The history curriculum standard clearly stipulates that students should be trained to have a correct view of history through history study, so that they can learn to observe and analyze historical and practical problems dialectically, deepen their love for the motherland and their understanding of the world, draw wisdom from history, and cultivate the humanistic quality that modern citizens should have to meet the challenges of the new century. As we all know, the history discipline tells the tortuous development process of human society from low to high, and its content is extremely rich, including politics, economy and military affairs.
Things, science and technology, ideas, literature and art, etc. , one of the main subjects of humanistic quality education for students, plays an irreplaceable role in many other disciplines. However, historical knowledge is in the past, and the content of history class is in the past, so it is impossible to repeat it. So there is a misunderstanding that studying history has no practical significance, but it is not. History is the reality of the past, reality is the continuation of history, and history is being written. It can be said that history is closely related to reality. However, how to combine boring history study with colorful real life has always been a difficult problem for teachers.
Modern information technology has easily solved this problem in history teaching with its advantages of large capacity, intuitive image and lively and interesting. In teaching, I often take some hot spots or focal issues in real life as the incision, connect with history, strengthen the moral education function of history discipline, and provide favorable conditions for deepening the understanding of real problems. For example, when I was teaching "Consolidating a Unified Multi-ethnic Country", I immediately mobilized students to talk about their views in combination with the 3. 14 incident in Lhasa, Tibet. The students had a very heated discussion. Through their full communication, I made full use of network resources and presented a proper amount of written materials and historical pictures about the increasingly close economic and cultural exchanges between Tibet and the mainland and the effective governance of Tibet by the central government. In this way, students can naturally understand that Tibet has been a part of China's sacred territory since ancient times, and a unified multi-ethnic country is the result of historical development and the historic choice of China people in past dynasties. National unity is conducive to the prosperity of the country, and any act of splitting the motherland is bound to be opposed by the people. So as to establish a sense of historical responsibility and mission to the country and the nation and cultivate patriotic feelings. Another example is: When teaching the Opium War, I made full use of network resources to show my students the great achievements of industrial revolution and early bourgeois revolution in western countries in the19th century, and made students know from intuitive materials that China before the Opium War was really backward in the world, which not only filled the blind spots of students' knowledge, deepened their understanding of the causes of the Opium War, but also formed their understanding and belief that backwardness would be beaten, and at the same time enhanced their international awareness of seeing the world.
Second, the use of information technology to stimulate students' interest in learning history
The reform of history curriculum emphasizes the change of students' learning style, advocates students to actively participate in the teaching process, be brave in asking questions, be willing to explore and be diligent in doing things, and cultivates students' abilities of collecting and processing information, acquiring new knowledge, analyzing and solving problems, and communicating and cooperating. Therefore, research-based learning has become an inevitable choice under the situation of new curriculum reform, which has the characteristics of autonomy, openness, inquiry and practicality. However, the concentration of current teaching materials and the lack of students' historical knowledge determine that students' self-study level is low, the effect is poor, and their subjective status is impossible to talk about.
Research-based learning emphasizes students' personal experience in the process of knowledge inquiry, which is a learning process to guide students to find and solve problems with their own knowledge. The network can provide strong support for research-based learning and give full play to students' main role. For example, when teaching "Prince Sweeping Liuhe" and "Cutting the Road to Punish Qin", I encourage students to log on to the website in group classes or during the monthly holiday to collect relevant information about Qin Shihuang, so as to cultivate students' ability to obtain information. The key point is "How to evaluate historical figures?" As a theme, students are encouraged to write a short history paper with their own views, and their ability to analyze and process information is cultivated. Under the guidance of the microcomputer teacher, students inquired a lot of information by logging on the website, and discussed related issues during class and self-study time or directly asked the teacher for guidance. In this activity, students got a comprehensive understanding of the real Qin Shihuang in history, his role in promoting China's modernization, and his various tyrannies as a feudal ruler, and then learned to evaluate historical figures in combination with historical environment, which cultivated students' historical thinking ability and greatly improved their ability to extract effective information through historical materials. Network can not only provide abundant information, but also make autonomous learning and cooperative learning possible. In this activity, members of the group, especially some students in the class who have poor learning foundation but are recommended as computer experts, showed their talents and shared the information and learning materials they explored and found in the learning process with other members of the group, thus achieving the goal of successfully completing the group learning. At the same time, they realized the happiness of learning success by searching information online, further improved their enthusiasm and initiative in learning history, greatly stimulated their enthusiasm for learning history, and achieved growth in happy learning.
Thirdly, using information technology to improve the quality of history teachers.
With the progress of the times and the development of society, the comprehensive quality of contemporary middle school students has changed greatly compared with the past, and the extracurricular knowledge has been expanding and the amount of information has been increasing.
The desire for knowledge is getting higher and higher, which puts forward higher requirements for the quality of teachers. In this case, teachers, as participants, collaborators and instructors of students' learning, should have profound knowledge and be experts in education. They should redouble their efforts, constantly recharge their knowledge in breadth and depth, seriously study modern education and teaching theories, constantly improve their comprehensive quality, and become learning-oriented people's teachers, so that teachers can play a more incisive role in "guiding the way" in the classroom.
In traditional history teaching, teachers' "charging" before class is nothing more than preparing lessons and attending classes according to the contents provided by textbooks, syllabus and teaching reference books and some old educational psychology theories, while the materials for preparing lessons and practicing questions can only be limited to textbooks, teaching reference books and other limited materials, which are far from meeting the needs of teachers, making the contents of preparing lessons not rich and perfect, and it is difficult to further improve teachers' own quality. Using modern information technology, teachers can refer to the websites related to history teaching at any time in view of the problems they will encounter in teaching, which can not only solve the problems in time, but also make history teachers prepare lessons more fully and perfectly, truly speak well in class and guide science, create appropriate historical scenes for students, and effectively play the role of "guiding learning" by teachers. In addition, teachers can also learn online selectively according to their own needs, get to know the latest educational and teaching theory research results and historical research results, and adjust teaching strategies and teaching directions in time through continuous re-learning, so that their teaching can truly meet the requirements of the times, and the quality level of teachers will be improved accordingly. For example, in the past year, every time I teach a class, I have carefully designed a study plan, searched a large amount of information for each class through the Internet and screened it to find out the key knowledge and what the teacher carefully talked about, and carefully prepared lessons for the guidance of this class. At the beginning of the class, I will also use multimedia courseware to show students the pictures and related story materials in the lead-in box of each class. In this way, on the one hand, students' interest in learning history is enhanced and students can quickly integrate into the classroom; On the other hand, by looking for information, we have a new understanding of the key knowledge of each course, which truly reflects the growth of teachers in teaching, thus improving their own quality.
Fourthly, using information technology to reduce the burden of history teaching and improve teaching efficiency.
The new history curriculum emphasizes that history teaching should enable students to acquire basic historical knowledge and ability, and lay the foundation for students to further receive high school education. However, as a comprehensive subject, history involves a wide range of knowledge, rich content and a large span of time and space. It is not easy to learn, remember, understand and use it well. Especially in the past, students gradually lost interest in learning history because of boring narration and memory. Therefore, teachers will undoubtedly broaden their horizons and benefit a lot by teaching with the help of information technology. Through detailed written materials, vivid pictures, audio and video, etc. To provide students with appropriate historical materials and reproduce the history that cannot be repeated or repeated. Through intuitive teaching scenarios, students' impression of learning history knowledge is deepened, and students' memory and interest in learning history are improved. For example, in this year's review of the county-wide joint entrance examination, I brainstormed with all the teachers of the research group. On the basis of cooperation with students, we made slides of the contents that students generally find difficult in the form of units and topics, so that teachers and students could break the time and space restrictions of traditional teaching in a short time. By reappearing historical figures, historical events and historical phenomena, on the one hand, students' ability to comprehensively summarize historical knowledge and learn history was improved, on the other hand, classroom time and classroom capacity were effectively utilized.
In addition, in history teaching, modern information technology has also played a very important role in enriching teaching resources, highlighting and breaking through teaching difficulties, cultivating students' ability and realizing the integration of subject knowledge. Therefore, teachers should make full use of information technology, closely combine information technology with history teaching, and create a newer and bigger situation for future history teaching.