The review methods of history lessons can be roughly divided into two categories: one is daily review, and the other is organizing review classes to review. Below, I will talk about my practice and experience in daily review and organizing review classes:
(a) Daily review
1. Review before teaching a new lesson. When adopting this form, the teacher should draw up a review outline in the form of questions according to the requirements of the syllabus, and summarize the questions after putting forward them.
2. Teach new knowledge and contact the review of old knowledge. This review form should focus on revealing the internal relationship between old and new knowledge through comparative analysis, helping students grasp the clues of historical development and understand the laws of social development.
3. Review after speaking new knowledge. This is an indispensable part of classroom teaching. This kind of review can enable students to form new but unstable neural connections after acquiring new knowledge, which can be strengthened under concentrated stimulation through review questions.
(2) organize a review class to review.
1. Unit review. My usual practice in this kind of review class is to organize students to review after a unit is taught. By asking questions, talking and other methods, students are guided to analyze, summarize and summarize the historical knowledge learned in this unit, so that the historical knowledge originally scattered in each chapter can form a whole, so that students can master the whole picture, basic concepts and basic clues of the historical development of this unit, and achieve the purpose of deepening knowledge and consolidating the system. It is worth noting that teachers' questions should focus on the center of the unit textbook and grasp the most essential and important historical facts. The questions raised should not only be enlightening, but also have internal connection and depth.
2. Final review class. This kind of review class is a comprehensive review of the contents learned in a semester, which helps students form a complete historical knowledge system and improve their ability to sort out historical knowledge and analyze historical phenomena. There are many ways to review, and the selection method should proceed from reality. It is best to combine system overview with comprehensive induction, which can be used vertically first and then horizontally.
3. General review class.
(1) According to the requirements of the new curriculum standards and syllabus, closely follow the teaching materials, simplify the complex and do a comprehensive review. Throughout the senior high school entrance examination in recent years, most of the questions are comprehensive and extensive. Therefore, in the general review, first of all, we should closely follow the textbook and guide students to conduct a comprehensive and systematic review of all the contents within the examination scope in the textbook, including illustrations, maps, notes, thinking exercises, chronology of major events, etc., so as to lay a solid foundation and master basic knowledge. Because the characteristic of history discipline is that it will never change from its primitive religion, no matter how the questions and methods change, historical knowledge will never change, and the answer is still in the book. This requires students to master the basic knowledge, and on the basis of mastering the basic knowledge, learn to choose and adapt according to the meaning of the questions.
(2) To improve review efficiency, we should pay attention to teaching methods. I think the review class should not only be intensive, but also concise. However, students' time and energy are limited, which requires teachers to carefully select exercises, pay attention to the guidance of students' learning methods in review, pay attention to training students' thinking and answering methods, and let students analyze typical problems and draw inferences from others to avoid students' entanglement in the sea of questions.
(3) Use the review method of small items. This method is suitable for cultivating students' vertical and horizontal analysis, synthesis and induction of knowledge after reviewing the basic knowledge. Students are required to design exercises boldly according to the knowledge of this topic, discover the connections and differences between knowledge, and finally let students understand what we need to know, what enlightenment we get and what problems we explain through the study of this topic.
(4) Strengthen the training of different types of questions for students. In recent years, the questions of the senior high school entrance examination are very flexible, and many students memorize knowledge and cannot use it flexibly. As a result, the test scores are very low, thus losing confidence in learning history. This requires our teachers to focus on answering difficult questions when marking papers, and teach students some methods to answer various exercises according to different types of questions, so that students can adapt to the changing examination requirements and really improve their learning ability.
(5) Analyze the test questions of the senior high school entrance examination over the years to understand the degree of examination. As a teacher, we should be good at accumulating information, collecting papers for the senior high school entrance examination over the years, analyzing them carefully, and mastering the knowledge points, questions and difficulties of the examination.
In a word, a good review class needs the joint efforts and cooperation of teachers and students. Teachers should not only spend a lot of energy and painstaking efforts, but also devote themselves to studying good review methods, so as to improve review efficiency and improve our teaching quality.