The history of junior high school makes the past serve the present. From the origin of human beings to modern society, it contains the most wonderful chapters in human historical experience, which makes the wisdom, honor and disgrace, rise and fall of the Chinese nation vividly described. Therefore, history class is recognized as an important subject to cultivate the patriotic feelings of young people in China. Studying history can not only enhance students' national pride, but also increase their wisdom, help teenagers to establish a correct outlook on life, values and society, thus promoting their all-round development. However, in the process of quality education, the influence of "exam-oriented" education has not been shaken off, which makes the comprehensive promotion of basic education still have many difficulties and leads to many problems in the history teaching process of junior high school.

First, the problems in junior high school history teaching

(A) the school does not pay enough attention to history.

Today, due to the exam-oriented education in China, history courses are divided into three categories. In the process of teaching, we only pay attention to the teaching of the main course, and only make a superficial study of history teaching, for fear that history teaching will distract students' energy, so it is not taught as a key course.

(B) The teaching management process is relatively random.

Through investigation, it is found that some schools are more casual in the teaching management of junior high school history, which is embodied in the curriculum and class hours. For the curriculum arrangement of grade three, some schools don't arrange history classes or arrange them in the curriculum, but in actual teaching, history classes usually give way to the main courses without history classes or cutting class hours. Such a teaching management process can't complete the teaching task of history class at all. In the process of examination form, it is also more casual, sometimes open books, sometimes closed books, sometimes unified examinations are organized, and sometimes self-arranged. These are the factors that affect the teaching quality of history course.

(C) The stability of history teachers is poor

In the process of junior high school history teaching, the stability of the teaching staff is poor, and it is often difficult to guarantee full-time teachers. At present, some history teachers are not specialized teachers, but teachers who change careers in some schools, such as some older teachers who are temporarily unwell or incompetent in the main course teaching, and even part-time teachers. Such a team of history teachers can hardly guarantee the quality of history teaching.

(D) the lack of research atmosphere in junior high school history teaching

There are great misunderstandings in the teaching and research of junior middle school history. Researchers at or above the municipal level rarely ask about junior high school history teaching, but pay attention to senior high school history. Among the teaching and research activities organized by various schools, junior high school history is far less than the main course teaching and research activities, which makes history teachers lack opportunities for learning and communication, which leads to the difficulty in improving teachers' teaching level and directly affects the quality of junior high school history teaching.

(5) The teaching effect of junior middle school history class is poor.

This is mainly caused by the teaching level of teachers, because many history teachers are non-professional, so they often think they can't teach history. Therefore, in the teaching process, it is often perfunctory, it is difficult to grasp the key and difficult points of history class, and it is also impossible to attach importance to students' subjective status. Many teachers seldom use multimedia teaching, are careless in preparing lessons, and are not serious in classroom teaching, which leads to poor classroom teaching effect.

Second, ways to improve the quality of junior high school history teaching

(A) increase the training opportunities for junior high school history teachers

First of all, in the choice of history teachers, we should choose teachers of our major, and have strong thinking ability and extensive knowledge.

Secondly, it is necessary to increase the training opportunities for junior high school history teachers, so that they can recharge in time, thus avoiding the backwardness of the teaching staff. At the same time, the content and form of training should be enriched in the training process, and the effect of training should be evaluated and assessed in time. The training content should not be too boring and abstruse, and the way of happy teaching should be adopted, so that teaching can master relevant knowledge well in the training process. In addition, the training forms should be rich and colorful, not just confined to lecture training, so that teachers can be inspired in the training, so as to apply it to the actual history teaching process, stimulate students' interest in learning, improve students' attention, and thus improve the classroom teaching effect and teaching quality.

(B) the importance of improving students' dominant position in the classroom.

First of all, in the process of teaching practice, we should pay attention to the form of classroom lead-in to stimulate students' interest in learning. In the teaching content, we should be as colorful as possible, draw lessons from some famous events and short stories in history to make students like history class, and pay attention to its combination with other teaching subjects, which can help students remember knowledge points.

History is not an isolated course, and it can often be well combined with Chinese and geography. Therefore, in the process of teaching, teachers should collect relevant connecting points extensively to stimulate students' enthusiasm for learning, so that their initiative and enthusiasm for learning can be well mobilized.

Secondly, in the process of history teaching practice, teachers should give full play to students' dominant position. First, teachers can attract students' attention through their own teaching influence and classroom charm, and use appropriate methods to mobilize students' learning enthusiasm and let them actively participate in the teaching process. Second, in the teaching process, teachers should act as guides for students to learn history, help students master relevant knowledge points and summarize some important historical laws. For example, the evaluation of Qin Shihuang, Wu Zetian and other figures will generally comment on their contributions to society and their outstanding performance in military and agriculture, and at the same time make a comprehensive evaluation in combination with the obstacles affecting social progress.

(3) Strengthen exchanges and communication with students in peacetime.

The history course in junior high school is a very interesting subject with rich and colorful contents, which is deeply loved by some students. However, as mentioned above, the exam-oriented education in China has made some students biased against the history course, which has seriously affected students' study of the history course. Therefore, in the usual teaching process, teachers should strengthen exchanges and communication with students, eliminate students' prejudice against subjects, and avoid the emergence of partial subjects. At the same time, teachers should always sum up the difficulties encountered by students in the learning process and help them solve them. Only in this way can the teaching activities of history class be carried out smoothly.

Third, the conclusion

History is not only a kind of knowledge but also a kind of wisdom. History is the carrier of inheriting and recording Chinese history, and the teaching content is extremely extensive. Therefore, its importance in junior high school teaching can not be ignored. Teachers should enrich teaching skills and methods according to the requirements of new curriculum standards, improve the quality of history teaching, and thus promote the all-round development of students.