For example, when talking about the "burning punishment" in Shang Dynasty, I said: "The" burning punishment "created by Shang Zhouwang is a kind of torture. He first asked someone to put a copper pillar on the burning charcoal fire. When the copper pillar burned red, he forced the prisoner to walk on it. As soon as the prisoner stepped on the copper pillar, he only heard a "beep". In this way, the students seemed to "see with their own eyes" and "hear with their own ears", resulting in an immersive feeling, thus deepening their understanding of Shang Zhouwang's brutal rule.

Second, let students perform historical dramas to stimulate students' interest.

For example, when talking about the establishment of "China * * *", let five students play different roles in the historical drama, perform the historical fragment of "The First Congress of the Communist Party of China", reproduce the process of historical events, make students feel immersive and arouse students' interest, and then show illustrations to explain the conditions and historical significance of the establishment of the six parties in China. This makes boring concepts intuitive, vivid and easy to understand. Enable students to better master historical knowledge.

Third, the introduction of appropriate stories to stimulate students' interest

For example, when talking about "the five mountains strive for hegemony", combined with the story of "paying for jobs and tasting courage", students will succeed as long as they are willing to work hard and endure hardships. The classified query of periodical articles is done in the periodical library, just like learning "Shang Yang's Reform". Let students tell the story of "Building for Faith" and realize the importance of honesty, which not only enlivens the classroom atmosphere, but also educates students. After learning Unit 2, organize students to hold a story-telling competition. Students not only tell stories well, but also write well, which not only inspires them, but also makes them more interested in learning history.

Fourth, actively create problem situations to stimulate students' interest.

Learning the content of "solving the mystery of painted pottery" first leads to the topic with pictures, and then combines relevant content to let students have a certain understanding of painted pottery. Then, according to three pictures of painted pottery, let the students think about the patterns of people holding hands on the painted pottery basin, which reflect people's life scenes. Students have a heated discussion and bold imagination. They all rushed to express their opinions and pushed the classroom teaching to a climax. A strong learning atmosphere has been created in a short time, and students' subjectivity has been well reflected. Let students truly become the masters of the classroom and enjoy the happiness of history class.

Fifth, use the historical story teaching method to stimulate interest in learning.

In history teaching, it is also an essential link to use typical historical stories to create a happy and lively classroom atmosphere for students. The historical story mentioned here is not just a random story. Instead, we should choose stories that students are interested in according to their interests, age characteristics, teaching content and teaching needs. This is a familiar story. In class, the teacher can let students discuss the problems in the story, use relevant theories to get their own solutions to the problems, and finally the teacher will summarize them. For example, when talking about the Three Kingdoms, first play the theme song of Romance of the Three Kingdoms, and then ask the students like you lived in the late Eastern Han Dynasty. What do you crave? Who will you help? Why? Clever lead design and conception not only contribute to classroom teaching, but also reflect classroom innovation. Create historical situations and feel history. History is flesh and blood. If students immerse themselves in it, the education they receive will be beyond the reach of books. Of course, the creation of the situation can not be separated from books, otherwise it is fabricated out of thin air. For example, what is the Western Zhou Dynasty enfeoffment system? Students can role-play to recreate the scene at that time. Although the performance is a bit difficult, it is still feasible as long as the teacher guides in advance. After the students' performance, everyone basically understood what the enfeoffment system was without teachers. Instead, let the students read the book twice and then ask what the enfeoffment system is. The better students read the full text, right? Of course, otherwise there will be problems with the textbook. However, when you asked him what the later enfeoffment system was, he promised that he could not answer. After the students took part in the performance, he won't forget it for a long time. Here, we should give timely evaluation to the conclusions drawn after students' participation, praise the novel ideas in teaching and point out the shortcomings. Only in this way can students speak actively in class, truly feel the happiness in learning and make classroom teaching more lively.

Sixth, respect students, create a relaxed learning atmosphere and stimulate students' interest.

Modern junior high school students, most of whom are only children, pay more attention to the feelings of others psychologically. The so-called "close to his teacher and believe in his way." Therefore, in teaching, teachers should fully respect and trust students, and teaching design should be student-centered, facing all students and giving students more opportunities to show themselves. Even when students answer wrong, calmly guide them to re-recognize and correct. In this way, from the beginning of the first history class, it is necessary to establish a harmonious relationship between teachers and students, create a good learning atmosphere, and let students build their interest in history in a pleasant environment.

In short, in classroom teaching activities, teachers should use various forms to enhance the interest of history classroom teaching, stimulate students' interest in learning history and make students interested in learning history. After students are interested, they are willing to learn, explore and seek knowledge, and cooperate with teachers' classroom teaching, so that students can firmly master knowledge in a relaxed and pleasant atmosphere, thus improving teaching quality. Really reduce the burden on teachers and students, implement quality education, and promote the continuous development of new curriculum reform.