This semester, due to the need of work, the school arranged for me to teach the history of grade three. Because I have taught Chinese before, I will unconsciously "introduce" Chinese teaching into the history classroom in my usual teaching. For example, when talking about the colonial rule of India by the "Imperial Empire", there is a saying that Robert Robert Clive (a bandit leader) was commended by the British Parliament for his "great contribution to the country". I asked my classmates what the two quotation marks here are for, and everyone replied that they were quotations. In fact, the first one is to express a specific title, and the second one is to express a negative irony, which shows that students have not mastered the role of quotation marks. So I told them some functions of quotation marks in sentences by the way. For another example, when talking about the artistic style of Shakespeare, the representative figure of the Renaissance, I first told the students the story outlines of his masterpieces Romeo and Juliet and Hamlet. Let students experience the profound tragic art of Shakespeare's works through vivid storylines. In the process of telling stories, the classroom changed from the noise in the past to silence. All the students were deeply attracted by the story, and there was no one who didn't listen carefully. My practice has received unexpected results, which makes me more convinced that history teaching and Chinese teaching should be perfectly combined.
So, how can we combine history with Chinese teaching perfectly? This requires our history teachers and Chinese teachers to learn from each other and promote each other in teaching and teaching methods.
First, many middle school Chinese texts have a great relationship with history, and even some middle school Chinese texts are incomprehensible to students without the help of historical knowledge.
In the middle school Chinese class, Lu Xun's articles are the most difficult for students to understand, not because of his rough writing, but because many of his languages, and even some articles are metaphors throughout. Without rich historical knowledge, students can't understand it only by the Chinese teacher's explanation in literature. For example, the article "In Memory of Liu Hezhen Jun" was written by Lu Xun after the 1926 "March 18th" tragedy, aiming at slandering some people (mainly Chen Xiying); Another example is In Memory of Forgetting, written by the author in memory of five young writers who were persecuted to death by the cultural tyranny of the Kuomintang during the Second Revolutionary Civil War. It can be said that every article of Lu Xun has its specific background of the times. To understand these articles, we must understand the history at that time.
Secondly, applying some Chinese teaching methods to history class will achieve good results.
The 20 1 1 version of the new curriculum standard emphasizes that "the relationship between teaching and learning should be handled well. History teaching is an interactive process of mutual communication and common development between teachers and students. In teaching, we should give full play to students' subjective initiative and gradually promote the diversification and modernization of teaching means, teaching methods and teaching forms. Students should further understand and master the methods of learning history, be good at independent thinking and communication and cooperation in the process of exploring historical issues, and effectively improve their ability to discover, analyze and solve problems. "Therefore, the application of some Chinese teaching in history classes will help to give full play to students' initiative in learning, help students learn history independently, explore the laws of historical development, and outline students' independent thinking ability and comprehensive analysis ability.
In history teaching, students can be guided to classify and summarize the chapters of history textbooks, which can really and effectively cultivate students' reading comprehension ability. When telling historical events and people, we can use narratives and novel expressions to reproduce the historical past according to time, scene and plot, which is vivid and helpful to stimulate students' interest in learning. To tell historical truth, analyze historical viewpoints and introduce historical relics, we should use the methods of demonstration and explanation, put facts and reason, and make clear views, sufficient arguments and strong logic. Even in exercises and exams, students can write short history papers by writing. For example, after teaching the ancient history of China, students can be asked to write a short essay "The Reasons for the Economic Development of the Ancient Feudal Dynasty in China in the Early Years of the People's Republic of China and Its Enlightenment" to cultivate students' comprehensive analysis ability.
Thirdly, it will get twice the result with half the effort if some wonderful fragments of Chinese textbooks (or literary works) are properly interspersed in history teaching.
Many important problems in middle school history can be strengthened from Chinese lessons. When teaching history, history teachers should appropriately use the relevant Chinese texts learned by students to inspire them. For example, when it comes to Qin's unification of the whole country, we can quote a fragment from Su Xun's Theory of Six Kingdoms: "The six countries were crushed, and the war was unfavorable, and the king of Qin was to blame. If you are guilty of Qin, you will lose your strength and the road to destruction will also be destroyed. " Speaking of the history of Qin's tyranny and national subjugation, we can quote a fragment from Jia Yi's On Qin: "Qin lived in the same country for more than a hundred years, with only one side; If one person is in trouble, seven temples will be ruined. What's the significance of laughing to the sky? The offensive and defensive trends without benevolence and righteousness are also different. " Learning from the achievements of the first five-year plan, when it comes to the completion of 1957 Wuhan Yangtze River Bridge, we can drink the poem "A bridge flies north and south, and a moat becomes a thoroughfare" in Mao Zedong's poem "Water Diversion". Swimming. " To teach the exploitation of foreign capital in China in modern times, you can quote Mr. Xia's "Bonded Workers"; Teaching bourgeois decadence can quote Balzac's Grandet; When teaching the influence of the Franco-Prussian War on France, we can quote the "last lesson" of dudes.
In a word, since ancient times, there has been no distinction between literature and history, and history is recorded by literature and passed down by literature. The close combination of Chinese and history in teaching practice is not only conducive to students' perceptual knowledge of history and deepening their memory and understanding, but also conducive to deepening their understanding of Chinese texts and improving their writing level. Therefore, middle school history and Chinese teaching must be combined to keep pace with the times and adapt to the changing requirements of the times and the examination situation. Fundamentally speaking, this is determined by the relationship between the content and form of history and literature, and it is caused by the demand of the times and society for comprehensive talents.