The new curriculum standard points out: "History teaching is the teaching of historical activities and the process of interaction and common development between teachers and students." Classroom teaching is the main position for students to learn scientific and cultural knowledge during school, and it is also the main channel for students to carry out ideological and moral education. Classroom learning is the main way for students to acquire knowledge and skills. Therefore, the quality of teaching mainly depends on the quality of classroom teaching. How to improve the quality of history classroom teaching in middle schools? According to years of teaching experience in senior high schools, I think it is necessary to stimulate students' desire to learn, optimize classroom structure, improve teaching methods and attach importance to historical tact teaching.

First, optimize the classroom structure and improve the utilization rate of classroom time.

History classroom teaching generally includes review, introduction, teaching, feedback, deepening, summary, assignment and other processes. How to arrange and arrange each part reasonably, design a reasonable classroom teaching level and make full use of classroom time are the most important factors for a good history class.

When designing the class level, we must pay attention to the integrity of the cognitive process. Because people's understanding of things is a gradual process, we should strive to make the development of teaching level conform to the cognitive law of students and make the activities of teachers' teaching and students' learning coordinated and harmonious. When organizing classroom teaching, students should arrange independent thinking and practice with their brains and hands after mastering the knowledge taught by teachers. Teachers should capture the feedback information in time, and consciously let them have "influence" and "communication", so as to deepen students' understanding of a historical term, such as "Shang Yang's political reform" and make students think: "Does Shang Yang's death mean the failure of political reform?" Through thinking, students can deepen their grasp of this reform, and there will be a process from perceptual knowledge to rational knowledge and from cognitive practice, thus deepening their understanding of knowledge and developing their abilities. When designing the level of classroom teaching, we should also pay attention to the teaching purpose and requirements, be fully familiar with the teaching materials, understand the key points, difficulties, basic requirements and ability requirements of the teaching materials, and organize classroom teaching around the teaching purpose from various aspects. When the classroom capacity is large, it is necessary to ensure that the key points are clearly explained and the difficulties are solved. Some can point out the train of thought and find out the key points, and some can even point them out without speaking, but students should be guided to do it themselves. When the classroom capacity is not large, students can be arranged to analyze and comment, and do some in-depth exercises to compare and improve. In this way, the classroom structure is compact and the time is fully utilized, which is conducive to the realization of classroom teaching objectives. The classroom structure can be roughly summarized into three forms: one is the undertaking type. Generally speaking, students should first gain perceptual knowledge, and then guide them to solve problems in depth and become capable. The main feature of this structure is continuous and clear, which is more suitable for chapters with easy-to-understand content. The second is progressive. It is mainly used to explain more abstract concepts and difficult chapters, such as changes in social ideology and superstructure and their influences. Its main feature is that knowledge and ability are closely linked and rise alternately. The third type is radiation type. Its characteristic is to grasp the key points, guide students to divergent thinking, think in many directions, and reach a new height through screening and induction. This form is often used in review classes, for example, the development of productive forces is the fundamental reason for the changes in the ideological field and production relations.

In practical teaching, the above forms are combined with each other. When arranging the classroom structure, we should follow the principles of clarifying knowledge content, improving students' ability and using time effectively. Of course, to optimize the classroom structure, in addition to carefully designing the classroom level, it also depends on the teaching ability of teachers.

Second, create a reasonable teaching situation and try to stimulate students' interest in learning. The new curriculum standard emphasizes that students should capture historical problems from life with a historical perspective, actively use historical knowledge to analyze some economic and cultural phenomena in life, and independently solve practical problems in study. In teaching, we should be good at designing life materials that students are interested in and show them in colorful forms, so that students can feel the connection between history and life-history is everywhere and life is everywhere. Therefore, through students' understanding and familiarity with social practical issues (such as religious issues, tourism issues, archaeological knowledge, etc. ), can create a lively situation for students to explore knowledge, so as to fully mobilize the enthusiasm of students to learn historical knowledge and stimulate their enthusiasm for learning. Psychologists believe that interest is people's cognitive tendency towards something or an activity, and one of the functions of interest is to promote the ongoing activities. Students' interest and awareness in learning is an important part of learning motivation. There is no doubt that history classroom teaching should actively stimulate students' learning needs and interests.

Historical knowledge has a long history, and every history lesson is new to students. If we can ask attractive questions when introducing new classes, we can stimulate our interest in learning. As we know, the introduction of new courses generally includes straight to the point, story introduction and induction, attractive questions and answers, etc. In various ways, questions related to textbooks can be directly raised or induced. For example, when introducing the political system of Xia, Shang and Zhou dynasties, we can simply describe the social situation of primitive society and the legends of the Yanhuang period to stimulate students' interest; When introducing the emergence and influence of Buddhism and Taoism in the Han, Wei, Jin, Southern and Northern Dynasties, we can extend it to real life and explain it with examples around us, which can get twice the result with half the effort. Another example is the reform of Emperor Xiaowen of the Northern Wei Dynasty, which can be used as an example to introduce the content of this lesson more reasonably. In this way, from the beginning, "ecstasy" leads to curiosity, and then to desire and enthusiasm for knowledge, which plays a good role in classroom study style and understanding content. Timely praise and encouragement is also an important way to improve learning interest. In classroom teaching, we should give correct evaluation and appropriate encouragement to students' enthusiasm and achievements. For example, after finishing a historical noun, ask students to repeat it and answer its reasons and influences. After finishing an example, ask the students to summarize the main points of their answers and what historical ideas and methods are used. For students with poor foundation, you can ask more basic questions and give them more opportunities to exercise. At the same time, teachers should encourage students to ask questions boldly, answer their questions patiently and carefully, and give them timely affirmation and praise to enhance their courage and confidence in asking questions. When students do their homework well, their grades are improved, and they show the spirit of hard work, they should give appropriate praise, enhance their confidence in learning and stimulate their enthusiasm for comparison, so as to praise one person and inspire a large number of people.

Third, adopt appropriate teaching methods to improve students' absorption rate of knowledge. Teaching method is a means for teachers to guide students to master knowledge and form skills. To improve the effect of classroom teaching, there must be good teaching methods that students can easily absorb. What kind of teaching method to choose for a specific class must be considered according to the teaching purpose, teaching content and students' age characteristics. Generally speaking, every history lesson requires the formation of abilities while mastering knowledge. Therefore, the method of combining teaching with practice is usually adopted.

For example, when talking about the treaty of nanking, the first key is to explain the contents of the treaty clearly. It is easier to use question-and-answer method, and inductive teaching method is the main method. Talking about the influence of the Xin Chou Treaty, this is mainly to improve students' understanding ability and problem-solving ability. It is more appropriate to adopt the practice method, and the practice can be deepened layer by layer. Another example is the influence of small-scale peasant economy and the explanation of the gap between the east and the west. Divergent teaching method can be adopted, that is, from another angle, it can be analyzed and considered in different historical periods. Students can thoroughly understand this problem and the knowledge involved in several aspects through teaching comparison, and absorb it well in class.

Some problems need to be solved by combining tables and historical facts. At this time, you can contact the form and analyze the information contained in the historical materials in a dialogue way, which is naturally easy to absorb. For some comprehensive problems, we can combine the analysis and adopt the method of instruction. We should dig out all the conditions, learn some tricks, slow down the slope, improve students' ability to analyze and solve problems, and facilitate students' absorption. It should be pointed out that the priority teaching method should give students some time to think or practice, and also improve the problems, so that the teaching content can be deepened gradually, and teachers should not be arranged to replace them completely, which can not only improve students' understanding and application ability, but also help classroom adjustment. For some difficult examples, don't skim over some water, the water is not deep and impermeable. Take practice as the main method, substitute practice for speaking, inspire ideas when necessary, and avoid students' helplessness. At the same time, pay attention to avoid too long and tedious analysis and explanation in class, save classroom time for practice and improve learning effect. In terms of teaching methods, teachers are required to work hard on "speaking", pay close attention to "practicing" and pay attention to heuristic and exploratory methods, so as to make teaching simple, language standard concise, practice moderately difficult, and inspire feedback in time, so that students can gradually deepen their understanding of knowledge and form skills and techniques to achieve the purpose of absorption and digestion.

Fourth, strengthen the wit of history teaching and improve the optimization rate of thinking quality.

In classroom teaching, it is necessary to guide students from understanding to mastering knowledge, and then to flexibly use and transform into ability, and give full play to students' thinking and intelligence, so as to achieve the best teaching effect, which requires giving full play to teaching tact in teaching. The tact of history teaching mainly includes inspiring association, using counterexamples, adjusting in time, infiltrating historical ideas and methods, etc. Stimulating association and conceiving multiple solutions are common methods in history teaching. In classroom teaching, some questions can inspire students to carefully observe the meaning of the questions, recall what they have learned, compare with the historical questions they have mastered before, infer and explore, and turn "unfamiliar" questions into "familiar" questions, thus solving the problems quickly and reasonably. Sometimes we can broaden students' horizons and cultivate their agility and divergence through horizontal comparison. For example, when we talk about the influence of the new Three People's Principles, we can relate to the influence of the old Three People's Principles. Doing so can not only solve problems, but also review past historical knowledge. Therefore, through association and analogy, the solution to this problem is much simpler, and it can also exercise the agility of students' thinking.

Clever use of counterexamples, emphasis on reverse flexibility and cultivation of critical and flexible thinking are excellent contents of history teaching wit. History is a rigorous science, and mistakes may be made with a little carelessness. Some historical problems are difficult to understand and explain from the front. If teachers can properly use concise and vivid counterexamples in teaching, or grasp the typical mistakes in students' problem solving and give concise and profound comments, it will greatly enhance students' understanding ability and problem solving ability, and make students make a qualitative leap. For example, the problem of "the role of Westernization Movement in history" can deepen students' understanding of the concept through positive explanation and the application of counterexample and reverse thinking. Paying attention to the role of timely adjustment, stabilizing and paying attention, and cultivating the adaptability and persistence of thinking are important manifestations of history teaching wit. In classroom teaching, because of the differences in students' foundation and quality, because teachers' teaching methods and some teaching contents are not necessarily suitable for students' tastes, and because of the influence of the surrounding environment, students' classroom learning mood will fluctuate and must be adjusted in time. At this time, we can use stimulation to attract students' attention to the teaching content. For example, when teachers give lectures, they can emphasize tone and intonation, ask questions to stimulate interest, point out mistakes and cause students to reflect, or change lectures to practice, so as to stabilize students' intentional attention to the classroom and maintain a good state of the classroom. Infiltrating teaching ideas and historical methods is an important display of history teaching wisdom. Many contents of middle school history contain some historical thoughts and methods, such as the formation of semi-colonial and semi-feudal society in modern China, China's diplomacy since the reform and opening up, and so on. In classroom teaching, while teaching content, we should try our best to excavate and infiltrate historical thinking methods to our classmates, which is conducive to cultivating their scientific and profound thinking and solving some problems.

In a word, classroom teaching is a bilateral activity between teachers and students. In order to improve the quality of history classroom teaching in middle schools, we must establish a dialectical view of teacher-led and student-centered, form a warm learning atmosphere, carefully design teaching plans with strong historical memory, flexibility and interest, pay attention to the cultivation of students' excellent thinking quality, and change passive into active and learning into learning. This will certainly achieve the goal of imparting knowledge and cultivating ability, and get twice the result with half the effort.

Bibliography:

History of China's Political System Author: Bai Gang Publishing House: Social Science Literature Publishing House.

China Dictionary of Modern History Author: China Dictionary Editorial Board Press: Shanghai Dictionary Publishing House.

From the Opium War to the May 4th Movement Author: Hu Sheng Publishing House: People's Publishing House: Fundamentals of Modern Pedagogy Author: Editor-in-Chief of Pedagogy Research Association of Tsukuba University, Zhong Qiquan Translation Publishing House: Shanghai Education Publishing House?