First, sorting and classifying historical knowledge can make the knowledge organized and systematic, which is not only convenient for students to remember, but also can cultivate students' inductive ability. For example, after "Ancient History of China" is finished, the contents of textbooks can be classified according to centralization, social and economic development, tax system evolution, land system development, scientific and cultural development, ethnic relations, foreign relations, peasant uprising and peasant war. For another example, the content of China's ancient cultural history can be classified according to the clues of astronomy, medicine, agriculture, scientific and technological works, painting and so on. Through classification, students can get twice the result with half the effort in consolidating knowledge. Second, the "concentrated" memory method "concentrated" memory method, that is, some complex contents are summarized, concentrated and refined into several points, so that students can grasp the key points in an outline. And if you expand the main points, you can present the original appearance of historical content. For example, World War I can be "condensed" into the following points; Background: The two military blocs formed by the imperialist countries to carve up the world again frantically expanded their troops to prepare for war, which aggravated the war crisis. Time:1914 ~1918. After: (1) Three fronts. Namely: East Line, West Line and South Line. (2) Five major battles. Namely: Battle of Marne, Battle of Lake mazur, Battle of Verdun, Battle of Somme, Battle of jutland. Nature and consequences: This is a predatory and unjust war between imperialists. It has brought profound disasters to the people of the belligerent countries; The first socialist country, the Soviet Union, appeared. Example 2, the clue to the development of the American War of Independence, mainly grasps six points: (1) outbreak: Lexington artillery fire. (2) Army building: The Second Continental Congress decided to establish a continental army. (3) People's Republic of China (PRC) was founded: the Declaration of Independence was issued. (4) Turning point: Saratoga is more agile. (5) Victory: British troops in Yorktown surrendered. (6) Peace Treaty: Britain and the United States signed a peace treaty. Third, the string memory method presents the same type of historical events or the activities of the same person in different periods to students according to the clues of historical development, (1) Lu's "First Tax Mu" in the Spring and Autumn Period. (2) the "household registration system" in the Western Han Dynasty. (3) The lease agreement and corvee system in the Northern Wei Dynasty. (4) Tenancy system in Sui and Tang Dynasties. (5) Late Tang tax law. (6) A whipping method in the late Ming Dynasty. (7) Divide fields into mu in Qing Dynasty, and levy silver. Another example is the content of Li Dazhao's main revolutionary activities in the textbook "History of China" in junior high school, which is scattered in some chapters of volumes two and three. When I was teaching, I organized it into: (1) leading the new culture movement; (2) leading the May 4th Movement; (3) Establish a weekly review. Propaganda of Marxism; (4) Participate in the establishment of China * * * producer; (five) to participate in the formation of the United front of the two parties and the revolutionary class in China; (6) 1927 died heroically in Beijing. Fourth, the memory method of songs, historical year, historical dynasty, political name of a dynasty or feudal emperor. It is difficult for students to remember by ordinary methods. Others can be made into songs. For example, the positions of the seven countries in the Warring States can be compiled as: Qi, Chu, Qin, Yan, Zhao, Wei and Han. Southeast, northwest to the middle. For example, the names of the five dynasties and ten countries after the Tang Dynasty can be compiled as: Five Dynasties: Liang, Tang, Jin, Han and Zhou, with and without. Ten countries: South, North, Han, Fujian, Chu, Wu, Shu, Nanping and wuyue around the Southern Tang Dynasty. V. Interesting Memory Method Students with interesting knowledge are impressed and have a firm memory. Therefore, according to students of different grades, we can arouse students' interest by telling historical stories, quoting poems and couplets, making up riddles or using homophones, and supplement the allusions of "the last battle" and "besieged on all sides" when talking about the Chu-Han war. Recite Su Shi's poems such as "Red Cliff Nostalgia" when he talks about Battle of Red Cliffs. Talking about Shang Yang's reform, telling students to remember the time of the first 359 years with the homonym of "owing three pots of wine" can play a very good role. Sixth, the historical development of regular memory method has its regularity. Revealing the law of historical development can provide reference for predicting the future development direction and help students form the position, viewpoint and method of historical materialism. For example, regardless of the content of China history or world history, first of all, I ask students to pay attention to its contents, and make clear the law of social development in the content of textbooks. In addition, we can analyze and compare major historical events from the aspects of background, process, result and influence, and find out the law. For example, when analyzing the causes of the peasant uprising in ancient China, although the direct reasons are different, the fundamental reasons are nothing more than: (1) cruel criminal law, heavy taxes, corvee and military service; (2) The land is highly concentrated; (3) Natural disasters and so on. 7. Associative Memory Method When teaching historical events, years and confusing concepts, students can use associative methods to help them distinguish. For example, the Arab Empire is called "Big Food" in the history books of China. The three caliphates are called black grain, green grain and white grain respectively. Students often make mistakes by rote memorization. I described it like this in the last period of history: the caliphate of Baghdad is located near the desert, with a hot climate and people being tanned by the sun, so it is called black food; Cairo caliphate is located in the lower Nile Delta, with fertile land and lush crops, so it is called green food. Located on the east coast of the Atlantic Ocean, the caliphate country of Cordoba overlooks the sea and is boundless and white, so it is called a free food. As soon as the geographical environment of the three countries is associated with the country names, it is easy for students to remember them. Eight, graphic memory method The graphic memory method is characterized by image, intuition and clarity. The blackboard design of graphic method can be diversified. It can vividly reveal the relationship between complex historical phenomena, not only inspire students to think positively, but also help students remember knowledge. Nine, the comparative memory method has comparison and identification. The so-called comparison is to compare historical events with the same or similar nature and find out the similarities and differences. For example, in 594 BC, Solon of Athens carried out reforms to expand the foundation of slavery; In the same year, during the Spring and Autumn Period in China, Lu implemented the "initial tax mu", which marked the disintegration of the state-owned land system in the slave society in China. For another example, the demise of the Western Roman Empire in 457 marked the beginning of Western Europe's entry into the feudal society, while China entered the feudal society from the Warring States Period in 475 BC, nearly 1000 years earlier than Western Europe. The content of comparison is very rich. If we compare the slogans put forward by previous peasant uprisings in ancient China, we will realize that the level of peasant struggle is constantly improving. By comparing the contents of treaty of nanking, treaty of shimonoseki and the Treaty of Xin Chou, we know how China society gradually became a semi-colonial and semi-feudal society. We can also compare the background and process of bourgeois revolution in Britain, America and France, and the Meiji Restoration in Japan and the Reform Movement of 1898 in China. X. Repeated memorization Confucius said: "Review the past and learn the new." Review is one of the important means to consolidate knowledge. In teaching, teachers should: first, guide students to grasp key points, overcome difficulties, and repeatedly emphasize historical factors in class. Create various conditions so that the time, place, people, content, nature, significance, cause and effect of the event are firmly imprinted on students' minds. Second, after-class exercises require students to briefly describe what they have learned in class in their own language, and fully answer the questions behind the text and the questions raised by the teacher according to the contents of the textbook. Third, unit exercises, that is, unit review for students, focusing on some teaching materials. Enable students to further deepen their understanding of teaching materials and consolidate their knowledge. Fourth, comprehensive training is a comprehensive review and training for students after the teaching of a certain dynastic history. The purpose is to let students know the basic clues of historical development. Summarize, compare, analyze and evaluate important historical events and historical figures from the perspective of historical materialism, and further enhance students' ability to remember, express, observe and analyze problems.