Classroom discussion is a two-way interactive teaching activity between teaching and learning. Most junior high school history teachers will teach history knowledge by discussion. Classroom discussion has changed the traditional teaching mode and avoided the phenomenon of full-house irrigation. The history teacher effectively organizes classroom discussions, which helps to enliven the classroom atmosphere and stimulate students' interest in learning. In addition, teachers can not only teach history knowledge and help students solve historical problems, but also cultivate students' awareness of independent inquiry. This paper tries to explore the strategies of effectively organizing junior high school history class discussion from the following points:

First, create a harmonious classroom atmosphere

The traditional teaching mode tends to make the classroom atmosphere dull. It is difficult for students to improve their learning efficiency in a boring teaching environment. Teachers should create a harmonious classroom atmosphere for students. Teachers should establish the concept of equality in the classroom and carry out teaching activities in the form of democratic consultation. Teachers should encourage students to speak boldly and cultivate the habit of asking questions and reflecting. Teachers should respect every student, listen to their views carefully, and don't deny or criticize their views at will. Teachers should play the role of mentors, guide students to find mistakes and demonstrate wrong views with examples in time.

Judging from the actual teaching situation, classroom teaching activities are unilateral activities. Teachers teach students history all the time, while students just listen and don't participate in teaching activities. In order to create a harmonious classroom atmosphere for students, teachers should change the existing classroom situation. Students' understanding of historical materials, different perspectives and different ways of thinking will be different. Historical issues involve a wide range of historical materials, and teachers should allow a hundred schools of thought to contend in the classroom. Teachers should respect students, maintain a democratic attitude, actively encourage students to explore independently, and create a harmonious classroom atmosphere for students.

Second, carefully set the discussion topic.

Teachers should communicate with students more before preparing lessons to understand their interests. On the basis of not deviating from the teaching objectives, the discussion questions in history class should cater to students' interests as much as possible. The discussion topics designed by teachers should be diversified and meaningful. Teachers carefully set discussion topics when preparing lessons, which can make classroom discussion more effective.

The design of teachers' discussion topics can be diversified. Teachers can choose what students can't understand in textbooks as the discussion topic, and can take a historical event or a historical significance as the discussion topic; You can also use the inquiry questions in the textbook as the topic of discussion.

For example, in the chapter "British bourgeois revolution", the teacher can ask: "What social classes are there in British society? Which are affected by the new route? Discuss the relationship between the British social class and the king. " Teachers can also design extended discussion questions for this chapter, so that students can discuss China's political system when Britain implemented constitutional monarchy. In practical teaching, teachers can give students the power to set questions and drive students to explore independently. Students can raise their own questions for discussion, which can enliven the classroom atmosphere and improve the teaching quality. For example, the Yellow Sea naval battle is a historical event, and teachers can ask students to design topics for the event itself or historical figures in the event. Students design their own topics of interest, which can achieve better discussion effect.

In practical teaching, the historical topics discussed are not only diverse, but also novel. Novel topics can bring challenges to students, expand their thinking, and make students have a strong interest in discussing topics. For example, in the teaching of treaty of shimonoseki, many teachers start with the influence of treaties on China and Japan, and design topics for students to discuss. The regularization of topics can not stimulate students to explore, which reduces students' interest in discussion to some extent. Teachers can let students stand in the perspective of the British ambassador to China and discuss the suggestions made by the British ambassador to China on the treaty. While stimulating students' interest in discussion, teachers encourage students to express their opinions and develop their thinking.

Third, cultivate students' innovative consciousness.

Today's history textbooks and some counseling books have complete answers to the topics discussed in history. Ready-made answers tend to make students form inert thinking, which is not conducive to students' learning history knowledge. Teachers should be familiar with teaching materials and counseling books before classroom teaching activities, and master the knowledge points involved in ready-made answers. In the teaching process, teachers should let students collect information and discuss topics instead of looking at the answers. Teachers should let students set out from different angles, clarify their views according to historical materials, and discuss with other students. The topic of historical discussion itself is open and controversial. If teachers use teaching methods flexibly and give students appropriate requirements, it will help to cultivate students' innovative consciousness and ability. For example, teachers can design some topics that require students to collect historical materials independently according to the contents of textbooks, such as "As a patriot, what kind of political advice would you give to the Qing emperor to strengthen the country", "What would the Qing government do to win the Opium War" and "From the standpoint of the Qing emperor, think about which is more suitable as a defense center, the southeast coast or the northwest border". These topics require students to collect historical materials in order to have their own opinions. Discussing these topics is conducive to cultivating students' innovative consciousness and ability.

To sum up, in order to make students better understand the historical content and master the historical knowledge, it is necessary for teachers to teach by classroom discussion. Teachers create a harmonious classroom atmosphere for students, carefully design discussion topics when preparing lessons, and pay attention to the cultivation of students' innovative consciousness, which are conducive to effective discussion in the classroom.