First, the "four habits" of history classroom learning: preview-note-thinking-review.
We often say that habit affects character, and character determines fate. This shows how important good habits are. This is especially true in learning. Good study habits can improve learning efficiency, stimulate learning interest and cultivate learning ability. Four good habits should be formed in history study: no preview, no class, no pen and ink, no reading, no thinking, no questions, no review and no homework. We should develop the habit of previewing, taking notes, thinking and reviewing.
Preview before class is essential. Only by previewing can we have a general understanding of the text, make clear the key points and difficulties, and learn purposefully and efficiently in class. Doubts encountered in preview can be marked so as to make key breakthroughs in class. When previewing, we should also remove obstacles in reading. Preview is a process of autonomous learning, which embodies the principle of learning subjectivity. Take notes carefully in class and mark them when reading, which is convenient for the system to master and can distinguish between primary and secondary. As the saying goes, a good memory is not as good as bad writing. More pen and ink can also improve memory. The ancients said, "Learning without thinking is useless, and thinking without learning is dangerous." "Think about it, think about it, and ghosts and gods will understand." It can be seen how important it is to be diligent in thinking. We should think deeply and question boldly in history study, otherwise "reading history makes people wise" is just empty talk. We often say "review the past and learn the new", and we should review and consolidate it in time after class. On the basis of reviewing, do your homework again. Many students wait for homework and then turn over the books, which is not only inefficient, but also fragmented knowledge.
Of course, these four habits are also practical for the study of any other subject, but they are particularly important for the study of history. Good habits are the cornerstone of success. As long as students persevere, cultivate well and get used to nature, history learning will be easy. History teachers should strengthen students' history study habits.
Second, the reading of history textbooks is "nine in place"
History study must improve the reading ability of history textbooks. Students often put their textbooks aside to take notes, while reading materials; Even if you read a book, you only read the main text in big characters and nothing else. It is difficult to learn history well in this way. History reading should be comprehensive and meticulous. To improve reading ability, we should not only browse quickly, but also pay attention to interpretation. I must study with questions. Teachers should guide students to read history and even learn history by learning Chinese.
(1). Read Interpretation before class to clarify the purpose of studying history.
It is mentioned in the "Explanation" of the history of senior one: "The compilation of senior high school textbooks aims to further improve students' ideological and moral quality, cultural and scientific knowledge, aesthetic taste and physical and mental quality, cultivate students' innovative spirit, practical ability, learning ability and ability to adapt to social life, promote the all-round development of learning, and deliver qualified graduates with good quality for higher-level schools and society." This passage makes us clear the purpose of history study in senior high school, and a positive attitude is the premise of successful study. Of course, the "new curriculum standard" has another statement about the purpose of history learning.
(2) Read the text list to form a frame structure.
Historical texts are arranged by chapters, and each chapter constitutes a unit, reflecting a specific historical stage and reflecting the systematicness and logic of historical knowledge. Reading the catalogue often helps us to grasp the historical structure of this book from a macro perspective, so as to avoid the limitation of "the blind touch the image" and achieve vertical and horizontal contrast and mastery. The new course is written in the form of special topics, and reading the catalogue can give you a three-dimensional understanding of the special topics.
(3) Read the chapter introduction and grasp the background clues.
The introduction of high school chapters mainly introduces the background and main clues at home and abroad. Introduction is a highly generalized and condensed language. Reading the introduction is also convenient to understand this chapter or content from a macro perspective, and to clarify the background of the major events in this chapter, thus forming a three-dimensional view of time and space and a systematic sense of history. Reading the introduction often can also improve the ability of historical generalization. "Go from rough to fine, from the outside to the inside, from here to there."
(4) Reading historical texts and consolidating historical knowledge.
Each class text 1200- 1300 words is obviously the focus and topic of teachers and students, and we should attach great importance to it. Each section has a corresponding subtitle. Reading the text should focus on the topic and subtitle, understand the historical reasons, process and influence, and pay attention to the relationship between historical events and characters in each section. When studying in high school, we should especially analyze the historical motivation and influence, and understand the causal relationship behind the historical appearance. When reading the text, we should pay attention to the theoretical expression and the historical conclusion of The Analects. Reading the text should be studied with questions. For example, in the section "Opium War", we should think: Why did Britain launch the Opium War? Why is Lin Zexu a great national hero of the Chinese nation? What was the reason for China's failure in the Opium War? What influence did the Opium War have on China society? The answers to these questions can be found in the text.
(5) Read small print and notes to expand historical thinking.
Small print also has about 1000 words per class, which is easily ignored by students. Fine print is the interpretation, supplement, expansion or analysis of words. Although fine print is often not the main content of the exam, it can enrich historical knowledge and broaden our horizons. Some fine print is a relatively high theoretical analysis, which is of great help to improve our senior high school students' rational thinking, such as the formation of the theory of "armed separation of workers and peasants" on page 9 of Modern History of China. Some notes not only clear the obstacles for writing, but also introduce some academic viewpoints. You may wish to read them to inspire and expand your thinking. More importantly, fine print, notes and words are vivid and fascinating, which can stimulate our interest in learning history.
(6) Reading literature to improve research ability.
Reading 1-2 materials in every class in senior high school can not only make us feel the history directly, but also improve our cognitive ability, "removing the false and retaining the true, from the outside to the inside". For example, in the chapter on Westernization Movement, Zeng Guofan was quoted as saying, "You can restrain twisting and be diligent and far-sighted." We know that he did westernization to suppress the people's uprising, but "diligence and foresight" is just a cover-up. Reading materials should not only eliminate text obstacles through annotations, but also understand the background of materials in combination with texts, and also use scientific theories to process and sort out materials to maximize effective information.
(7). Read the historical map and form a view of time and space.
The ancients ruled history, but they still "left the picture and right the history", so the study of history should be combined with maps. The text itself has a map and a separate historical atlas. When reading history books, you can refer to the map. For example, some maps are war situation maps, which reflect the dynamic process of war. Combined with maps, they are sketched with colored pens to understand the process and results of war, thus forming a three-dimensional and complete space concept. In recent years, the history questions of college entrance examination have increased the proportion of investigating historical maps. Students ignore pictures most when studying history, so they should pay special attention.
(8) Read historical pictures and tables to improve observation and imagination.
There are 4-6 pictures in each class of high school history, about 20 color pictures before class, and some tables. These pictures include paintings of historical figures, maps of sites and historical scenes. Reading more pictures can improve observation and imagination, and make the newly learned historical knowledge more intuitive, three-dimensional and rich. Many of these paintings are exquisite works of art, which can give us aesthetic feeling.
(9) Read the chronology after the book and sort out historical clues.
The chronology of major events after class should be read repeatedly, and the age of major events in each chapter must be remembered. Only by remembering the time can we have a clear understanding of the complicated history and form systematic historical knowledge. Students are most afraid of remembering dates, so they should explore memory methods to improve their memory.
The above only requires that history reading should be fully in place. There are many methods of history reading, which need to be summarized in history learning.
Third, the trilogy of history learning: understanding (accurate)-understanding (profound)-understanding (new)
According to students' cognitive laws and historical characteristics, we summarized the trilogy of history learning. These three steps are from the surface to the inside, from the shallow to the deep, from point to line and then to the surface, step by step, and cycle, which is convenient for efficient, systematic and interesting history learning. In teaching, we use the "trilogy" and get good results.
"Understanding" is the first step in history learning. That is, to understand historical facts, sort out historical clues, and summarize stage characteristics. History is the past movement process of human society and some important activities carried out by certain people in a certain time and region. Therefore, the elements of every historical event must be clarified, such as people, time, place, event, process and result. The first requirement of "understanding" is "accuracy" History is a science, and science requires accuracy and rigor. This requires that history learning should construct a clear concept of time and space. The first is "all", that is, all aspects are completely mastered. A comprehensive grasp is not to grasp the eyebrows and beards, but to be good at summing up and combing, so as to "get rid of the rough and get the essence." For example, in the section "Opium War", we should understand the process of the war: the year of the war, the two sides of the war, the route and stage of the war, the important resistance struggle, the main figures and so on. The basis of "understanding" is memory, so it is necessary to improve memory and explore memory methods.
"Understanding" is the second step of history learning. Learning history requires clarifying the causal relationship between historical events and historical phenomena, revealing the dialectical relationship between historical contingency and inevitability and understanding important historical concepts. The requirement of understanding is "deep". This requires intensive reading, close reading and key reading when studying history; Be good at comprehensive reading, such as historical maps, historical materials, pictures and even notes. When studying, we should discuss, explore, think, consult materials, arrange notes, cooperate with students and communicate with teachers and students. Like the Opium War, we have to think: Is the outbreak of this war inevitable? Why was the Qing government defeated? Why did the Opium War mark the beginning of China's modern history? Wait a minute.
Forming "viewpoint" is the third step of history learning. We often say that reading history makes people wise. History learning should sum up experiences and lessons from the success or failure of history, gain profound historical enlightenment from numerous historical phenomena, be good at acquiring historical knowledge through historical connection and comparison, and scientifically judge historical figures and events with correct viewpoints. The requirement of the Opinions is "new", that is, innovation is necessary and it is impossible to follow suit. We should feel the history, gain life wisdom from it, and apply what we have learned. Or take the "Opium War" as an example, and get the feeling and enlightenment from the success or failure of the war: if you fall behind, you will be beaten; Political corruption will inevitably lead to military failure; Decadent and backward feudalism is no match for emerging capitalism; Lin Zexu is a great national hero; Don't forget national humiliation, revitalize China, etc.
The three steps of "understanding-comprehension-epiphany" are connected as a whole and inseparable. For senior high school students, "understanding" is indispensable and is the premise and foundation of history learning. The "preview" of history class should also belong to the "understanding" step. "Understanding" is a crucial step and key to history learning, which embodies the characteristics of history learning in senior high school. Classroom history learning is mainly the step of "understanding". Forming "opinions" is the purpose of history learning, which requires high standards. We should cultivate creative thinking and strengthen theoretical study. The step of "epiphany" should also be extended to extracurricular activities. For example, historical investigation, historical interview and historical debate in research-based learning will not be limited to the classroom. The trilogy of history learning requires that history learning should go from rough reading to intensive reading, from macro-mastery to micro-mastery, from closed and isolated learning to open and cooperative learning, and from passive acceptance learning to subjective inquiry learning. It also requires that history study should be organically combined with politics, Chinese, geography and other disciplines, reflecting the characteristics of integration.