Under the educational concept of the new curriculum background, the traditional exam-oriented education and single teaching goal are still popular today, because its effect is short-term and it is a kind of college entrance examination education for quick success and instant benefit. The real goal of quality education and three-dimensional teaching is a long-term effect, which is conducive to the formation of students' good mentality. Junior high school students have better understanding and appreciation ability, and can communicate with teachers in language, thoughts and emotions. Stimulating students' interest and promoting students' passion in history teaching can not only cultivate students' history knowledge, but also improve the teaching quality, with twice the result with half the effort. In several years of junior high school history teaching, after continuous exploration and research, the following methods are summarized to stimulate students' interest in learning, hoping to help the majority of history teachers.
First, classroom teaching, combined with historical stories
The so-called quality of history is mainly the quality of knowledge, ability, theory, method and emotional intelligence necessary for learning history courses. To cultivate students' historical literacy, the most important thing is to stimulate students' interest in learning history. If students are not interested in learning, it is impossible to cultivate their academic literacy.
Everyone likes listening to stories. Stories can make people think and sing. The history of junior high school is first and foremost a fact. No matter how you test history, you must remember the facts first. In history classroom teaching, we can introduce relevant historical stories to attract students' interest, and make difficult historical knowledge points concrete, visual and emotional through certain means, so that students can express their views and opinions. Then the teacher will make vivid narration and rational analysis, analyze the important and difficult points for the students, and then help the students master the knowledge and guide them to remember the methods through practice. This will make the history classroom lively and energetic, and create an efficient history classroom.
Second, teach the class to students and let them be the masters of the class.
The teaching and learning methods of historical knowledge should be diversified and fresh. Let students participate in the teaching and learning of history more actively, and give it up to students under the leading role of teachers, so that students can carry out inquiry, independent and cooperative learning in their own practice. Give full play to students' lively and curious characteristics. For example, after telling the ancient history and the culture of the Song Dynasty, let students know the basic knowledge, and combine the explanation of junior high school history to ask students to write and perform a sitcom of folk life in the Song Dynasty, from which they can vividly understand and feel the cultural level of the Song Dynasty, feel the prosperity of Song Wenhua and its shadow in today's life, and find out the gap with today. Students have a desire to express themselves and have a high degree of participation. Therefore, in the history classroom teaching, we should give students a space to show and collect the results in time. So as to cultivate students' interest in learning history.
Third, pay attention to teaching practice and let students apply what they have learned.
The ultimate goal of learning is to apply it to life, but most people think that learning historical knowledge is not more practical than mathematics and physics in the college entrance examination. Actually, this is a wrong view. Under the background of the new curriculum standard, the core idea of junior high school history education is: from history, taking history as a mirror, using it in practice and serving the society. To study history, we should strengthen the emotional education of patriotism, outlook on life and world view. Li Shimin in the Tang Dynasty, for example, was good at employing people, dared to coachable and was open-minded. To influence students to build a harmonious society today, we need to melt other people's mistakes with a broad mind and a tolerant heart. That's not indulgence, but forgiveness, correcting others' mistakes in a subtle way. Premier Zhou Enlai's "Learning for the Rise of China" has set a good example for contemporary middle school students. The power of the example is endless and can stimulate students' learning passion. Learning history should be socialized and practical in combination with reality, paying attention to both social reality and hot and difficult issues in the college entrance examination. Let students apply what they have learned and increase their interest from a sense of accomplishment and responsibility.
Fourth, cleverly set questions to cultivate students' spirit of inquiry
In junior middle school history class, teachers can reasonably set questions according to students' understanding ability and learning ability, so that students can learn through group inquiry and let every student participate in it. Students' understanding of the questions is not exactly the same. By discussing students' understanding of historical knowledge, we can also organically combine some phenomena in life with historical knowledge, so that students can appreciate the usefulness of history. This kind of classroom teaching can stimulate students' imagination, cultivate students' ability to analyze and understand problems, and make students realize the importance of cooperation, which is very helpful for their future life and study.
Verbs (abbreviation of verb) dig deep into teaching materials and strengthen the combination of disciplines.
There seems to be no relationship between disciplines, but in fact they are closely related, and the occurrence of historical events can be vividly described by mathematical flow charts; The Long March of the Red Army can be explained by Mao Zedong's poem "Spring and Snow in the Garden". Combine history with other disciplines organically and penetrate each other to form a framework, integration and networking of knowledge. History and geography, history and politics, history and physics, history and chemistry, history and mathematics, history and foreign languages can all be organically combined. Stimulate students' interest by using interdisciplinary network knowledge. We should be good at digging and using it flexibly in teaching. The interrelationship between disciplines can help students learn history well and have a new understanding of other disciplines. Under the influence of prejudice such as "historical uselessness", the status of history class has also been greatly affected. The problem of "historical education crisis" has a long history. As a junior high school history teacher, I am deeply saddened by this, and I have been trying to find ways to change my contempt for history in teaching practice. However, my personal efforts are limited. Here, I want to introduce my little experience in practice to you, hoping to play a role of "throwing bricks to attract jade", and I hope that more history teachers will join in the attempt of history teaching reform in the future, introduce their own experiences, and work together to completely change the status quo of "history education crisis". ?
In short, history is not an antique, history is not a mummy, history is not Confucius, history is rich and colorful, and teaching methods and learning methods are ever-changing. History is to teach and learn the knowledge of "death" to stimulate interest and passion to enliven the classroom atmosphere. Active classroom atmosphere can entertain and entertain, solve doubts and doubts, and study happily, which not only completes the teaching task but also cultivates students' ability, which makes students happy and gains new knowledge.