1. Use "hot" issues to create the best history classroom teaching situation
Although history is something in the past, history is an endless dialogue between the past and reality. It is a dialogue between the past and reality. A subject that has some profound connection between the past and the present; it is the only way for people to understand their own society and understand change and continuity. In formal life, many of the problems we encounter, especially some of the "hot" issues that people pay close attention to, do not arise instantaneously, but have their own historical origins. People often need to "learn from history" and learn from historical experience to reflect on themselves, understand themselves and transcend themselves; by learning from historical experience, they can deepen their understanding of reality, grasp the essence of things, and predict the future scientifically. Therefore, introducing some "hot" issues in history teaching in a timely manner and creating the best classroom teaching situation can not only well reflect the principle of "serving the past for the present" in the history subject, but also better utilize students' initiative and initiative in teaching. Subjectivity, this is the requirement of quality education for history teaching.
Using "hot" questions to create the best classroom situation can be introduced before class, or you can summarize knowledge during class and after class, depending on the facts and the teaching content. It can be introduced directly by the teacher or through students' questions. With the continuous improvement of modern teaching methods, multimedia can even be used to import various materials such as pictures, videos, and sounds, which can arouse students' interest in learning. Teachers are based on textbooks and organically combine some social reality "hot spots" that students are interested in with textbook content.
For example, when I was teaching the lesson "The Sino-Japanese War of 1899-1899", I used "hot" issues familiar to students in the introduction design, including the United States and Japan's simulated joint military exercise to seize the Diaoyu Islands, etc. to introduce new lessons. . The teacher used vivid language and angrily exposed Japan's crimes of aggression, bringing students into a preset classroom situation, stimulating students' anger towards Japan. Patriotism education achieved good results and improved students' interest in learning. The students are eager to know the Japanese army's crimes of aggression, so that the new lesson can be taught smoothly.
Another example is when studying the last chapter of this lesson, "The Taiwanese People's Struggle Against the Cutoff", I introduced today's hot topics "Taiwan Issue", China's reunification policy and the struggle against Taiwan independence forces, international anti-China Interference from forces. It stimulated the students' strong interest in learning, and the students discussed the Taiwan issue. I took advantage of the situation and talked about the issue of China's reunification to educate the students on patriotism. After the new lesson, I guided the students to compare China and Japan in modern times. China and Japan were in similar situations in the mid-19th century. Why were the situations in the two countries so different decades later at the end of the 19th century? Raise discussion questions: Talk about the Yamato nation in your eyes. This is another question of interest to students. Students use the knowledge they have learned to make an objective and correct evaluation of the Yamato nation.
However, the introduction of "hot spots" cannot be overwhelming. It must be based on the content of the teaching materials. It is also necessary to capture students' shining points at any time and introduce them in an eclectic way. In addition, I would like to remind all colleagues that when using this method, you must pay attention to current affairs and domestic and international events. Only by accumulating materials in daily life can you randomly extract them in class.
2. Use language and emotion to create an atmosphere
On the big "stage" of history classroom teaching, history teachers are both "directors" and "actors", working closely with students **Perform a play. The teacher's skill lies in the teacher's teaching art, creating a relaxed and emotional classroom atmosphere for students to actively learn and actively participate in classroom teaching activities, so that students can bathe in the enjoyment of emotional art, thereby stimulating students' interest and achieving the best results. teaching effect.
Language is an important tool for us to communicate ideas and express friendship. Language is the most common, direct and commonly used teaching method. Language depicts situations and is undoubtedly very important for history teaching. The language is vivid and interesting, which is an important means to stimulate students' interest in learning and improve teaching effectiveness. When teachers teach, the language is concise and vivid, which can enhance the power of artistic rendering and show lifelike historical figures and spectacular historical scenes to students, making them feel like they are there, hear their voices, see their people, and fully feel them. The charm of history, and thus become more proactive in learning history. On the contrary, if teachers ignore this link and the teaching language is rigid, boring, indifferent, and scripted, historical knowledge will be like a glass of boiled water, boring.
For example, when talking about "the Communist Party's arduous counter-mopping up", I told the students such a scene. "When the five heroes jumped off the cliff heroically, the Japanese military commander ordered all the Japanese soldiers to line up neatly, stand at the place where the five heroes jumped off the cliff, bowed respectfully three times, and then slowly turned around and left... ..." When he said this, the student's eyes flashed with a look that I had never seen before, and a kind of reverence arose spontaneously, which burst out at this moment and could not be suppressed. The students and I both reached an emotional climax. Afterwards, the students expressed their thoughts and feelings. This is the charm of historical situations. The students were mentally and emotionally shocked as never before. By asking students to think about issues in historical situations, they can better experience history. Explore history through enlightenment and gain a deeper understanding of history.
Another example is when I was talking about the Battle of the Yellow Sea, I told the students about Deng Shichang’s heroic deeds. After the "Zhiyuan" was sunk by a Japanese torpedo, Deng Shichang and all the soldiers fell into the water. Someone offered him a life preserver, but he refused to accept it; his pet dog bit his braid in the hope of rescuing its owner. But Deng Shichang was determined to die for his country. Press your dog into the water. He sank into the roaring waves of the Yellow Sea with full of grief, anger and regret. The students were very moved after listening to it and felt the thrilling moment in history. I felt Deng Shichang’s fearless spirit of sacrificing himself for the country.
3. Use pictures, objects, models, etc. to intuitively display the creation situation
Although historical knowledge is "past", it also has the characteristics of strong "intuition", including Such as physical objects, models, historical pictures, historical maps and charts, cultural relics, etc. In view of the characteristics of teenagers who are highly curious and eager to know, presenting these "knowledge" vividly, vividly and clearly in front of them can fully mobilize students' enthusiasm and initiative for learning, enrich students' perceptual knowledge, and inspire students' thinking and imagination , Make students learn lively and actively. Through the display and explanation of these intuitive materials, more complex issues can be simplified and abstract issues visualized, allowing students to master historical knowledge that is extremely far away and difficult to remember. For example, when teaching "The Unified Currency of the Qin Dynasty", the imitation Qin "Round Square Hole Money" (very cheap and easy to buy) was shown to the students and properly introduced, and the "Kangxi Tongbao" of the Qing Dynasty was shown to the students. The comparison enables students to have a perceptual understanding of the knowledge that "Qin Shihuang stipulated that the half-tael copper coins with round square holes in the original Qin State should be the currency popular throughout the country. The copper coins of subsequent dynasties all imitated the style of the Qin Dynasty." Physical examples are the basis for students to acquire concepts and discover laws. They allow students to experience and feel history in a more "real" way. If conditions permit, they should be fully demonstrated in the classroom.
4. Use audio, video, computer, etc. to reproduce situations
The rapid development of modern science and technology has provided conditions for educational reform, and various modern scientific and technological achievements have been used in teaching. , which not only promotes the update of teaching methods, but also promotes the reform of teaching methods. Projections, audio recordings, videos, TV and movie clips, and computer demonstrations can improve the audio-visual effect, attract students' attention, and allow students to perceive history, stimulate interest, and activate their thinking through emotional influence. In particular, computer program teaching can reflect the teacher's thinking process through computer images and text. It can "really" or "approximately" display historical phenomena that cannot be reproduced through editing movies, TV images, and photos. In front of students, various information such as sound, light, shape, color, and sound are used to act on students, deepening students' impression of the historical knowledge they have learned, and improving the quality of students' memory of historical knowledge. For example, when explaining the content of "Return of Hong Kong and Macao to the Motherland", you might as well play the song "Song of the Seven Sons - Macao", clips from the movie "The Opium War", etc. as background information to let students enter this history of blood and fire. To feel the national humiliation; talk about feelings between teachers and students, and between students, and then watch the TV video materials of the handover ceremony of Hong Kong and Macao's return to the motherland, so that students can fully experience the return of Hong Kong and Macao, the reunification of the motherland, and the benefits to every Chinese It brings people a strong spiritual shock and an incomparable sense of pride. This not only stimulated students' interest in learning, but also aroused students' enthusiasm for loving the motherland. Finally, teachers and students sang the song "Singing the Motherland" (soundtrack) together to strengthen the students' determination to serve the motherland.
Another example is when explaining the "September 18th" incident, you can first play the song: "My home is on the Songhua River in the Northeast, where there are soybeans and sorghum everywhere...September 18th, at that tragic moment, I left Hometown, abandoning endless treasures...September 18th..." In the sad singing, the students' chests rose with anger against the invaders and incomparable love for the motherland; they received a good reception Patriotism education.
5. Create a classroom teaching environment using discussion, answer questions, debates, competitions, games and other methods
In the classroom, students are divided into groups to participate in various, novel and interesting activities. Activities such as answering questions, debates, competitions, and games can not only enliven the classroom atmosphere and stimulate students' thirst for knowledge, but also cultivate students' sense of competition and spirit of unity and cooperation through competitions or answering questions.
For example, in the "1898 Reform", there is such a knowledge point: the debate between the reformers and the stubborn feudal forces was conducted in the West Flower Hall of the Prime Minister's Yamen by having several students play Ronglu, Li Hongzhang, Kang Youwei, etc. Debate, from which students can further understand that the stubborn feudal forces not only refer to the die-hards, but also include the Westernizers. They also understand the content of the debate between the two factions and break through the major difficulties. It also stimulates students' ability to actively participate in class.
6. Use role-playing methods to experience historical situations and activate the classroom
Teachers are the directors of a class. The quality of this class is closely related to the director's skills. Therefore, teachers can make full use of historical materials and turn them into sketches through careful planning. The entire teaching is carried out by students and teachers through performances, and some abstract knowledge and profound principles are explained in simple terms with concrete images. For example, when studying the content of "A Hundred Schools of Thought in the Warring States Period", role-playing can be used, with students playing the roles of Mencius, Xunzi, Zhuangzi, Mozi, Hanfeizi and other historical figures, focusing on "the period of profound changes in society" , how to govern the country", everyone expressed their opinions and started a debate. For another example, when studying Shang Yang's Reform, students can be divided into three groups, playing the roles of the emerging landlord class, the old slave-owning aristocracy, and farmers respectively. Students are required to comment on Shang Yang's reform measures from the perspective of the role they play. Let students discuss, and the teacher will go deep into the students to give appropriate explanations and inspirations. Then ask students to express their opinions. Another example is the lesson about the Xi'an Incident, where students are asked to prepare in advance and simulate the general process of Zhang Xueliang and Yang Hucheng's persuasion and "military remonstrance" to Chiang Kai-shek before and after the "Xi'an Incident", which enhances the vividness and realism of the class. Not only did students deeply understand the significance of the "Xi'an Incident", but it also provided students with opportunities for self-expression and a place to develop their potential. Students gained psychological satisfaction and stimulated their curiosity for new learning content. Through performances, history is reproduced, and in such historical scenes, one can experience history more, comprehend history, understand history deeply, think about history, and face the future better.
This teaching form induces students' self-expression and enables students to learn in a state of excitement and interest. It not only activates students' innovative thinking, but also deepens their understanding and memory of historical knowledge.
7. Extend the classroom outside the school and create on-site situations
As a kind of physical teaching material, cultural relics are witnesses of history and are very persuasive. Therefore, many cultural relics and monuments are named as patriotism, revolutionary tradition and national defense education bases. Seeing is worth hearing a hundred times. Cultural relics and historic sites are presented to people in concrete, vivid and vivid material forms. They are extremely contagious and persuasive and cannot be replaced by any other educational means. Schools that have the conditions can organize students to visit local or other historical sites, cultural relics, museums, and monuments, so that students can appreciate, learn, and learn from traditional culture, improve their cultivation, enrich cultural life and spiritual life, and inspire Love for the motherland. For example, in the modern history of Qinzhou, Guangxi, there were two national heroes, Liu Yongfu and Feng Zicai, who were famous both at home and abroad. Their heroic deeds in defeating the invaders were the highlights of modern history that the Chinese people are proud of. Today, the former residences of Liu Yongfu and Feng Zicai are in the urban area. In November 1996, it was named the "National Primary and Secondary School Patriotism Education Base" by the State Education Commission, the Ministry of Civil Affairs, the Ministry of Culture, the Cultural Heritage Administration, the Central Committee of the Communist Youth League, and the General Political Department of the People's Liberation Army. In June 2001, it was listed as a national key by the State Council. The cultural relic protection unit has become a precious spiritual and cultural wealth for the people of Qinzhou.
Schools in urban areas can organize students to visit and tour the former residences of national heroes, so that students can understand, understand and appreciate the history of "the invasion of foreign powers and the resistance of the Chinese people", feel the great patriotism spirit of national heroes, and strengthen the national The sense of pride and love for hometown, and the value and significance of the city government’s creation of the “Grand Tourism” brand.
Of course, in history teaching, creating the best classroom situation is not limited to the above methods. The forms should be diverse. Sometimes letting students sing songs that complement the text content can also create a novel teaching situation. In short, in order to make students continue to have the need and interest in learning history, it is necessary to create relevant teaching situations and integrate shapes, sounds, colors and emotions to create a strong learning atmosphere. Only in this way can it help Improving the quality of history classroom teaching.