The so-called efficient classroom refers to a classroom where the efficiency or effect of education and teaching can reach a higher influence or achieve better social benefits on the basis of effective classroom teaching. This requires teachers to take cultivating students' learning interest and enthusiasm as the basic goal in the process of classroom teaching, so that students can participate in classroom learning independently, thus improving learning efficiency; Secondly, we should change the teaching methods, increase the cultivation of students' ability, and let students get more information from the study of high school history, so as to achieve better social benefits.

First, create colorful teaching scenarios to stimulate students' interest in learning

The learning content of high school history is very complicated, involving not only the ancient history and modern history of our country, but also the important chronology and historical events of many other countries. Therefore, students are easily bored because of the complexity of knowledge in the learning process. At this time, teachers should change teaching methods, create teaching scenarios by various teaching methods, stimulate students' interest in learning, and complete the first step of creating an efficient classroom. When creating colorful teaching scenes, teachers can carry out content through videos, documentaries, pictures, field trips, special lectures, connecting with practice and other situations to mobilize students' learning enthusiasm and improve classroom learning efficiency.

For example, in the lesson "Opium War", teachers can not only use the documentary of Opium War to enhance students' understanding of the influence of opium on China people, the country, the economy and the spirit, but also take into account the cannibalism of modern life drugs on people's spirit and body, the influence on family relations, social relations and national security, and the indifference of drug dealers and senior drug addicts to human nature. Every year, the heroic deeds of the country's hard work and sacrifice for drug control are brought into the classroom. Strengthening the connection between history and reality can not only stimulate students' interest in learning, but also make students more aware of the dangers of drugs through this similar comparative effect, cultivate students' idea of "cherishing life and staying away from drugs", achieve the effect of anti-drug education, realize teaching effect, increase social benefits, and create an efficient high school history teaching classroom.

Second, increase the teaching of historical stories to improve students' classroom memory.

History is a story with music score in the long river of time, which is composed of wonderful, stupid, sad, sad or excited stories. It can be said that the essence of history teaching is "storytelling", so in the process of constructing history teaching in senior high school, the purpose of education can also be achieved by increasing the method of historical story teaching. Secondly, according to the research of psychologists, memory has a process from short to long. In the process of realizing long-term memory of knowledge, it is more effective to process pictures, audio-visual images, stories and associations of these knowledge, among which the effect of story and association processing is better than other processing methods. Therefore, the application of historical story teaching can improve students' memory effect of classroom teaching content and play an important role in creating efficient classrooms. But this kind of "storytelling" is not a simple story expression, and individual stories have limited effect on students' thinking and memory. Before teaching, according to the actual situation of teaching content, teachers should link these independent stories with time axis, people-centered theory and similar event comparison theory to form a story set or story spectrum, so that students can remember all these stories little by little. This teaching method is conducive to students' understanding of a historical event.

For example, in the course "Anti-aggression and Democracy in Modern China", teachers can use historical stories for classroom teaching. For example, in the process of the Republic of China movement, they can take Dr. Sun Yat-sen as the center, and take the formation process of his thoughts, the idea of establishing the Republic of China, the changes of his thoughts in the later period, the limitations of his thoughts during the Republic of China, and the reasons for his failure as the starting point. As an auxiliary factor, these stories are connected with the life experience of Dr. Sun Yat-sen. Let the students know the time and historical function of various events in the process of listening to the story. At the same time, through this systematic explanation, students can have an overall understanding of Dr. Sun Yat-sen, thus forming a more comprehensive evaluation system, avoiding the out-of-context evaluation caused by a single incident, helping students form a comprehensive way of thinking and a systematic evaluation method, which will play a certain role in improving students' thinking level.

Third, strengthen classroom simulation teaching. Help students sort out the context of historical mechanism

The learning process of high school history knowledge usually involves the formation and reform of various systems. When students have not actually experienced the changes in these systems, it is difficult to achieve results by imagining and memorizing only by abstract thinking. This memory mode is not conducive to students' understanding of the significance and role of changes. Therefore, in the process of building an efficient high school history classroom, teachers can simulate teaching in the classroom and restore the composition and operation mode of some historical institutions in real time. This restoration can be achieved through self-made videos and animations, and also through students' actual simulations, so that students' abstract (fuzzy) memories can be upgraded to concrete memories. The impact of visual effects and physical effects can better help students transition these memories from short-term memories to long-term memories, thus improving classroom teaching.

For example, in the lesson "The Formation of the Responsible Cabinet in Britain", teachers can divide students into two groups according to the actual situation: one group is responsible for writing scripts and performing them in class according to the distribution characteristics of cabinet personnel, and the other group combs and expresses various character relationships by combing this mechanism, combing the structure and theoretical framework. In class, the students in the drama group perform first, and then the students in the theory group ask questions or make mistakes according to the sorting effect. According to a special problem, the situation of debate is used to strengthen the collision of students' thinking, so that students can have a clearer understanding of this cabinet responsibility system in the process of personal participation, context arrangement and thinking collision, and then achieve better teaching results.

Four. conclusion

To sum up, in the process of realizing high school history efficient classroom, teachers can start with the creation of teaching scenarios, so that students can resonate with history knowledge in various scenarios, thus improving students' interest in learning; Then, through historical stories and infiltration teaching methods, the story processing method is used to improve students' memory effect of classroom knowledge; Through classroom simulation mechanism, timeline association and other teaching methods, students can form a three-dimensional multi-dimensional picture of these scattered historical knowledge in their minds, which is not only convenient for students to remember, but also enables students to better integrate more historical knowledge and create an efficient classroom for high school history teaching.