First, cultivate students' reading ability and let them sum up the syllabus by themselves.
As we all know, reading textbooks is an important way to acquire historical knowledge and improve students' grades, and it is also an important prerequisite to cultivate learning ability. Therefore, teaching students to read textbooks is an important part of history classroom teaching. Guiding students to sort out and write outlines can help students master basic knowledge and improve their learning ability. Because when sorting out and editing the syllabus, we should first read the textbook carefully to understand the knowledge points in the textbook and their relationships, so that students can deepen their understanding of the knowledge points. Once the accurate knowledge structure is sorted out, knowledge points will be firmly fixed on the branches of the knowledge structure, so that knowledge has an overall framework in students' minds, which is conducive to students' learning and memory.
Second, ask questions according to the content of textbooks, and cultivate students' thinking ability.
History has always played an important role in cultivating students' thinking ability. Due to the influence of traditional ideas, some students think that history can only be memorized without theoretical thinking and understanding, thus lacking the motivation to learn history. Therefore, as a teacher, we should pay great attention to using the rich content of history and put forward all kinds of enlightening questions from the historical knowledge itself, so that students can explore ways to solve problems themselves, thus stimulating their thirst for knowledge and developing their thinking.
Third, let students sort out the clues of historical development and learn to grasp the key points of learning.
The clue of historical development is the internal relationship between the regularity of historical development and major historical events. Middle school history textbooks are characterized by a wide range, complicated clues, many contents, and too many events involving years, places and people, which are difficult to master. Therefore, it is very important to guide students to sort out the development clues in this complicated historical knowledge and remind students of the internal relationship between the regularity of historical development and major events. And on the basis of sorting out the clues, students should also master the key points in the textbook, especially how to determine the key points, so that it is easier to grasp the key points of the textbook.
Fourth, teach students scientific memory methods to improve memory efficiency.
One of the tasks of history teaching is to let students master the basic knowledge of history, so it is very important to teach students scientific memory methods. In history teaching, the following methods can not only improve students' memory efficiency, but also achieve good results: First, repeat memory method. Let the students learn the knowledge points separately. Read it at that time, review it a week later, and repeat it a month later, so that you will remember it better. Second, the key memory method. Pick out the key points in each lesson and let the students remember them. This also brings into play the importance of teachers. Third, guide students to memorize the outline. For example, the six major events in the American War of Independence.
Through teaching practice, I deeply understand the importance of reflection on feedback guidance of classroom teaching and teacher growth. Only experience and reflection can further grow. Actively strive to participate in teaching and scientific research, dare to explore and innovate in work, and constantly improve their level of reflection in action and research, and be a? Reflective? Teachers. Only in this way can we better cultivate a new generation of students with strong adaptability. Although there are many effective practices, but without execution, everything is empty talk.
Whenever I walk a certain distance, I need to look back at my footprints, which will calm my impetuous heart and keep a few shiny Chinese characters in my mind forever: persistence, hard work and success.
Grass snake ash line, line Wan Li road.
1. Explore its root and investigate its source.
So-called? Grass snake gray line, dormant for thousands of miles? Method, the essence of which is to bury a dark line in the story, and constantly strengthen this dark line through the plot development in different stages of the story. At the same time, we can also comb the whole story through this dark line. The study of history is similar to the treatment of this dark line. If we regard history as a coherent plot, we can find one or more clues in the process of looking at history.
I have done such an experiment in the teaching process, so that students can find the relevant context and clues in history by themselves. But many times, if I give students some relevant clues, their thinking will be limited. Through practice, I found that students can find all kinds of threads and clues, which can give history a different perspective. For example, some students analyze the clues of historical development from the perspective of clothing. I think this topic is very good, so let the student explore the origin of history with clothing as a clue. Through group exploration and cooperation, this classmate formed the contents and opinions about the historical development system embodied by costumes, and expressed the characteristics and causes of costumes in the pre-Qin period and the Han Dynasty. This way of independent inquiry is unique, and I often use this way to let students feel the depth of history in teaching.
2. Find its path and control its pulse.
The development of history has a process, so in my teaching, I will not only let students explore the direction of historical development, but also guide students to find the development roots of historical events in different periods, sort out a context for history, find the path of historical development and find the connection between these paths.
As we all know, the development of time is linear, and there is only one path for our historical development. However, many students in history teaching ask such a question: If some historical events are disrupted or rewritten, will the path of historical development change accordingly? I thought this idea was very interesting, so I started it in my class. The influence of rewriting historical events on the development of historical context? Discuss the topic. For example, in the study of the Anshi Rebellion, many students felt that the decline of the Tang Dynasty was a pity, and hoped that through the changes of some historical events, the powerful Tang Dynasty could continue. So, I guide students to explore the corresponding assumptions. For example, if there were no Anshi Rebellion and Shi Siming, would there be no civil strife in the Tang Dynasty? After exploration, we found that the separatist regime in the Tang Dynasty was not due to the personal quality of some warlords or dignitaries. This separatist regime was actually a compromise made by the Tang Dynasty on its political interests at that time. In other words, this phenomenon was actually beneficial to the development of the Tang Dynasty at first. Through this clue, we will seek again, why is the emergence of the buffer region beneficial to the Tang Dynasty? From this topic, we finally trace back to the Southern and Northern Dynasties before the Sui Dynasty. Through this way of inquiry, students find that the development of history has its own context, which is the result of a variety of complex reasons. Although this is different from our initial expectation, it does make students feel the depth of history.
3. Observe the reasons and implement the results.
The ultimate goal of our history teaching is to reflect the reality, let students learn from history, better face the real life and create more value in the real society.
Therefore, when I sort out the historical depth for students, I will also ask students to put forward more ideas about our life today along the direction of historical development. For example, in today's economic globalization, what opportunities does China have to achieve greater development? Students have great enthusiasm for the development of the country, so the discussion on this topic is also fierce. During the discussion, the students consulted many relevant economic agreements, historical conferences and some historical development materials. Through these materials, students analyzed the possibility of China's future development from the perspectives of politics, economy, military humanities and even meteorology. This kind of teaching content seems a little different from the teaching content of history, but in fact history is what happened in the past, and what happened in the future will eventually become history. Therefore, the essential significance of our study of history lies in our own attitude towards life and way of doing things. Let students better predict the future, which is also a good embodiment of students' learning history.
Broaden your horizons and look at China and the West horizontally.
1. Look at the location and find the difference.
I have always believed that although history is a kind of time-sensitive content with linear development, it does not mean that there is only a single perspective to study history. In fact, judging from the grand historical view put forward by Mr. Huang Renyu, if we can look at history from a cross perspective at the same time, we can gain a more comprehensive historical cognition. Therefore, in the teaching process, I often let students look at history from a horizontal perspective, which is more reflected in the comparison between China and the West.
For ancient history, I am more about letting students find differences. For example, why can China become a unified big country, while Europe is a scattered small country? In the discussion of this topic, students discussed the different factors of the development of China and the European continent through the historical positioning in different periods. For example, in ancient Greece, people in continental Europe mainly lived on islands, and the living environment of such islands made local people have no interest in unified rule. Chinese mainland is a complete continent, and its culture originated in the middle and lower reaches of the Yellow River. This area is vast and flat, suitable for planting crops. So tribes will gather in the process of development and eventually form a unified country. In this way, we can see the location and find different processes, so that students can understand the historical features of different cultures and have a clearer understanding of history.
2. Look at the culture and find contact
While looking for differences, I also guide students to find the connection between different cultures through horizontal observation. For example, in Greece and China, which are also ancient civilizations, great thinkers who decided the ideology of later generations appeared almost at the same time, such as 100 philosophers in China and three outstanding thinkers in the West. For example, in the same historical period, the development of the Silk Road brought communication and exchange between Chinese and Western cultures. In what areas can you find the corresponding evidence? In the process of exploring these topics, students have a more detailed understanding of Chinese and western cultures and history through collecting materials, and unify these pieces of knowledge into a complete historical picture, which is very beneficial to students' overall cognition of history.
3. Look at development and find yourself
As mentioned above, the study of history ultimately serves today's life. Therefore, whether it is a longitudinal study or a horizontal comparison, the ultimate goal is to give more reference opinions to our contemporary people and contemporary China. In the process of leading students to study history, I also ask students to find out the relevant historical experience that is consistent with the current development of China by studying the development models of other regions and countries horizontally. Through the accumulation of these experiences, students can better understand the current China and think about more ways that are beneficial to the development of China.