And then what? After this study, I gained a lot. Based on my work practice, I have summarized several experiences: First, the ability of history teaching with strict classroom structure not only refers to the ability to impart knowledge, but also includes the ability to make students understand and use knowledge. Strict classroom structure is the key to a good class. In order to do this and let students learn to live history, I think we must deal with three relationships: 1, the relationship between "strictness" and "liveliness" in the classroom atmosphere. Teachers should have a kind face and a kind attitude; Interspersed with historical materials and short stories related to the teaching content, the stories should be thought-provoking; More importantly, the narrative of historical facts should be layered, simple, vivid and interesting, with both stormy narrative and trickle description. 2. The relationship between cultivating ability and ideological education and knowledge transfer. 3. The relationship between "doubt" and "explanation" in teaching. "Learning without thinking is useless, and thinking without learning is dangerous." In the teaching process, it is also a way to improve students' thinking ability for teachers to correctly handle the relationship between "doubt" and "explanation". Second, draw lessons from history. If you learn something, you will gain something, which is a meaningful history lesson. Through the study of history course, students acquire the basic knowledge and skills of history, initially understand the basic process of historical development of human society, and gradually learn to analyze and solve problems from the perspective of historical materialism. "It is better to teach people to fish than to teach them to fish." In classroom teaching, I pay more attention to teaching students learning methods and rules while imparting knowledge. Third, the interactive and cooperative learning between teachers and students in history class refers to the flexible communication and cooperation between students and teachers and students around the content and materials of learning. In the process of cooperation, the roles of teachers and students are definite, relatively independent, both subject and closely related. Among them, teacher-student cooperation is the foundation, interaction is the condition, autonomy is the key, and thinking ability is the core. In practice, the typical forms of implementing the above principles and strategies are group discussion, free combination debate and confrontation debate. In the history class, there is a real, emotional, intelligent, thinking and ability input from teachers and students, an interactive process and an active atmosphere to create a state of wanting more, so teaching is as efficient, natural and smooth as running water in this generation and interaction. In this way, we can calmly accept and embrace the resources generated in teaching and confidently lead the classroom teaching to be wonderful. Fourth, there is a history class with space. A good class should leave enough space for students. Mr. Zhu Guangqian, a famous aesthete, once had such a unique proposition: less classes and more reading. Less class is to ask teachers to give up discourse hegemony and leave as much class time as possible to students, that is, to talk less and guide more; Reading more books requires students to learn to learn, actively explore and expand their learning space as much as possible. Leave space, sometimes leave expectation, leave aftertaste, leave creation! Only in this way can it be conducive to the lifelong development of students!