The teacher preached: Dr. Joseph Needham, a famous British scholar in Zheng Yunxia, once said with emotion in the book Technology and Thought of China: "The king of science in China is neither theology nor physics, but history." Since Confucius compiled Shangshu and Chunqiu and taught his disciples, China has had a systematic history education. Until the Ming and Qing Dynasties, the study and education of history never stopped. This has played a very important role in the continuation of our national culture, the formation of our national psychology and spirit, and the emergence of many outstanding people in our nation. History maintains the prosperity and development of China culture, which is in the same strain. Which country in the world can achieve uninterrupted civilization from ancient times to the present? History is a summary of the development of human history. It records the process of human beings constantly improving their living environment and quality of life. As long as human beings exist, they will continue to be written down. All the brilliant achievements of mankind are rooted in the accumulation of past historical achievements. History contains rich humanistic factors, which can cultivate people's sentiments and purify people's hearts. History is the spiritual cornerstone of social development. History class undertakes the arduous task of laying this cornerstone. As a middle school history teacher, we should actively guide students to enter the door of history learning as soon as possible and find the golden key to history learning. As the saying goes, "A good beginning is half the battle", and the study of history in senior one is the first step in middle school history study. How to smoothly introduce students into the door of history study and lay a solid foundation for future study? I will talk about my own teaching experience according to my teaching practice in Grade One this year. First, stimulate interest in learning "Interest is the best teacher". The most effective way to stimulate and keep students' interest is to let students get "the joy of success" continuously. And this success must be a "peach" that can only be picked by jumping. For example, this semester, with the help of the school's "three-minute speech before class" activity, we provided a forum for students to tell historical stories. We will change the speech into storytelling, so that students can tell stories on the platform in combination with stories to be learned or collected after class. Every student tried to tell stories on the stage this semester. This process not only cultivates students' reading ability, searching and selecting materials, and expressing ability, but also exercises students' courage and courage. Especially, it makes students taste the taste of being a "short story teller" for the first time, and their hearts must be filled with the joy of success. Another example is to set questions in the introduction before class to arouse students' interest. Surprise and doubt are also sources of interest. Only when students are surprised and questioned about a phenomenon are they willing to explore it. For example, learning the lesson "Ancient Humans of the Motherland", I designed a question chain: Did people change from monkeys? What's the difference between a man and an ape? Are people animals? What is the fundamental difference between humans and animals? Who were the earliest residents of China? What do they look like? What to eat? Where do you live? Assuming that every problem is a "treasure", solving a problem is equivalent to finding a "treasure". Put students in the position of "discoverer" and "explorer", and let students go to the tunnel of history to treasure. With the display of teaching materials, students continue to discover and move forward with the joy of success. Second, the language should be vivid. Professor Ye of Beijing Normal University believes that in learning methods, whether it is actively accepting learning or guiding discovery learning, it is inseparable from the teacher's teaching; Judging from the way of spreading historical knowledge, attending classes is one of the most important channels for students to acquire historical knowledge; Whether it is the teaching of knowledge, the cultivation of ability, the guidance of learning methods, or the education of emotion, attitude and values, it is directly related to the guidance of history teachers, and it is also inseparable from their active teaching. If teachers can describe major historical events and important historical figures in vivid language, it will undoubtedly be the greatest magic weapon to improve students' interest in attending classes. Professor Nie Youli also said: "History must tell stories, and without stories, it is not history". Yuan Tengfei, a history teacher in the middle school affiliated to Capital Normal University, has won the students' love for her vivid and humorous lectures. He is called "the best history teacher in history", which fully shows what kind of history teacher students like. So, in history class, I follow these principles. I should talk about it. I should talk about it more. Tell stories as vividly as possible, explain them in detail, attract students with their own language charm, stimulate students' interest in learning history and improve the efficiency of history classroom teaching. Third, adopt more intuitive teaching. Judging from the characteristics of thinking, the thinking in images of junior one students is dominant. Providing students with perceptual materials with intuitive teaching methods is helpful for students to master knowledge. This year, the notebook computers of teachers in our school are basically in place, and the application of multimedia technology provides a more modern and broad world for intuitive teaching. Since the second half of the semester, I have improved teaching methods, insisted on using multimedia teaching, made a history teaching courseware for each new class, and inserted one or two videos to reproduce historical scenes in the teaching courseware of each class, which made students feel history intuitively and greatly stimulated their interest in learning history. For example, when I talk about papermaking, I use multimedia courseware and intuitive schematic diagrams to insert explanations, explanations and picture descriptions in time, with pictures and texts. It not only gives students a vivid understanding of Cai Lun's improved papermaking technology in the Eastern Han Dynasty, but also guides students to carry out positive thinking activities on the basis of perceiving materials, so as to understand why humans invented paper, the complexity of papermaking, the advantages of papermaking after Cai, and the significance of papermaking invention and dissemination. It can not only enable students to master basic knowledge and cultivate positive rational thinking, but also receive profound ideological education. Fourth, organize student activities boldly, and the forms of activities should be designed to be novel, interesting and effective, so as to make students "move" and really participate in the classroom. On the one hand, senior one students are curious, and their love and focus on a certain thing or form can't last long, so long-term use of the same activity form will lead to their boredom; On the other hand, junior one students are in the golden period of development, and all kinds of abilities, especially those related to abstract thinking, need to be cultivated urgently. Colorful student activities are conducive to cultivating their abilities in all aspects. In the first grade history class, you can try the following forms of student activities: 1, "talking" activities, such as lectures, debates, telling short historical stories, etc. For example, the teaching focus of "Towards the Prosperous Tang Dynasty" is to let students understand the prosperity of the prosperous Tang Dynasty, and a speech activity can be designed to "talk about the prosperity of the prosperous Tang Dynasty"; The teaching focus of "Anti-aggression Struggle in Ming and Qing Dynasties" is to stimulate students' patriotic enthusiasm, and a speech activity "Patriotic Soul of National Heroes" can also be designed. 2. "Hands-on" activities, such as making articles by hand, drawing circuit diagrams, drawing chronologies of historical events, etc. For example, "Zhang Qian's mission to the western regions" focuses on the specific process and route of Zhang Qian's mission to the western regions, and asks students to draw a road map of Zhang Qian's mission to the western regions. The difficulty of "printing, compass and gunpowder" is the production and use of block printing and movable type printing, which can guide students to make their own seals, complete class signature documents and choose the best self-made seals; The focus of the teaching of "Liao, Song, Xixia and Jin coexist" is to master the replacement process of several dynasties, let students draw charts of historical events and encourage them to innovate chart forms; Fifth, we should strengthen the guidance of learning methods. The learning requirements of middle schools are different from those of primary schools, and the learning methods are also different. Some students have excellent grades in primary school, but at the turning point of junior one, their grades have fallen sharply because of poor transition, but they have risen instead. Therefore, it is necessary to strengthen the guidance of learning law. 1, let the students answer more questions. Every class has questions, and it is most basic for students to learn to answer them. If the question is a point, students can answer it. If the problem is a problem, most students will be at a loss. For example, what progress have cavemen made compared with Beijingers? This is a comparative question, which can only be answered by comparing cavemen with Beijingers. But the students' answer is to copy the text without judgment and choice, which reflects that the students' answering level is relatively low. Teachers should analyze the meaning of questions for students, introduce the basic steps of answering questions, and then guide students to read the text first, analyze and judge, and then answer comprehensively, and ask students to answer one more point in their answers, thus forming a good habit of clear organization. 2. Let students learn to make a chronology of major events. After learning a unit and making a chronology of major events, students can be taught to grasp the key points and sort out historical clues. 3. Pay attention to review before the exam. Let students get an ideal result in the exam, thus playing an encouraging role. As the saying goes, "it's hard to sharpen your knife at the last minute", and students seldom review history lessons. Therefore, two weeks before the exam, teachers should strengthen inspection and counseling, and urge students to grasp it well, which will receive ideal results. Facts have proved that through this series of efforts, the enthusiasm of junior one students in learning history has been mobilized and a good foundation has been laid for the next study. I once talked to a parent, and he told me that I bought a set of "Those Things in the Ming Dynasty", a total of seven, and I only read one when I was busy. The child has read six books on Sunday, and I am still keeping in touch with him. I felt relieved after listening to it.