1. Stimulate interest and cultivate students' ability of observation, analysis and appreciation. Bruner, an American psychologist, said: "The best motivation for learning is the interest in the textbook itself." Our current history textbooks combine knowledge, interest and thought, and set up colorful classroom sections, such as "thinking", "discussion", "comparison" and "discovery", which can effectively stimulate students' thirst for knowledge and spirit of inquiry. In particular, the current history textbooks use a lot of illustrations, which greatly enhances students' interest. Historical pictures are the reappearance of historical facts at a certain moment, which contain a lot of information that words can't express, and have become one of the indispensable teaching methods in history teaching. It can not only teach concretely, vividly and intuitively, but also cultivate students' ability of observation, analysis and understanding.
2. Flexible use of historical materials, highlighting the situation and active teaching. Historical thinking ability is not naturally generated and needs to be cultivated and trained. In the teaching process, teachers can introduce historical materials according to the teaching content, insert appropriate historical materials where necessary with the development of a class content, and set questions according to the situations given by the materials. Of course, the design of the problem should not be too superficial, nor should it be too difficult for students to have a headache. Thinking training should be the core, so as to arouse their learning enthusiasm. For example, in the course of teaching the Great Economic Crisis, the following materials were displayed: Material 1: On the Mississippi River, farmers are pouring buckets of milk into the river, and trucks of big fat pigs are pouring into the river. In 1933 alone, 6.4 million pigs were thrown into the river and drowned alive, and more than 50,000 mu of cotton was burned. Material 2: In Britain, France, the Netherlands and Denmark, boxes of oranges, boats of fish and bags of coffee beans were dumped into the sea, and countless cows and sheep were killed. According to what I have learned, the author set the following questions: ① What did these two materials reflect about the capitalist countries at that time? (2) Why do farmers destroy products in large quantities instead of transferring or selling them to farmers at low prices? What does this reflect the nature of capitalists? According to the materials and questions, students not only deepened their understanding of the economic crisis, but also exercised their ability of analysis and thinking, thus stimulating their enthusiasm for learning.
3. Consolidate and summarize in flexible and diverse forms. At the end of a class 15 minutes, students feel very tired and their attention begins to decline. As the saying goes, "weaving baskets is all off", and the last moment of class is the "harvest season" of teaching. A good ending is not only a summary of a class, but also like ringing a bell, which can stimulate students' interest in learning, push classroom teaching to a climax again, and extend to after class until class is over. For example, after learning "Unforgettable September 18th", it can be summarized by the ballad "Sorghum Ye Ziqing was young, Japanese soldiers came in September 18th, occupied the powder magazine first, then Peking University Camp, killed and set fire to those responsible, and hundreds of thousands of troops in China" respectfully "gave up Shenyang City". It not only shakes the students' hearts, but also is easy to understand and remember. Of course, we should carefully study the ending methods suitable for textbooks, students and teaching, and use exercises flexibly to make the ending really play its potential function, so as to improve the classroom teaching effect.
4. Repackage the classroom with modern humorous language, so that students can enjoy listening, thinking, learning and learning. Proper use of humorous language in classroom teaching can not only attract students and mobilize the learning atmosphere, but also cultivate students' sentiment and cultivate their ability to communicate and cooperate with others. Humor should be interesting, enlightening and educational, helping students understand problems and cultivate their thinking, not just mobilizing the classroom atmosphere.
Happy learning is the ladder to the peak of wisdom. The introduction of happy teaching method in history teaching can make students enjoy learning and eager to learn, so as to realize teaching and learning ~