Part I: Learn to learn.
With the development of information society, education is facing great changes, and learning has received unprecedented attention. A brand-new learning era is coming. Alvin Tofts, a famous American futurist, said: "The illiterate people in the future are no longer illiterate people, but people who have not learned to learn." The famous Soviet educator Suhomlinski repeatedly stressed that students must "learn to learn". Everyone is paying attention to the same problem-learning to learn. This is the new requirement of the times for young students. So, how to learn to learn?
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.
Ye Shengtao, a famous educator, once said, "What is education? Simply put, in a word, it is to develop good habits. " I have formed good habits. "A good attitude can be expressed anytime and anywhere, and a good method can be applied anytime and anywhere. It seems instinctive and will be used for a lifetime. " A large number of facts through the ages also show that a person's success is not mainly due to his cleverness, but depends on whether he has good habits. Therefore, we must develop good study habits.
In school study, a good study habit should include basic links such as preview habit, class habit and review habit.
Preview is the first step. 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. Therefore, we must preview before learning a new lesson. When previewing, read the new lesson carefully, compare notes or examples, and refer to after-class exercises. When previewing, you should read words and phrases, contact relevant knowledge, understand the content of the text and the key and difficult points, and draw birth words or new concepts. When previewing, you should read and write down the difficult problems in books or notebooks to prepare for class. If you find old knowledge related to new knowledge but not firmly mastered in the pre-class preparation, you should come back to review the old lessons first and get to know the old knowledge. The cultivation of good preview habits cannot happen overnight, and it needs to be previewed every day. When previewing, we should combine watching, doing and thinking, so as to achieve eye-to-eye, hand in hand and heart to heart. Preview should not only be regarded as a task, but also as an important part of learning knowledge. 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.
In class, prepare textbooks, notebooks, exercise books, reference books and learning tools before class. Listen carefully to the teacher's explanations and classmates' speeches in class, think positively, answer and discuss questions actively in class, and dare to express their opinions. Take class notes, learn the main points, and remember correctly and completely. Compare your self-study experience with the teacher's explanation of the new textbook, deepen or correct your understanding, and constantly improve your self-study ability. Questions can be raised in time or discussed after class.
Review in time after class. There are three kinds of review: usual review, stage review and general review. Different reviews have different purposes and requirements.
Review at ordinary times, its main purpose is to consolidate the new knowledge learned in class, so review at ordinary times must be timely, sort out, modify and supplement class notes, deepen and consolidate the understanding and memory of new knowledge. Review important knowledge frequently and master it firmly.
The main purpose of stage review is to make knowledge organized and structured. To review and consolidate the knowledge of units and chapters, we should classify the knowledge, grasp the key points, connect the preceding with the following, and achieve mastery through a comprehensive study. In the stage review, we should pay attention to cultivating the ability to solve practical problems by using what we have learned.
The purpose of general review is to comprehensively review and consolidate the knowledge learned in a semester and a school year. Therefore, when reviewing, we should make a feasible review plan according to the outline requirements and review time, systematically sort out what we have learned, check for missing parts, solve problems, and achieve a comprehensive grasp. In addition, I remind you that review is not only a review of knowledge, but also a review and summary of learning methods. Through the continuous summary and improvement of learning methods, we can constantly improve our learning ability.
Finally, the key to learning to learn is to learn how to read.
Before reading, everyone should have a general understanding of the book. Take high school history textbooks as an example. Formally speaking, it includes the following aspects: ① The contents and chronology of major events. Table of contents is the general outline of knowledge in each chapter, and memorabilia is a concise memorabilia, which is the overall knowledge framework of the whole textbook and should be grasped from a macro perspective. (2) Introduction at the beginning of each chapter. "Introduction" mainly explains the historical background of this chapter, the characteristics of the times at this stage and the characteristics of this chapter. (3) Text content (big words) and reading content (small words). The text part is the main body of the text and the basis of the examination proposition, which belongs to the content that must be mastered. Generally speaking, the reading part has the following situations: either it is a supplement to the content of the text, or it is a transition of the content of the upper and lower paragraphs of the text, or it is a narrative of the text. This should have different requirements. (4) original data. It should be analyzed in connection with the content of the text, which can cultivate thinking ability. ⑤ Tables and pictures. To understand its relationship with the text, arrange the intention and function of this chart. ⑥ Thinking and practicing. Thinking questions are advanced exercises, and exercises are basic homework. ⑦ Academic contention. It aims at improving thinking ability, asking everyone to question boldly and forming a good habit of seeking knowledge.
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.
Under the guidance of historical theory, the concept of history is an abstract summary of historical phenomena. It expands and deepens the basic historical facts and reflects the essential attributes and inherent laws of historical things and historical phenomena. Because historical knowledge is composed of many related historical concepts, forming and mastering historical concepts has become the key to mastering historical knowledge.
Besides, everyone should learn to teach history textbooks by themselves. Generally speaking, self-study history textbooks should include the following procedures:
First, write a subtitle paragraph by paragraph. Know what the main problem is in each paragraph, summarize it in concise language, and have a general understanding of the textbook.
Second, write a comprehensive outline of the main points of the textbook. Find out the knowledge points and hierarchy step by step, process them appropriately and form an outline.
Third, find out the internal relations of teaching materials. Is to find out how the development of history is intertwined, find out its development clues, and form a systematic structure.
Fourth, summarize the basic viewpoints. Through the above steps, some basic viewpoints of historical materialism are summarized.
5. Find out what must be remembered and try to remember it. The important historical content is three elements: history and important events, systems and policies.
Sixth, evaluate teaching materials. This is the highest requirement of reading, but also a sign of being good at reading. It is better to believe in books than not to have them. The textbook is not perfect, but it is still open to question. Different people have different opinions, and students should boldly question them.
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. Voltaire, a famous French thinker, once said, "People cannot associate and invent without memory." Japanese mnemonist Takagi Chonglang believes: "Memory is another name for efficiency ... and it is the basis for developing creativity." The more things you remember, the more agile you observe, the more detailed you think and reason, the more accurate you judge and the more creative you are. Therefore, the development of memory and other intellectual factors complement each other and are the foundation and link of intellectual development.
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 memory method: For more abstract content, it can be vividly depicted by graphics and tables.
(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 ways 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. Gu, a famous thinker and scholar in the late Ming and early Qing dynasties, can recite thirteen classics 1.47 million words. According to the book Reading First, "(that is, Gu) recited all the Thirteen Classics. Warm up for three months every year, and the remaining month is used to learn new things. " 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: learning sublimation and 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. Therefore, learning high school history well is by no means a simple rote learning. High school history knowledge can be divided into chapter knowledge, thematic knowledge and theoretical knowledge, among which chapter 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 learn high school history well, we need to learn some historical theories. High school history is more difficult than junior high school history. It pays attention to the cause and effect of history, strengthens the analysis of historical problems, and contains historical theory. Historical theories closely related to high school history are mainly the basic categories and viewpoints of dialectical materialism and historical materialism. It mainly includes the following contents:
First, productive forces determine relations of production, which must meet the needs of the development of productive forces. This is a basic law of historical materialism. Productivity is the practical ability to solve the contradiction in social and natural formed by people in the process of labor, and it is an objective material force to transform and influence nature and adapt it to the needs of society.
Productivity includes three main factors: labor materials, labor objects and laborers. Production relations refer to the social relations formed by people in productive labor. It is the social existence form of productive forces, including the distribution, exchange and consumption of products, including the ownership and distribution system of means of production. The development level of productive forces determines the nature of production relations, and production relations react on productive forces.
Second, the economic base determines the superstructure, and the superstructure should adapt to the needs of the economic base, which is another basic law of historical materialism. The sum of social relations of production constitutes the social and economic foundation. Social superstructure refers to a complex system of social thoughts, viewpoints and corresponding systems, facilities and organizations based on a certain economic foundation. Specifically, it refers to the political, legal, religious, artistic, philosophical and other viewpoints of society, as well as the sum total of political, legal systems and facilities corresponding to these viewpoints. The economic base determines the superstructure, and a certain economic base needs the corresponding social superstructure to adapt to it. The social superstructure has a great reaction to the economic base. Superstructure adapted to the economic base promotes social development, while backward or advanced social superstructure hinders social development.
Third, the people are the masters of making history. Historical materialism holds that people are the masters of history. Individuals are relatively small in society, and only when individuals are combined into groups can they really play their main role as social subjects. Even outstanding figures, no matter how important their role is, only reflect the demands of the masses. Only by relying on the strength of the masses can they have a certain impact on social history.
Fourth, history is constantly progressing. Any historical figures, political parties, groups, historical activities, systems and measures must adapt to the trend of historical development, and those who violate the trend of historical development will surely perish.
Fifth, master certain evaluation methods.
Never learn history for the sake of learning history, but with a certain purpose. Learning history mainly means learning from history, applying what you have learned, and solving problems in real life with what you have learned in history class. When we analyze problems, we should adopt correct evaluation methods:
(1) Stick to the correct position. People's position, progressive position, patriotic position, global interest position and so on are all correct positions. For example, what Hitler did was a complete reversal of history. He violated human nature and tried to obliterate human civilization fundamentally. So Hitler is the public enemy of all mankind, shameless and despised.
(2) Adhere to historical evaluation rather than moral evaluation. This principle mainly involves the evaluation of characters. Historical figures should be evaluated according to their objective role in historical development and social progress, and a historical figure cannot be measured by morality.
(3) Class analysis method should be adhered to in evaluating history. Generally speaking, historical figures live in a class society and objectively represent the interests of a certain class. Therefore, only by using the method of class analysis can we reveal the essence of its activities more deeply. Using the method of class analysis, first of all, when analyzing the historical activities of historical figures, we should give them a class orientation, and pay attention to the standard of determining class attributes not by their origins but by what class their words and deeds represent. For example, Kang Youwei was born in a feudal bureaucratic family, studied four books and five classics since childhood, and never worked as a capitalist in his life, but his thoughts and actions are in line with the interests of the upper class of the national bourgeoisie, so he is the representative of the upper class of the national bourgeoisie. Secondly, for some historical figures or social groups, their words and deeds should be explained by their class attributes. For example, the failure of the Taiping Heavenly Kingdom was subjectively due to the limitations of the peasant class. In addition, when using the class analysis method, we should pay attention not to be simplistic and across the board. If you think that as long as it is the landlord class, it will be reactionary and decadent, and as long as it is the peasant class, it will definitely be affirmed.
(4) the evaluation of historical things should adhere to the effect first and the motivation second. History is complex and contradictory. In the process of historical civilization, subjective good wishes may not always achieve good results, and evil motives often achieve good results, so that in the past, civilizations were intertwined with this antinomy of good and evil. When evaluating history, we should combine the effect and motivation to analyze it, and we should not neglect it. At the same time, we should give priority to the evaluation of the effect, because it is the result rather than motivation that plays a greater role in history, and motivation has a certain relationship with the realization of the effect, so we should also give consideration to motivation.
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.
Pay equal attention to knowledge and ability
1, pay attention to the review of world history.
(1) review method of national history. Mainly the history of Britain, France, the United States, Germany, Japan, Russia and other countries. For example, the change of regime in France.
(2) Review the history of international relations. For example, British-French relations, British-American relations, German-French relations, US-Japan relations, World War I and World War II, the Paris Peace Conference and the Washington Conference all belong to the history of international relations and should be reviewed.
(3) Review methods of historical relations between China and foreign countries, such as Sino-Japanese relations, Sino-British relations, Sino-US relations, Sino-Russian relations, Sino-French relations, Sino-German relations, etc.
2. Deepen the existing knowledge structure.
(1) Pay attention to the horizontal connection between historical facts. For example, the United States, Britain, Germany, France, Russia and Japan became imperialist countries at the end of 65438 and the beginning of the 20th century. Then, the emerging United States surpassed Britain, and Germany surpassed France and Britain one after another, thus changing the balance of power between imperialist countries, causing new contradictions between them, and forming a situation in which several imperialist powers stepped up their hegemony and re-divided the world.
(2) Pay attention to the vertical connection of things themselves. Such as the people's struggle against British aggression in Sanyuanli and the Boxer Rebellion against Eight-Nation Alliance's aggression. Another example is the process of the British bourgeois revolution, the American War of Independence and the French bourgeois revolution.
(3) Pay attention to the breadth of knowledge. Regarding the two cooperation between countries, it can be understood that the first cooperation is within the party and the second cooperation is outside the party. As for the Sino-French war, China was defeated and France won. With regard to the two bourgeois revolutions in the United States, the American War of Independence was the solution to the external contradictions in the development of American capitalism. The American Civil War is a solution to the internal contradictions in the development of American capitalism. The first year of the Republic of China was 19 12, so the sixth year was 19 17. In a word, candidates not only know one thing, but also draw inferences from others.
(4) Pay attention to the depth of knowledge. Review is a kind of creative labor. You can deepen the initial knowledge and have a new understanding at a higher level, not only knowing why, but also knowing why. For example, 1840 was the specific year when Britain invaded China, and the Opium War of 1840 marked the beginning of the transformation of China's feudal society into a semi-colonial and semi-feudal society, which is the connotation of 1840.
3. To further improve the level of basic theory and the ability to analyze problems with theory, the focus is on the training of ability, especially thinking ability. Let's take "cause and effect" as an example to illustrate.
(1) One reason leads to many results. For example, 1927- 1933 After the capitalist world economic crisis, the United States passed the "New Deal" and survived the crisis, while Germany and Japan embarked on the fascist road.
(2) many causes and one fruit. For example, the establishment of the * * * production party in China, the class condition is the growth of the working class in China and the development of the workers' movement; The ideological condition is the spread of Marxism in China; Cadres and organizational conditions are the establishment of local production groups. 192 1 in July, the first national congress of China * * * production party was held in Shanghai, marking the birth of China * * * production party.
(3) Many causes and many fruits. Reasons for the outbreak of the First World War: the unstable law of economic development and political development is strengthened with the transition to imperialism; The formation of two major military aggression groups, triple alliance and the three-nation agreement; The two major military aggression groups frantically expanded their troops to prepare for war; The fuse was the Sarajevo incident.
The result of World War I was: Germany announced its surrender and ended in the defeat of the Allies; Monopoly capitalists in imperialist countries earned war money; Bring great losses to the people of the world; The victory of Russian October socialist revolution established the first socialist country on the land of16, and wiped out the four empires of Russia, Germany, Austria-Hungary and Turkey. Finland, Estonia, Latvia and Lithuania declared their independence from Russia; The revival of Poland; Austria, Hungary, Czechoslovakia and "Serbia-Croatia-Slovenia Kingdom" were formed in the Austro-Hungarian Empire, and 1929 was renamed as the Kingdom of Yugoslavia.
(4) mutual causality. Japan urged China to declare war on Germany, which intensified the contradiction between Duan and Li. At Duan's instigation, the restoration and Sun Yat-sen issued the Declaration of Confrontation, and Duan used the prestige of the people of the whole country to crusade against Zhang Xun, but the restoration failed.
4. Candidates learn to organize their own knowledge.
(1) Make a brief history table. For example, a brief list of ancient dynasties in China; Five invasions of China by foreign powers during the old democratic revolution: a summary of four United fronts led by the China Producer Party; A brief list of national liberation movements in Asia, Africa and Latin America.
(2) Write a historical outline. For example, the process of the American War of Independence can be classified as: explosion-1775 Ke Xingtun's artillery fire; Army building-the second continental congress established the continental army, with Washington as commander-in-chief; People's Republic of China (PRC) was founded-the Declaration of Independence was issued on July 4th1776; Failure-the fall of new york and Philadelphia; Turning point-1777 10 Saratoga; Victory-Britain surrendered in Yorktown; Peace Treaty-Britain recognizes American independence.
(3) making a chronology of Chinese and foreign events. For example, 1898, the Reform Movement of 1898, and the Spanish-American War. 1905, China League was established; The Russian bourgeois revolution broke out.
5. Master scientific review methods.
(1) knowledge network method. Refers to the internal relations of knowledge points-points, lines and surfaces. "Point" is a typical event; "Line" refers to the clue of the internal connection between events; "Face" reflects all the contents of the historical period. The "points" of the Opium War, the Second Opium War, the Sino-French War, the Sino-Japanese War of 1894-1895, and Eight-Nation Alliance's war of aggression against China formed the "line" for imperialism and China's feudal forces to unite and turn China into a semi-colonial and semi-feudal society. Anti-smoking movement, Sanyuanli people's anti-British struggle, Taiping Heavenly Kingdom movement, the Reform Movement of 1898, the Boxer Movement, the Revolution of 1911, the second revolution, the national protection movement, the law protection movement and the new culture movement formed another "line" for China people to resist imperialism and China feudal forces. The above two basic clues constitute the "face" of China's old democratic revolution.
(2) the law of bringing people with things. In comments, clues can be strung around the deeds of a historical figure. For example, Chen Duxiu's life story can be divided into three stages: early meritorious service, middle meritorious service and late meritorious service.
(3) bring people with things. For example, the German unification process. In the 65438+60s, Prussian Prime Minister Bismarck carried out the "iron and blood policy" and launched three dynasty wars. 187 1 year, King Weiwei of Prussia became the throne of the German Empire, and a powerful and unified German Empire was born.
(4) Comparative review method. Marx believed that comparative method was the key to understand historical phenomena. For example, the comparison between the Japanese Restoration and the Meiji Restoration; Comparison of strengthening centralization between Qin Dynasty and Western Han Dynasty.
(5) Analysis review method. Analysis is anatomy. For example, the duality of the national bourgeoisie in China. China's national capitalism came into being and developed in the semi-colonial and semi-feudal society of China. From the beginning, it was oppressed and bound by foreign sub-capitalism and domestic feudal forces. Therefore, the national bourgeoisie in China has a revolutionary need to oppose foreign capitalism and domestic feudal forces. However, due to the small assets, small scale and weak technical force of Chinese national capitalist enterprises, they have certain dependence on foreign capitalism and feudal forces in China.
(6) Lenovo review method. Associative method is like this and that. For example, China and War of Resistance against Japanese Aggression were eight years (1937- 1945), the American War of Independence (1755- 1783), and the Anshi Rebellion (755-763).
(7) Skillfully memorize the geographical orientation method. "Left picture and right history" is an important method to learn history. For example, to remember the positions of the seven countries in the Warring States, we can use the formula of Qi, Chu, Qin, Yan, Zhao, Wei and Han, from southeast to northwest to the center, or use the sequential formula of Qin's annihilation of the six countries: Korea, Zhao, Wei, Chu, Yan, Qi, North and South, China and North and South.