Influenced by "exam-oriented education", the present situation of history teaching in junior middle school is not optimistic. History has always been regarded as a liberal art, so teachers attach importance to teaching and students attach importance to memory, which is contrary to the goals and tasks of history teaching in middle schools. "Crisis leads to reform", the new curriculum reform and quality education have become hot topics in today's education circle, and a large number of papers on junior high school history teaching reform have appeared, and the situation is gratifying. On the basis of studying the new curriculum reform plan and other people's articles, the author puts forward some ideas on how to change the teaching methods and means of junior high school history in combination with his own teaching practice for discussion with colleagues. 1 Change the concept of education and improve one's own quality 1. 1 Change the concept of education: In China's traditional thought, teachers are given such a lofty position that there are such sayings as "heaven and earth are teachers" and "a teacher for one day and a father for life". This idea has a great influence on today's education. In school, teachers are managers and authorities, while in class, teachers are leaders and controllers, which is incompatible with modern education. In order to adapt to the development of the times, we should establish the educational concept of equality between teachers and students and equality among all students. One goal of the new curriculum reform is "to make every student develop healthily, comprehensively and freely", which requires teachers to change their concepts and realize that teachers' duty is to help every student we teach grow up healthily and develop in an all-round way as wise men, elders and friends. Everything a teacher does is for and for the students. This not only meets the requirements of the new curriculum reform, but also helps to cultivate students' questioning spirit. 1.2 Improve your own quality: What do you mean by "learning to be a teacher and be a model"? As a qualified history teacher, on the one hand, we should strive to improve our knowledge level and improve our knowledge structure. We don't ask everyone to make the past serve the present, but we should also look at historical monographs such as Historical Records and History as a Mirror. If we are not good at literature, we should be able to settle down and read professional books such as the general history of China and foreign history. On the other hand, we should strengthen our own moral cultivation and set an example. Educational psychology believes that junior high school students are in the formative period of their outlook on life, values and world outlook, and the role and influence of teachers cannot be underestimated. In many biographies of celebrities, we can see that parents are the ones who have a great influence on the growth of teenagers; The second is the school teacher. It is no exaggeration to say that what our teacher says and does can affect a child's life. Therefore, we should try our best to teach good books with profound knowledge and cultivate good people with noble sentiments. 2 adapt to the development of the times, reform classroom teaching 2. 1 reform teaching methods: our current teaching model originated from the "five links" teaching model advocated by the former Soviet Union, and on this basis, the classroom teaching method of "one piece of chalk, one textbook, one blackboard and one mouth" was formed. The typical teaching methods of history teachers are time, place, people, process, stage, and finally historical significance. 2.2 the use of modern educational technology: the former optical projector, the current electric projector, multimedia platform and network teaching and other modern educational technologies are the full embodiment of the principle of intuitive education. If we can scientifically apply audio-visual media to teaching, we can close the distance, turn abstract into concrete, turn virtual into reality, mobilize students' various senses and improve classroom efficiency. For the application of multimedia and network, I have three ways: first, I use the Internet to search for historical materials about a topic in class, thus enriching the classroom content and making students understand it more comprehensively; Secondly, using multimedia teaching platform to demonstrate relevant historical pictures, especially historical maps, to overcome the shortcomings of drawing on the blackboard which is time-consuming and unclear according to textbooks, so that students can better understand; Third, choose several good topics in a planned way every semester and play audio-visual clips related to historical themes. 2.3 Inquiry-based teaching: One of the highlights of this curriculum reform is to highlight the teacher's dominant position in the teaching process, and at the same time pay attention to giving full play to students' dominant role, and put forward "autonomous learning, inquiry learning and cooperative learning", which is a teaching method that adapts to the requirements of the times and draws lessons from western education, and requires higher students' level and teachers' ability. We should gradually improve the theory and explore it in practice. At present, I have two ways: First, try to make students move in class ―― think, talk and do things. Each class is related to the content of the class, and some enlightening and open questions are designed for students to think and answer when preparing lessons. The question should not be too simple. Students can find the answer in the textbook and read it again, so it is of little significance to ask questions. But some questions, such as "Why the Taiping Heavenly Kingdom was defeated by victory" and "Why a single spark can start a prairie fire", leave room for thinking and discussion. After asking questions, we should guide students to think and encourage them to answer them. If there is not enough class time, we should arrange for students to continue to complete them in the form of written homework. The second way is to use one class every month to let about three students go to the podium to tell historical stories. In order to be effective, we must think of some small ways. First of all, we should do a good job in ideological work and encourage students to take to the stage. At first, students interested in history can be encouraged to speak first, so as to influence other students. Secondly, it is necessary to guide the students on stage to prepare materials and help them seriously revise their speeches; Finally, it is necessary to conduct "appreciation education", especially to encourage students with poor grades to take the stage, praise and appreciate more, so that students can have a sense of accomplishment and stimulate their enthusiasm. For example, in Class 3, Grade 2, which I taught last semester, there was a boy named Lin who liked to listen to historical storytelling. I'll encourage him to say a few paragraphs of The Romance of Sui and Tang Dynasties. Under his influence, more than a dozen students in the class asked to go on stage to tell historical stories. In this way, students' subjectivity can be brought into play and the classroom form of "centralized teaching" and "full hall irrigation" can be changed. 3 Carrying out extracurricular activities to stimulate interest in learning "Teaching Method of History in Middle School" emphasizes that "extracurricular activities in middle school history class are an organic part of middle school history classroom teaching" and points out that extracurricular activities have the characteristics of "wide content, diverse forms, flexibility, intuition and practicality". However, under the influence of "exam-oriented education" and the bondage of rural middle schools, extracurricular activities in junior high school history have actually become "an armchair strategist". In order to change this situation, combined with the actual situation of our school, I have the following three ways to carry out extracurricular activities: First, at the beginning of each semester, each student is required to write at least one historical reading report to initially cultivate students' ability to collect and process information and express words. First, compare the history textbooks, let students choose a topic for one month, and then give them the corresponding bibliography, so that students can make full use of the resources of our school library, and at the same time encourage students with computers at home to collect information online, ask for an outline in the middle term and hand it in before the end of the term. In order to ensure the effect, tell the students at the beginning that this book report is included in the final grade, and pay attention to strengthening guidance and giving more help at ordinary times, so that most students in each class can still finish it at the end of the term; In addition, in order to enrich students' lives, our school shows movies once a month in public, taking this opportunity to recommend school leaders to show historical films and historical documents such as Sun Yat-sen, the forerunner of China's democratic revolution, and founding ceremony, so as to extend and deepen classroom teaching content; The third is to organize several students to visit the local area for investigation. Organized by the History Department, students interested in history in our school volunteered to visit Kaiping Diaolou, which successfully applied for the World Heritage, on Sunday and carry out related research. Although there are not many students, it has a great influence on them, broadening their horizons and stimulating their interest in learning. Education reform is a long-term and arduous task. With the advancement of the new curriculum reform, great changes have taken place in educational concepts and teaching methods. As a junior high school history teacher, we should make use of the relatively small pressure of the current history exam, boldly explore new teaching methods and means under the guidance of the new curriculum reform, and strive to promote the new curriculum reform. Through the study of history, students can "know the rise and fall, know good and evil, know right and wrong" and complete the three tasks of "knowledge education, ideological education and intellectual development" in history teaching.