Without historical data, historical knowledge becomes a tree without roots.
In recent years, with the popularization of new curriculum ideas and teaching materials, high school history test questions highlight the examination of material processing ability, and the number of college entrance examination questions based on various materials is increasing, and the use of historical materials in high school history teaching is becoming more and more common, and the effectiveness of the use of historical materials has attracted much attention.
Therefore, this paper attempts to analyze how to better promote the effective classroom of history in senior high school from the perspective of historical materials teaching.
The author believes that we can start from the following aspects:
Appropriate and accurate selection of historical materials
The effectiveness of teaching includes the effectiveness of teaching and learning, and classroom teaching behavior will have a direct impact on the teaching effect.
In a sense, successful teaching depends on teachers' effective teaching behavior.
From the teacher's point of view, effective classroom should be a learning process in which teachers guide students to actively participate.
Therefore, for teachers, how to guide students to choose historical materials correctly and accurately is particularly critical.
Generally speaking, most teaching historical materials are mainly written historical materials, supplemented by multimedia materials such as pictures, digital historical materials and videos. Due to the limitation of conditions, physical historical materials are basically not common in classroom teaching.
The application value of historical materials in teaching lies in providing examples for historical facts, helping students to truly and closely perceive history, so as to truly understand the essence of historical knowledge.
1. Encourage students to try to collect and select historical materials independently.
In historical research, the selection and collection of historical materials is very important to improve the level of historical cognition.
Finding and solving problems independently is an important embodiment of students' innovative thinking.
Students try to collect and explore information independently, which is the way for students to find problems by themselves.
Only when students ask their own questions after independent thinking can they truly show their initiative in learning.
Therefore, starting with collecting data, students' historical thinking ability, innovation ability and practical ability can be better cultivated.
However, in the face of the vast amount of historical materials, how should students start collecting them independently? Moreover, in the middle school history study, the most important role of students is the learners of historical knowledge, rather than professional historical researchers.
This requires teachers to give full play to their guiding role and let students learn how to find and analyze historical materials according to their actual level and the needs of teaching content.
For example, how to make full use of the bibliographies and indexes of various literature materials? How to use the Internet to find and retrieve historical materials? How to judge the author's position and era? How to classify and summarize all kinds of data? How to judge the accuracy and objectivity of selected historical materials? These are the basic abilities and qualities that students must have in history study.
2. Make full use of supplementary historical materials in teaching materials.
According to the written historical materials, there are 74 compulsory textbooks published by People's Education Press (including 26 compulsory textbooks, 24 compulsory textbooks and 24 compulsory textbooks), and many historical materials are directly given in the "Summary of Inquiry Learning" after class.
These historical materials are basically selected around the key points and difficulties of the textbook, which complement the main contents and are typical and enlightening.
Teachers should fully analyze these historical materials in combination with the contents of teaching materials when preparing lessons, so as to promote the breakthrough of important and difficult contents.
In addition to explaining and demonstrating the ready-made historical viewpoints in the book, it can also develop its more value.
In specific teaching, teachers guide students to analyze, compare, summarize and summarize historical facts on the basis of reading comprehension, and gradually learn the basic methods of learning and understanding history; Basic skills of identifying and processing historical materials; Cultivate students' historical thinking ability and independent inquiry consciousness imperceptibly.
If we can recombine the applied historical materials of different chapters, we can not only improve the level of analyzing and applying materials, but also help to form an overall understanding of knowledge.
If we combine the historical materials of ancient Greek democratic politics in Compulsory 1 of People's Education Press with Socrates' thought in Compulsory 3, Martin Luther's Ninety-Five Outlines and Rousseau's Theory of Social Contract, we can better understand the whole process of the origin and development of ancient Greek humanism.
There are many kinds of historical materials in the new history textbooks compiled by People's Education Publishing House, including portraits and photos of historical figures, maps, photos of places of interest, cartoons, data tables and so on.
Although these illustrations are only auxiliary materials, they can also vividly explain the relevant contents in the textbook, stimulate students' interest and strengthen the intuition and visualization of teaching.
Therefore, we can't ignore the use of these historical maps and illustrations, and pay more attention to mining the tacit knowledge in illustrations in the teaching process.
3. Appropriate supplement of historical materials other than textbooks.
The historical materials in the textbook are limited by space, but some key contents are difficult to understand, or there is only a historical conclusion without an explanation process, which is difficult for students to accept. Teachers can supplement some extracurricular historical materials according to the needs of classroom teaching, and cultivate students' ability to analyze and read historical materials accordingly, and strive to learn from history.
The key to supplementing historical materials is to be targeted, and the focus of targeted historical materials is to select materials, which requires teachers to read widely and pay attention to accumulation.
However, it should be noted that the classroom teaching time is limited after all, and historical materials cannot be piled up unprincipled.
Supplementary historical materials other than textbooks must be screened repeatedly, closely linked with curriculum objectives and teaching purposes, and the most representative historical materials should be selected; At the same time, it is necessary to ensure that the historical materials are authentic and appropriate in length, which is difficult to meet the students' understanding level.
If students don't understand the corresponding historical background, even if the materials are typical, it is difficult for students to really understand the materials themselves, and it is also difficult to excavate the connotation of historical materials to the maximum extent, let alone analyze problems with historical materials, and the effect will of course be greatly reduced.
When selecting and processing materials, you can edit and rewrite the original materials, delete irrelevant contents, extract the most important information from the materials, and form words or charts.
However, attention should be paid to the context of the material to ensure the integrity of its original intention.