We know that knowledge must be mastered by students' own thinking activities, and teaching can only achieve good results if it conforms to the law of students mastering knowledge. The development of students' thinking is from relatively low-level action thinking to image thinking, and then from concrete image thinking to abstract logical thinking and dialectical thinking. In primary school, students mainly rely on concrete thinking in images, but in junior high school, students' logical thinking began to dominate and gradually developed into a thinking activity dominated by logical thinking. Grade seven students can learn some systematic scientific knowledge, but their thinking mostly stays on the surface of things. Like to listen to historical stories, heroic, curious, and often think of some funny and interesting things. Only by fully understanding the psychological characteristics and thinking level of grade seven students can we scientifically determine the starting point of teaching and achieve the expected teaching purpose. First, accurately grasp the purpose and requirements of teaching. The junior high school history syllabus points out that students should understand important historical events, historical figures and historical phenomena and understand important historical concepts. Teach students to master the methods of memory, analysis, synthesis, comparison and generalization; Cultivate students' ability to learn and express history; Cultivate students' ability to observe and analyze problems with the basic viewpoint of historical materialism. Carry out ideological and moral education for students. To meet this requirement, history teaching in grade seven is the first step of the Long March. Teachers should pay attention to the connection between primary school textbooks and middle school textbooks according to the psychological characteristics and cognitive level of seventh grade students. For example, Confucius, the students have all learned that "Confucius is a great educator" in primary school. The seventh-grade students should not only learn from Confucius, a great educator, but also learn from Confucius, a great thinker and founder of Confucianism. In teaching, students have mastered "How does Confucius educate students?" On this basis, students are required to first understand "What are the educational thoughts of Confucius worth inheriting?" ; Secondly, understand the main thought of Confucius: "benevolence"; Mastering Confucius' theory again was later used and reformed by feudal rulers, which became the orthodox thought of China's feudal culture for more than 2,000 years and had a great influence on later generations. This is gradual and continuous improvement. Second, stimulating interest in learning is the first step to introduce doorways. Interest is the best teacher. Confucius said, "The knower is not as good as the knower, and the knower is not as good as the musician." Interest has a huge psychological effect, which can make people's cerebral cortex in an exciting state, thus promoting the formation and strengthening of learning motivation, transforming non-intellectual factors into intellectual factors, and providing inexhaustible motivation for students to learn history well. 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, providing a teaching platform for storytelling. History study in primary schools is conducted in the form of stories. Grade seven students learned some stories related to junior high school texts. Let the students combine the stories learned in primary school with related texts and tell stories on the podium. Every student can do it through hard work. This process not only cultivates students' reading ability, comprehensive generalization ability and expression ability, but also exercises students' courage and courage, and also tastes the taste of being a small teacher, which is filled with the joy of success. Another example is paranoia. Thinking begins with surprise. Surprise and doubt are also sources of interest. Only when students are surprised and questioned about a phenomenon are they willing to explore it. Periodical articles are classified and inquired, and the lessons of "ancient humans in the motherland" in periodical libraries are learned, and a question chain is designed: Did people come 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. Thirdly, intuitive teaching is one of the best ways to introduce doorways. The choice of teaching methods is restricted by students' thinking level. Judging from the characteristics of thinking, seventh-grade students' thinking in images is dominant. Providing perceptual materials with intuitive teaching methods helps students master knowledge. The intuitive forms of teaching include object intuition, model intuition and language intuition. The application of multimedia technology provides a more modern and broad world for intuitive teaching. Fourth, strengthening the guidance of learning methods is the key to introducing doorways. 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; Instead, it has risen. Therefore, it is necessary to strengthen the guidance of learning law. 1. Answer the question. Every class has questions, and learning to answer them is the most basic. 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 purpose and meaning of the questions for students, introduce the basic steps of answering questions, then guide students to read the text first, analyze and judge, and then comprehensively answer, requiring students to answer more than one point in the answer: ①, ②, ③ ……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………… 2. Make a chronology for 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. Design the form. The culture of each historical period is rich and colorful, with many clues. Design tables to teach students the ability to classify and organize knowledge. 4. Write an outline of the text. This is one of the most effective means to learn to learn. In a text, students start with reading, analyze the key points and difficulties, and then form words comprehensively. Not only learned to read materials, analyze problems, summarize comprehensively and express words, but also learned to build a knowledge framework and form a system. If you can read a text, you can also read a book. Some people say that "learning is being good at sorting out all the belongings in this book." After you tidy it up, put it away. It's all in your head. "Learning to write an outline of a text means learning to sort out the effective information in the book, which is as effective as applying this method to the study of other disciplines. When I grow up, I will also deal with all the information-social and life information, so as to gain work ability and social adaptability.