Keywords: historical concept, historical materials and historical thinking
As the old saying goes, "It is better to teach people to fish than to teach them to fish", which requires teachers to take cultivating students' ability as the core of teaching work. The core of the ability of history discipline is the ability of historical thinking, that is, the ability to analyze and solve historical problems by using the basic viewpoints and methods of dialectical materialism and historical materialism. However, in the traditional education process, especially in the teaching methods, too much emphasis is placed on the certainty of knowledge and the uniqueness and standardization of the answers to questions, and too many psychological stereotypes are formed in the mind, and a single inherent and conventional psychological preparation is used to deal with various problems, thus lacking the independence of thinking and innovative imagination, which is not conducive to creative play. The book Interpretation of History Curriculum Standards tells us that knowledge, skills and thinking are three inseparable organic components in the learning process, and we must combine them in the process of "teaching" and "learning". This paper talks about my own experience under the concept of new curriculum reform.
First, expand the depth of history classroom teaching
In history classroom teaching, we should strengthen the teaching of historical concepts, pay attention to accurately and scientifically expressing historical concepts, and understand and master historical concepts. Because the concept of history is an abstraction and generalization of historical facts and historical phenomena, reflecting its essential characteristics. The process of guiding students to learn and understand historical concepts in teaching is to train and cultivate students' ability of analysis and understanding. The historical facts of a period and a stage, their characteristics and laws, and the cause and effect of a historical event should be thoroughly explained.
For example, students are familiar with the historical facts of the "Tianjing Rebellion" in the Taiping Heavenly Kingdom Movement. If you only ask why and how the process is, students will find it boring. However, if we try to create new problem situations and problem chains, the effect will be different: (1) Assuming that there is no "Tianjing Rebellion", what kind of political power is the Taiping Heavenly Kingdom most likely to develop into? (2) Assuming that there is no "Tianjing Rebellion", will Hong Xiuquan's ideal of "Heaven" be realized? This kind of problem design not only involves the "Tianjing Rebellion", but also stimulates students' enthusiasm to explore the nature, causes and lessons of the Taiping Heavenly Kingdom movement, and it is easy to form new problems in the simulation hypothesis exploration. For example, the Taiping Heavenly Kingdom became a new political power, embarked on the capitalist road, split the south from the Qing Dynasty, made Hong Xiuquan an emperor, made his celestial ideal a dream, and made Hong Xiuquan an elected president. Another example is to analyze the main reasons for the failure of the fifth counter-campaign against "encirclement and suppression" It is difficult to arouse students' interest if you ask questions alone. The following historical situations can be designed: a comparative table of territory, population, strength, military strategy and foreign aid controlled by the Kuomintang regime and the Soviet area before the fifth counter-campaign against "encirclement and suppression" can be displayed, and pictures of Kuomintang bunkers and Red Army fortifications can be displayed at the same time. Just after the war started, suppose one side
Red Army commander Li De and Chiang Kai-shek conducted simulated command (mainly tactics) to talk about their feelings. In this way, the classroom atmosphere is not only active, but also provides a space for students to seek differences and explore. So some students suggested that the main reason for the failure was the military strategic mistakes of the Chinese Communist Party. Others think that the comprehensive strength of the Red Army is inferior to that of the Kuomintang. Others think that the protracted war of the Kuomintang mainly consumes our manpower and material resources. This has created new problems. Therefore, students have a deeper understanding of historical facts from phenomenon to essence. This kind of explanation makes students have an overall concept of the "Tianjing Rebellion" and the fifth counter-campaign of the Red Army, which is conducive to the improvement of students' historical thinking ability. It is worth noting that the teaching of historical knowledge must be combined with the planned cultivation of students' ability. In teaching, we can neither talk about knowledge without cultivating ability, nor cultivate ability without understanding knowledge. Instead, we should cultivate our ability in teaching historical knowledge and acquire new knowledge on the basis of ability training.
It can be seen that in history teaching, good questions can play the role of finishing touch, and can help students grasp the teaching materials as a whole and form a systematic knowledge structure. How can I ask good questions? This requires teachers to pay attention to the internal connection of knowledge in teaching materials. For example, from the end of 65438 to the end of 2009 and the beginning of the 20th century, the economies of the United States, Germany and Japan developed rapidly, and the reasons were clearly stated in textbooks. However, in order to explore their common causes and summarize the historical laws, it is necessary to go deep into the teaching materials and make a comparative analysis, so as to solve the problems. Through comparative analysis, the common reason for the rapid economic development of the three countries is: 1, the three countries established bourgeois rule and formed a unified domestic market. 2. They gained a lot of capital and raw material markets through invasion and expansion; Everyone pays attention to the adoption of new technology and equipment. 3. Promotion of monopoly organizations. So far, the problem has been basically solved. However, students only stay at the level of perceptual knowledge. If we give them a little encouragement, they will rise from perceptual knowledge to rational knowledge: national unity, foreign aggression and plunder are the nature of capitalism, and they will be beaten if they fall behind. Science and technology are the primary productive forces, which determine the relations of production and react on them. This kind of analysis and comparison organically combines "history" with "theory", which greatly improves students' thinking level.
Second, to stimulate interest and arouse students' enthusiasm
As the saying goes, interest is the best teacher, and "the secret of success lies in interest". In our teaching process, if students are interested in the subjects you teach, then their enthusiasm for learning will be high, and your teaching will get twice the result with half the effort.
First of all, rich and varied teaching methods can also make students think positively. As a middle school history teacher, on the basis of assiduously accumulating materials, she skillfully designs question situations and masters language skills, and integrates fascinating stories, popular songs, concise two-part allegorical sayings, interesting folk songs, beautiful music, puzzles that inspire intelligence and humorous cartoons into the teaching process.