Culture (II), and so on. These activity classes are rich in types, including competitions, debates and historical methods. And the content of students' learning is basically synchronized, which provides rich content for our activity class teaching. Therefore, in teaching, fully mobilize students' learning enthusiasm and give full play to their main role. ② Make full use of extracurricular resources. The new curriculum requires teachers to become the builders and developers of the curriculum, and the new curriculum increasingly requires teachers to have the ability to develop localized, localized and school-based courses. Therefore, teachers must fully develop the curriculum resources in this region and guide students into their hometown and society. They can combine the cultural relics around us to carry out activity classes. Make students receive filial piety education, love their hometown more, know how to honor their parents and respect their teachers. Historical drama materials can also be selected from extracurricular materials. For example, during the class of "a hundred schools of thought contend", each group of students collected many stories about hundreds of people, and identified five stories: a. tyranny is fiercer than tigers (reflecting that Confucius 4 opposes oppression and exploitation of people and advocates "benevolent politics"; b. Three people must have a teacher (reflecting Confucius' educational thought of modesty in learning); C. Laozi combines rigidity with softness (reflecting Laozi's thought of "combining rigidity with softness"); D. Sun Tzu trains ladies-in-waiting (reflecting Sun Tzu's thought of "strictly administering the army"); E. A blessing in disguise is a blessing in disguise (reflecting Laozi's simple dialectical thought). These vivid stories can help students understand the thoughts of Confucius and Laozi. ③ Select the content that students are interested in or find difficult. The new curriculum advocates people-oriented and student-oriented development, and students should be fully respected. Therefore, when teachers choose the theme of activities, they must not ignore students' dominant position, and do not choose content according to teachers' likes and dislikes. As long as students are interested in and closely related to social life, they can be used as the content of activity classes. 2. After determining the theme, students should be grouped. When grouping, it is best to let students combine freely in order to cooperate more effectively in the process of activities. Members of each group should divide their work and determine the content of the collected materials. Cultivate students' ability of unity and cooperation through group study. Students should collect and arrange materials extensively. And form research results. Data collection stage is a very important stage in the activity class, which determines the success or failure of the activity class. The main sources of students' information are: field trips, surveys, interviews, consulting library materials, surfing the Internet, etc. In this process, teachers should give full play to students' main role and let students explore and discover for themselves. On the other hand, teachers should give full play to their leading role and become guides, collaborators and coordinators of students' learning. Teachers mainly give students some strategic and macro guidance, guide students to find the right research methods, help students correctly identify and select materials, so as to process information from coarse to fine, from outside to inside, from here to there, and find and solve problems. There is little history of writing historical plays. If the degree is poor, it can be compiled by both teachers and students. The requirements for compiling are as follows: first, the theme is clear, and major events and important people are highlighted based on the teaching materials; Second, it is short and pithy, which can give students some education and inspiration. The content of the script generally includes four aspects: 1). Prop preparation (items that are easy to find in daily life and can express the content of the sketch); 2). Character action design (design some simple actions that can express the character and characteristics of the character); 3). Story plot (consistent with historical facts, easy to perform, difficult to perform, with narration); 4). Character dialogue (be concise and vivid, easy to understand, and try to use spoken language). 4. After many rehearsals, let the students enjoy the show. You can choose your own performance in class, or you can use the unified activity schedule and competitive performances of each class. No matter what form, it should be evaluated and summarized in time, and students can take the form of self-evaluation and mutual evaluation. Teachers and parents can also participate in the evaluation, focusing on the process, trajectory and emotional experience of students' activities, not just the results, and giving full play to the incentive and guiding functions of evaluation. Through mutual evaluation among students, students can learn to appreciate others and learn their strengths. Students who perform well should be praised, and the evaluation results and students' works should be put into the student growth record bag, so that students can see their growth footprints. Fourthly, the reflection on the teaching of historical drama activities is the result of the development of history curriculum. However, we are still in the exploratory stage. Through the teaching of historical drama activity class, what new requirements does the teaching of historical drama activity class put forward for teachers? Although our research is not mature enough, we have the following understanding: 1. The activity class of historical short plays and the regular history class complement each other. The historical knowledge learned in the regular history class can be experienced and understood in the short drama activity class, and applied to solving the problems in the activity class. With the help of activities, test students' practical application ability of historical knowledge. The ability of history discipline formed by historical drama activity class is conducive to further study of conventional history knowledge. 2. The activity class of historical drama reduces the constraints on teachers and students, provides a broad space for students to learn history, enables students to truly appreciate the richness of history, and provides a broad platform for students to learn history, thus forming a strong interest in history learning. Let students change from "I want to learn" to "I want to learn". 3. The process of activities is also the process of students going deep into social practice. In this process, students pay attention to society and life, thus enhancing their sense of social responsibility and historical responsibility. 4. The teaching of small drama activity class puts forward higher requirements for teachers, which require teachers to have good educational and teaching quality, guide educational practice with new educational concepts and constantly update their knowledge. Optimize your knowledge structure. In addition, you must have strong organizational ability and innovative ability. At the same time, the role of teachers is also changing. Teachers are no longer just the imparting of knowledge, but also the collaborators of students' learning, the developers of courses and the researchers of education and teaching. The process of activities is also a process of common learning and common development between teachers and students. 5. In order to facilitate the development of activity classes, it must be further improved. Establish an evaluation system that can really promote the development of students and the improvement of teachers. First of all, the evaluation of students' history learning achievements should include students' performance in history activity classes. Even in written examination, open-book examination and open-ended questions can be considered, so that students' evaluation can serve to improve their ability. Secondly, the evaluation of teachers should not only pay attention to their teaching ability and effect, but also pay attention to their ability to design teaching activities and the effectiveness of teaching guidance. In order to promote the enthusiasm of teachers to organize colorful teaching practice activities, make teachers fully display their teaching wisdom and make teaching a real creative activity. In short, in order to carry out the history activity class well, teachers need to update their educational concepts, understand the types of history activity classes and grasp the organizational process of history activity classes. At the same time, schools should correct some practices that violate the requirements of quality education and create a good environment for teachers to carry out activity classes.