The knowledge structure of history teachers directly affects the depth and breadth of teaching, so teachers must have knowledge of other subjects, such as knowledge structure, geography and politics, which is the premise to improve the quality of history teaching. Teaching material handling ability needs to be guided by teaching syllabus and examination syllabus, to determine the key and difficult points of teaching, and to use teaching methods appropriately in combination with teaching content to achieve teaching objectives, which is the key to improve classroom teaching quality; The language of history teachers should be vivid, specific, accurate, logical, easy to understand and full of sense of the times, which is a necessary condition for creating history teaching situations and improving classroom teaching quality; The blackboard writing of history teachers should highlight the key points, reflect the knowledge structure, be practical, neat and beautiful, make students clear at a glance, attract students' attention, stimulate students' interest in learning, improve teachers' personality charm and produce psychological tendency to learn history; The unique dynamic effects of historical painting and multimedia technology can enhance students' sensory stimulation and help students learn and remember. These basic teaching skills are not only the necessary qualities of teachers, but also the goal of young teachers. They need young teachers to exercise in long-term teaching practice, accumulate in study and improve in summary.
Secondly, make good use of college entrance examination questions, practice them well and improve teaching ability. Judging from the current situation, the main indicators for schools and society to evaluate teachers are the passing rate of the national examination and the results of the college entrance examination. If history teachers can't be recognized by the school and society in two rates, it is difficult to stand on the stage of high school history teaching. Then, how can young teachers improve the quality of classroom teaching and college entrance examination results in a relatively short period of time? There are many ways to improve the teaching ability of young teachers. I think it is very important to practice the ruler entitled "Extension of Classroom Teaching" on the basis of teaching materials, syllabus and college entrance examination questions. Textbooks and syllabus are the main basis of high school teaching promulgated by the Ministry of Education. The emphases and difficulties of learning and the basic teaching methods are clearly stated. Young teachers must be familiar with them when preparing lessons, and their significance need not be discussed. College entrance examination questions are an important basis for selecting talents in national colleges and universities. The depth and breadth of the topic is the limit for the country to examine students' ability, and it is the yardstick for teaching extension, which has great authority. The unified training question is the result of scientific research on the trend and ability test of college entrance examination by teaching and research experts all over the country. It is the crystallization of experience and wisdom, which any high school teacher must study and study seriously. As the content of young teachers' lecture books, if the teaching materials are not properly extended and excavated, it can not meet the requirements of college entrance examination and syllabus for students' ability. So the extent to which the content of the textbook extends and shifts, I think it must be measured by the college entrance examination questions and the unified training questions. Only by organically combining the contents of textbooks with the selected examination questions can young teachers grasp the focus and frontier of current history teaching and know how to talk about the contents of history classroom teaching.
For example, when teaching the Taiping Heavenly Kingdom Movement, we can find out the college entrance examination papers and exercises in recent years (preferably within ten years), find out the problems related to the Taiping Heavenly Kingdom Movement, whether they are multiple-choice questions, material styles or questions and answers, and do them systematically. It is necessary to compare the contents of the textbook and the examination paper, and analyze which questions are not involved in the textbook, which contents are extensions of the knowledge points in the textbook, which questions are closely related to the textbook, which knowledge points appear many times in the examination questions, and how often they appear. Through the comparative analysis of the key points and difficulties of the test paper and the teaching material, the problem of "to what extent is the content of the teaching material" can be solved. For example, "Take the Taiping Heavenly Kingdom Movement as an example, why can't the peasant war win the modern revolution in China?" The Taiping Heavenly Kingdom Movement is an important part of the textbook, which also talks about the reasons for the failure of the Taiping Heavenly Kingdom Movement, but we should answer "Why can't the peasant war win the modern revolution in China?" This problem, the content of textbooks is obviously not enough, and teachers can't avoid this problem. Otherwise, we can't understand the scientific conclusion that "the important task of China's democratic revolution has historically fallen on the shoulders of the proletariat". Therefore, clarifying the ideological, political and organizational limitations of the peasant class is the content that textbooks should extend. Through the analysis of college entrance examination questions and unified training questions, we will realize that "China's land system" and "a new chapter for senior ministers" often appear in the examination, and these problems must be thoroughly explained in teaching. At the same time, through the analysis and research of the college entrance examination questions, we can unify the training questions and answers, find out our own problems in knowledge, theory and answering methods, and form our own ideas of analyzing and solving problems through study, induction and summary, so as to solve the problems that cannot be answered in the college entrance examination questions. At the same time, the collected data and high-value problem design are recorded in the blank of the textbook, and their teaching ideas and related contents are organically integrated when preparing lessons, so as to write high-quality teaching plans and lay a good foundation for improving the quality of classroom teaching.
Third, the problem-solving strategy of teaching objectives. Students' learning must have a platform or carrier, through which students' interest and enthusiasm in learning can be stimulated, and finally the requirements of teaching objectives can be achieved. There are many ways to achieve teaching objectives, but the more direct, easy to operate and effective method is the problem-based teaching method, which can well reflect the concept of "teaching as the leading factor and learning as the main body" in classroom teaching. In my opinion, the so-called problem teaching method is the teaching of "content-oriented, goal-oriented, problem-oriented and problem-training". By using questions to guide teachers' teaching and students' learning, and through cooperative learning such as teacher-student interaction and student-student interaction, students' thinking is influenced, students' learning initiative is mobilized, and classroom teaching objectives are successfully completed.
Such as "Westernization Movement". "Westernization Movement" is the content of classroom teaching, and its background, process and result (or evaluation) are the main points. According to these points, we can design many small questions, such as "What kind of situation did the Qing government face in the 1960s from 65438 to 2009? In the face of such a situation, what changes have taken place in the political situation of the Qing Dynasty? " "What are the similarities and differences between Westernization and die-hards? What are the benefits of the rise of the Westernization Movement? " "What is the main content of the Westernization Movement? How to evaluate the Westernization Movement? " We will implement the teaching content and teaching objectives on specific issues. Students will read, discuss and communicate under the guidance of teachers to solve these problems. With a grasp of learning and specific thinking goals, learning will also have initiative and enthusiasm, and classroom teaching content will be well implemented.
Of course, historical issues should be carefully designed and follow the principles of inspiration, interest, innovation, ability and gradient. When talking about the "Xi incident", we can set such a question: How did the Xi incident happen? What do you think of Chiang Kai-shek? Why did China propose a peaceful solution to the Xi incident? What is the significance of peacefully resolving the Xi incident? In this way, it can not only guide students to deeply understand the historical background of the "December 9" Movement and the complicated international and domestic situations before and after the Xi Incident, but also stimulate students' creative thinking and get patriotic education. With the development and changes of contradictions, it can also deeply understand the principles and strategies of China's flexible handling of the relationship between the Kuomintang and the Communist Party, thus stimulating interest and resolving difficulties.
Strengthen classroom teaching feedback and strive to achieve teaching objectives. In order to catch up with the progress, many teachers have not given enough consideration to whether the teaching objectives have been achieved. Some even think that when the teaching content is finished, it is the students' problem. The result of this thought is that the classroom teaching efficiency is not high and the teaching effect is poor. "Teaching" is a bilateral activity between teachers and students. If students do not study effectively, that is, the teacher's teaching is ineffective, it is difficult to become a teacher that students and parents are satisfied with. Therefore, we must strengthen the feedback link of classroom teaching to test the realization of teaching objectives. There are many ways to test teaching objectives, such as classroom questioning and classroom tests. Training should be the main line running through classroom teaching. Teachers should adjust teaching progress and strategies in time, strengthen learning guidance and complete the learning tasks stipulated by classroom teaching objectives through the learning information fed back by students in time. Therefore, classroom teaching must adhere to the teaching principle of "teaching as the leading factor, learning as the main body and practice as the main line", stress teaching efficiency and avoid making up lessons after class or in senior three.
The difficulty of problem design is a common problem for young teachers in their daily teaching. I think the difficulty of designing history questions should be targeted according to the students' learning level. For students with learning difficulties, it is required to master the basic knowledge of teaching materials, that is, to reach the level of examination; For ordinary students, it is slightly higher than the national examination and less difficult than the college entrance examination; For students who study well, daily teaching should be close to the difficulty of the college entrance examination and truly teach students in accordance with their aptitude. Especially for the same problem, we should have different requirements and gradients. For example, in the section "American hegemonic policy", the following questions can be designed: What is the "cold war" policy of the United States? What is the reason why the "cold war" policy can be implemented? What is the sign that the "Cold War" policy began to be implemented? How does the American government carry out the "cold war" policy? What is the essence of the "cold war" policy? What impact did the end of the "Cold War" have on the world pattern? Understanding of American hegemonic policy. Through this set of questions, different students have different learning contents, which not only master the basic knowledge, but also dig deep into the problems and meet the teaching requirements for all students.
Fourth, adjust the teaching feedback strategy. Strengthening classroom teaching feedback is an important means to test the quality of classroom teaching, an important way for teachers to master students' learning situation, and can also promote the adjustment of teachers' teaching strategies. There are various means of classroom teaching test and information feedback, such as classroom questioning, group discussion, homework, classroom test in each class, unit test, etc. , can also be a questionnaire.
Teachers should be "good at asking questions" and give students clear ideas. In classroom teaching, teachers should study students' actual needs, grasp students' curiosity, and be good at asking questions. Only in this way can we give full play to the teaching function of questioning and promote the development of students' thinking and the improvement of teaching quality. For example, when talking about "the outbreak of the Revolution of 1911", if you simply ask "what are the historical conditions for the outbreak of the Revolution of 1911", some students will be confused and don't know where to start, which will not achieve good results. It might be better if you asked a different question. "What are the economic, class, ideological and organizational foundations of the Revolution of 1911?" Students will immediately consider the problem in connection with the contents of the two classes, and the organization will be clear. Finally, they will tell students that this is the historical condition of the Revolution of 1911.
Adjust the content of homework and the way to leave homework. Students write homework every day from primary school to high school, and they have a headache when they listen to "homework". It is an important means of homework education for students, especially to let students know how teachers teach through homework, and to talk about the significance of homework from the perspective of helping teachers improve their teaching level and teaching methods. Homework is no longer a unilateral thing for students, but a teacher's "help", which can reduce students' rebellious psychology. At the same time, we should adjust the content of homework and the way to leave homework. We shouldn't leave homework after class, let alone copy books. Leave some open questions that can arouse students' enthusiasm for thinking, such as "Some historians say that Yang Guifei was the chief culprit leading to the Anshi Rebellion. Do you agree with this view? " Students are very interested in these questions. If students want to answer these questions well, they should not only review the basic knowledge of textbooks, but also find information and communicate with classmates and teachers, which not only cultivates students' interest in learning, but also cultivates their practical and innovative abilities. Isn't this kind of active learning much better than passive rote learning? When correcting homework, teachers can have a "written talk" with students on the problems in homework, exchange thoughts, feelings and learning experience, teach students the methods of learning and thinking in a targeted way, enlighten students' wisdom, make students feel friendly and help the relationship between teachers and students be harmonious. This kind of emotional and intellectual "input" can achieve educational effects that cannot be achieved by other means and enhance teachers' personality charm. How can students be unwilling to study history? After learning a unit or a chapter, students can make a knowledge structure diagram of this chapter to further clarify the internal relationship of knowledge; Students can also make a set of test papers for display and evaluation, so that students can examine what they have learned from the perspective of teachers or questioners, which can encourage students to further explore teaching materials, broaden their horizons, cultivate students' historical thinking ability and innovation ability, and improve their initiative and enthusiasm in learning history.
Dredge the feedback channels of teachers and students, and arrive at the learning situation in time. Students are the main body of teaching. Without learning information feedback, teachers' teaching is blind. Test paper can only check students' knowledge level and ability, and it is impossible to know what students want from the teacher's classroom teaching, what they want the teacher to say, and their psychological state, which is not convenient for teachers and students to exchange ideas and feedback information. Therefore, teachers should know more about students' situation and requirements and increase information feedback on students' learning. Each semester, we can conduct 2-3 questionnaires, individual conversations or group discussions, and sincerely solicit students' requirements for teachers' classroom teaching, such as whether to teach the basic knowledge in the lecture book, how to talk about it, how to talk about various problems, etc., and ask students to put forward their own views and requirements. After the investigation, teachers must answer students' questions and meet students' requirements as soon as possible. This is to respect students' performance. If you can't do it, you can make a reasonable explanation, so that students can understand and understand the teacher, thus narrowing the psychological distance between teachers and students, enhancing feelings and mutual understanding, and making students feel that everything the teacher does is for themselves. This kind of psychological communication will make history study more enjoyable.
To sum up, there are many ways and methods for history teachers to improve their professional level. Young teachers need to regard practice as the best classroom, work as the best training, study at work and work, actively absorb the successful experience of others for our use, and improve their professional level and teaching ability in the process of summing up experiences and lessons.