First of all, students must establish the learning concept that they are the main body of learning.

An undeniable common sense is that students, not teachers, study. Therefore, as a student, we must give full play to the initiative and subjectivity of learning, instead of blindly relying on teachers, we should actively build our own "learning" in the "teaching" of teachers, so as to learn from others and use it for us.

Secondly, students should cultivate good study habits.

In school study, a good study habit should include basic links such as preview habit, class habit and review habit.

First, preview is the first link. The purpose of preview is to have a general understanding of the knowledge to be learned, so as to attend classes with a purpose and concentrate on solving the key and difficult points of the new lesson. As the saying goes, no pen and ink, no reading. While reading a book, use a pen to "circle, point, tick, draw and approve" the book. The process of grading is a process of refining key points, tasting and deepening understanding, and a process of finding problems, asking questions and solving problems.

Second, in class, we should listen carefully to the teacher's explanations and classmates' speeches, think positively, answer questions and discuss problems in class, be proactive and dare to express our opinions. Take class notes. If you have any questions, you can ask them in time or discuss them after class.

Third, review in time after class.

(a) have a fixed review time.

To improve the review efficiency of history subjects, we must first have a fixed review time, preferably not less than 50 minutes a day. Too much will affect the review of other subjects, and too little will have no effect. The time should be arranged one hour before going to bed (this time is one of the four memory climaxes of the brain every day); Generally speaking, in the fixed review time every day, there should be clear quantitative provisions on the ancient history of China and the modern history of China and foreign countries. Specific measures are as follows:

1. Determine the number of times to review textbooks in a certain period of time, and then determine the review amount of five textbooks per day according to the content of each textbook (that is, how many pages to review every day).

2. In view of the fact that the content of China's ancient history is relatively small, the content of modern Chinese and foreign history is becoming more and more theoretical; In a fixed time of 50 minutes, the review time of China ancient history can be 10 minutes, and the other two textbooks each have 20 minutes. Then, according to the review time of each textbook and the amount to be reviewed every day, the number of pages to be reviewed for each textbook is determined.

3. Review the first volume of Modern History of China and Foreign Countries, and then review the second volume. The time, review amount and methods are the same as those of the first volume. But this time, the ancient history of China has been reviewed. Do you want to review it again? The answer is yes. Because the historical memory of "Ancient History of China" is relatively more, and the modern history of China and the modern history of the world focus on understanding, it is necessary to review the ancient history of China several times more, and the time allocated every day is only 10 minute. You should also read more to remember and understand its content.

(b) Each review should be focused.

In teaching, we often hear some students say: I have read the textbook several times and still can't remember it; Some students think that it is boring to face familiar content every day. Of course, time is the guarantee of memory, but the memory effect is not completely proportional to the time invested. As far as memory is concerned, the memory effect based on understanding is better than simple memory; Therefore, to master knowledge, we should pay attention to understanding, and each review should not be simply repeated, but should be focused and targeted; This can make the review and understanding of knowledge from the outside to the inside, from the shallow to the deep, and finally achieve the effect of understanding and memory. The specific method is as follows:

The first review focuses on the content of the textbook, including the title, subtitle and specific content of the textbook, so as to read everything, regardless of size, and clarify the relationship between the titles. Directory is the framework of knowledge. Only by grasping the historical framework can we clarify the ownership of specific knowledge points that are fragmented and disorderly. In addition, after reading the prescribed content every day, before going to bed, you should review the content reviewed during the day in your mind like watching a movie. It is not required to recall all the contents (in fact, this is impossible), but mainly to recall the topics reviewed that day and their relationship. This can not only consolidate the main knowledge, but also prevent the brain from being excited by excessive concentration and affecting sleep.

The second review focuses on clarifying historical clues and expanding knowledge. Judging from the current college entrance examination papers, the history papers have two remarkable characteristics. One is to emphasize the examination of historical development (that is, the basic clues of history), and the other is to pay attention to the examination of students' comprehensive ability and innovation ability. Multiple choice questions generally ask questions about similar knowledge. When examining students' innovative ability, proposers often provide an unfamiliar background material, and then design questions from the perspective of history discipline, requiring students to analyze and draw conclusions by using existing historical knowledge. Most of these problems involve knowledge infiltration between disciplines. When reviewing, we should pay attention to combing the basic clues of historical development and try our best to achieve knowledge infiltration between disciplines. However, due to the limitation of students' ability, it is difficult to expand in depth when reviewing. The second review is mainly to solve the above problems, which can be carried out from the following aspects:

1. Review focuses on the internal relations between historical events, tries to analyze the internal relations between the contents and titles in the textbook, and adopts the recall method (that is, before opening the textbook, try to recall the size and titles of each chapter, the important events under each title, and how these events are related). If you can't recall them, open the textbook again, so as to master the main knowledge and further deepen your understanding of the knowledge framework on the basis of the first time.

2. If you feel that what you are reviewing is similar to what you have reviewed, you should immediately recall what the similar content is. For example, when we see the handicraft industry in Ming Dynasty, we should associate it with the development of handicraft industry in Song and Yuan Dynasties, and when we see the porcelain industry in Jingdezhen, we should think of other related contents in the teaching materials. Through this conscious serial memory, we can gradually grasp the basic clues of history and form an orderly knowledge structure.

3. Pay attention to the extension and expansion of knowledge. The extended knowledge is mainly the knowledge supplemented by the teacher. In teaching, teachers often provide students with some new materials, new ideas or infiltrate some disciplines on a specific knowledge point. For example, from the perspective of history, geography and politics, the possibility and necessity of establishing Jinggangshan revolutionary base area; This paper analyzes the reasons why the three decisive battles are the first battle in Northeast China and the first battle in Jinzhou in Northeast China. There is no in-depth analysis of the knowledge directly involved in these textbooks, and students often write it down. When reviewing, you must also read it and even remember it. This is a more effective way for students to expand their knowledge. There are often some background materials in the exam that are related, similar or even the same as what the teacher usually supplements. Although the angle of questioning will be different, students will not feel strange because they already know the background materials, and they will not be at a loss when analyzing and answering.

Finally, the key to learning to learn is to learn how to read.

As far as historical knowledge is concerned, historical knowledge can be divided into historical background, historical process and historical influence. Historical background can be divided into motivation, conditions and reasons. The reasons are divided into historical and practical reasons, internal and external reasons, inevitable and accidental reasons, direct and indirect reasons, fundamental and general reasons, subjective and objective reasons, primary and secondary reasons and so on.

The historical process generally includes time, place, people, political parties, groups, strata, classes, events, phenomena, works, systems and so on.

Historical influence includes results, nature, achievements, experiences, lessons, significance and so on.

Historical knowledge can also be divided into historical concepts, historical conclusions, historical characteristics and historical clues. One of the most basic and important is the view of history.

Part II: Mastering methods and enhancing confidence.

Many students have a headache about history, the main reason is that history needs a lot of memory. Indeed, learning history well is based on memory. Human intelligent system includes observation, imagination, thinking, memory and so on. Among them, memory is the foundation and thinking power is the core.

For the memory of history, there are the following methods:

(1) sequential memory method: memory in sequence according to the development order of events themselves.

(2) Feature memory method: For knowledge with similar content, after careful observation and comprehensive comparison, find out the features that are particularly easy to remember in the content to be memorized.

(3) Regular memory method: In the learning process, look for regular things to remember.

(4) Memory method every other year: remember historical events with certain regularity together.

(5) Repeated memory method: consolidate memory through repeated reading.

(6) Memory method: Remember what you have learned as often as possible and in time, and strengthen your memory in the process of memory.

(7) Homophonic memorization: change the things to be memorized into words, phrases, phrases or fabricated sentences with the same or similar pronunciation to make them easy to remember.

(8) Image mnemonic method: For more abstract content, it can be vividly depicted by charts.

(9) Discuss the memorization method: If you don't understand enough in the learning process, you may wish to discuss with your classmates according to your own views first, so that it is easier to remember the correct things in the discussion.

(10) Formula Memory Method: Writing the memorized contents into formulas or ballads is a memory method that turns boring into fun.

(1 1) prefix memorization method: connect the prefixes of the materials to be memorized into sentences.

(12) Practice memorization method: You can practice, test and experiment some things that can be memorized by hand to enhance the memory effect.

(13) Associative memory method: Associative memory is one of the effective methods to promote memory.

(14) Multi-sensory participation memory method: Multi-sensory participation in memory activities can greatly improve the memory level.

(15) Information compression mnemonic method: remember the general outline first, and then remember every detail step by step, from coarse to fine.

(16) Comparative memory method: When remembering similar things, you can compare them and find out the similarities and differences.

(17) Classified memory method: List the contents to be memorized into an outline, sort them out by categories, and then memorize them.

(18) Key memorization method: remember the key points such as formulas, theorems, conclusions, basic concepts and important sentences in the whole content as a "chain" to connect all the contents.

(19) Understanding mnemonic method: Only deeply understood knowledge can be firmly remembered.

(20) Inferential memory method: use one thing to lead to something close or something with causal relationship to remember.

(2 1) network memory method: If we can connect all the knowledge points we have learned into a line, form a surface and weave it into a network, then the connections between the various parts of knowledge will be clearly visible.

Finally, students need to be reminded that repetition is the mother of memory. Mao Yisheng, a famous contemporary bridge expert in China, is over 80 years old, and he can recite the numbers within 100 digits after the decimal point of pi skillfully. Someone asked him for memory skills, and his answer was: "Repeat! Repeat! Repeat it again! " No pains, no gains. The memory is like this.

The third part: Combining the historical characteristics of senior three, cultivating ability.

Some students think that we have been studying history from junior high school to senior high school, and the content of history textbooks in junior high school and senior high school is similar. In fact, everyone only saw the phenomenon, but did not see the essence of things. In fact, it is a point, a line and a surface. High school history pays more attention to historical clues, characteristics of the times and certain historical theories. The history of senior one is more about cultivating your interest in history, and the difficulty of the final exam is relatively low, especially in senior three. Learning the history of senior three well is by no means a simple rote memorization. The historical knowledge of senior three can be divided into textual knowledge, thematic knowledge and theoretical knowledge, among which textual knowledge is the foundation. Chapter knowledge and subject knowledge are intertwined to form a knowledge network; Historical theory supports the knowledge points on the internet and forms a multi-level interchange system. For example, there are three lines in the modern history of China: the history of foreign capitalism invading China, the history of China people's resistance, and the history of China people's exploration. Clues like this and the characteristics of the times need to be summarized in time when you study. Pay attention to the integrity, stage and theory of knowledge. Therefore, when learning the content of each historical period or stage, we must build the knowledge of each historical period or stage from point to line in time into a complete framework of knowledge system, pay attention to the analysis and understanding of the characteristics of each historical stage, grasp the overall context of historical development, build a strategic plan from a strategic perspective, expand thinking, and make knowledge systematic and orderly. Pay attention to analyze and summarize the characteristics of the times, stages, historical trends, experiences and lessons in different historical periods, so as to make the complicated knowledge clear and summarize the basic laws of historical development.

To sum up, in the process of learning, students should first learn to learn, then master certain learning skills, solve the most basic knowledge, and finally master certain historical theories and methods to analyze and solve problems, so as to cultivate their own abilities. In this way, success will definitely belong to you.