Zhumadian City, Henan Province, where the author is located, has a long history and splendid culture. It is known as "the hinterland of Yuzhou, the world under heaven" and is one of the important birthplaces of the Chinese nation. In these years of history teaching, I actively explore how to infiltrate local historical knowledge into daily history teaching to achieve better teaching results. According to years of teaching experience, I have summarized the forms and means of local history teaching, mainly in the following forms:
First, the infiltration of local historical knowledge in classroom teaching
The main way for junior middle school students to learn history is through classroom teaching, so local history knowledge gradually permeates in classroom teaching. The social environment that students are most familiar with is their hometown. In history teaching, the organic infiltration of local resources can shorten the time and space distance of students' knowledge of history, help stimulate students' interest in learning, cultivate students' enthusiasm and initiative in learning history, help students form their emotions, attitudes and values, and achieve the purpose of improving the quality of history classroom teaching. In classroom teaching, teachers can appropriately supplement some local history with textbooks. For example, when talking about the origin of Chinese civilization, we can introduce a large number of primitive social sites and ancient myths and legends distributed in this area, such as the legends about Pangu, Fu and Huangdi Lei Zu. Studying the history of the Qin Dynasty, we can contact Lisi, a famous historical and cultural figure in our region. With his outstanding political foresight and outstanding talent, he helped Ying Zheng, king of Qin, to unify the six countries, and was later appointed as prime minister by Qin Shihuang. The centralization established by the Qin Dynasty mentioned in the textbook is inseparable from Li Smith. Through the supplement of these local history, students can fully realize the long history of their hometown and enhance their pride.
Second, teachers' lectures on local history teaching.
Due to the limited classroom time, it is not easy to penetrate too rich local historical knowledge, so teachers can also offer special lectures on local historical knowledge. This requires teachers to use their spare time to collect relevant local historical materials in different historical periods, sort them out, make local history teaching topics, make full use of multimedia, Internet and other modern teaching methods for intuitive teaching, show and explain relevant historical materials to students, provide students with true stories of local history, effectively make up for the lack of textbook knowledge and increase the accumulation of students' historical knowledge. For example, when it comes to the new-democratic revolution, teachers will immediately think of Zhugou, a famous town in this area, so they should collect relevant history: after the failure of the national revolutionary movement, the party organization insisted on guerrilla warfare here for a long time; After the full-scale outbreak of War of Resistance against Japanese Aggression, it became the legal anti-Japanese base area of * * * and the New Fourth Army, and even once became the headquarters of the anti-Japanese struggle in Central China; However, during the stalemate of the Anti-Japanese War, the Kuomintang die-hards created the "Zhugou Massacre" that shocked the whole country and set off an anti-communist climax. Students know from this history that the history of their hometown is a microcosm of the history of China, and the people in their hometown have made outstanding contributions and great sacrifices for the independence of the country and the nation. So while completing the task of history teaching, I also completed the moral education of loving the motherland and hometown. Such a semester only needs about 4 class hours, which can greatly enrich students' knowledge of local history.