First, improve the teaching status of history.
History is one of the most important subjects in all disciplines. Because it is difficult, it is arranged in the junior high school teaching stage of compulsory education. However, due to the content of history teaching in junior high school, it is difficult for students to keep all the knowledge in their minds, so the examination form of the senior high school entrance examination is an open book. The setting of open-book examination forms makes students, parents and even schools have a wrong understanding of history. In the eyes of some students and parents, "extra-language" is the three main courses, and the closed-book exam is the most important; Physics and chemistry are minor subjects and closed-book exams, so they are also very important; History and politics are open-book examination subjects, with good scores and the lowest importance. This situation is a tragedy under the traditional exam-oriented education. The higher the teaching level, the higher the admission score, which makes students and parents pay too much attention to the score. In history class, some students often study other subjects. Imagine how efficient such a history class can be. How to train students? Therefore, in order to realize junior high school history classroom in colleges and universities, we must improve the status of history subject in junior high school education and change the attention of students and parents to history subject, which is an important prerequisite for improving the teaching effect of junior high school history classroom and the basis for developing junior high school history classroom teaching activities.
Second, cultivate students' interest in learning history
Interest is the best teacher. In any teaching activity, only by stimulating students' interest in the subject can they actively absorb and accept knowledge, and the same is true for history subjects. Judging from the current situation of history teaching in junior high school, many classroom teaching activities are mainly conducted by teachers and supplemented by students. Students' learning behavior in history class is passive, students are not interested in history, and some students even lose their correct learning attitude towards history. Although the teachers spare no effort to shed hard sweat on the podium, the actual teaching effect is very small, which is difficult to form a direct ratio with the teachers' hard work, let alone improve teaching. In fact, this situation is closely related to students' lack of interest in learning history. From the students' point of view, first of all, the examination form of history senior high school entrance examination is open book, which is relatively difficult; Secondly, the content of history course is boring; Thirdly, teachers' teaching methods are rigid. With these factors combined, it is difficult for students to improve their interest in history, and the lack of interest in learning is naturally difficult to improve the classroom teaching effect. In order to change this teaching situation, teachers should prepare a lively and interesting history lesson for students from the perspective of students in the course of preparing lessons, so that students can build their own historical knowledge structure in a pleasant learning atmosphere, improve their interest in history subjects, and then realize the construction of an efficient history classroom in junior high school.
Third, enrich the teaching methods of history classroom.
In fact, the purpose of enriching the teaching methods in history class is to stimulate students' interest in learning and construct their historical knowledge structure. Teachers can prepare different forms of classroom teaching activities for students according to the content of history teaching, stimulate students' interest in learning and realize their history knowledge education. Through three small teaching cases, this paper expounds the author's history classroom teaching methods:
Case 1: Story Teaching
Teaching content: the first volume of grade seven, the third learning theme "the establishment of a unified country", and the 12 lesson "the communication between Zhang Qian and the western regions";
In order to better improve the classroom teaching effect, the author always takes "story" as a clue in the teaching process of this content. In the process of telling stories, students' attention is very concentrated, and they also deeply remember the relevant historical knowledge in their minds while listening to stories. The author has received good teaching results.
Case 2: Drama Teaching
Teaching content: the sixth learning theme "prosperous and open society" and the fourth lesson "ethnic relations in Tang dynasty" in the second volume of grade seven;
In the process of teaching this content, the author adapted the important historical activity of "Princess Wencheng went to Tibet" into a drama, and let all the students participate in the drama. Extroverts who like to perform let them perform, while introverts let them prepare plays with themselves. In the process of drama performance, the author invites other teachers to watch it, so that they can fully understand and understand the students and realize the characteristics of each student, so as to better accomplish the teaching objectives. The students completed the drama performance in a pleasant atmosphere and kept the relevant historical knowledge firmly in their minds. Generally speaking, teaching activities have achieved twice the result with half the effort.
Case 3: Open Teaching
Teaching content: the first volume of the eighth grade, the fourth study theme "War of Resistance against Japanese Aggression of the Chinese nation";
War of Resistance against Japanese Aggression is an important symbol of China's independence, so the author carried out the teaching activities of this subject with the open teaching method. In teaching, the author asks students to go home and collect some information about War of Resistance against Japanese Aggression, which can be a story about War of Resistance against Japanese Aggression or a song about War of Resistance against Japanese Aggression. Anyhow, anything about War of Resistance against Japanese Aggression will do. Later, in the teaching process, the author used the information collected by students in War of Resistance against Japanese Aggression as a clue to teach related content, and supplemented some information that students did not collect. Under this teaching method, every student is deeply aware of Japan's crime of trampling on our land and destroying my home. They shed tears for some brave martyrs. They expressed indignation at some criminal acts of the Japanese army. In the teaching process, the author can deeply feel the students' deep feelings and strong patriotic feelings. On this basis, the author also organized students to visit the Anti-Japanese Memorial Hall, so that they can have a deeper understanding and feel the hard-won life today. This teaching activity has achieved good teaching results.
Conclusion:
To sum up, in the junior middle school history teaching stage, only by establishing efficient classroom teaching can we better realize the cultivation of students' historical literacy. In the actual teaching process, because students don't know much about history before learning, their interest in history has not been fully stimulated, which will hinder the supervision of classroom teaching activities in colleges and universities. Therefore, teachers must deeply realize the importance of interest cultivation. Therefore, teachers can use some historical stories that students are familiar with as the starting point, mobilize classroom teaching and introduce classroom teaching content, so that students can examine historical events from a comprehensive and objective dialectical point of view in the teaching process, thus improving their own historical learning level and laying a good and solid foundation for future high school and even university historical knowledge learning.