Keywords: history classroom teaching efficiency
First, in-depth study of teaching materials before class and careful preparation of lessons are the premise of improving teaching efficiency.
The key to improve teaching quality lies in the classroom, and the premise of improving classroom teaching efficiency is preparing lessons before class.
Only by in-depth study of teaching materials and careful preparation for students before class can we accurately determine the three-dimensional teaching objectives, determine the key points and difficulties of teaching, and adopt reasonable and effective strategies and teaching links in teaching implementation, so that students can effectively master knowledge points and improve teaching efficiency.
In the process of preparing lessons, we should pay attention to the following two points:
1. In-depth study of teaching materials.
Before class, we should thoroughly study the curriculum standards and teaching materials, and make clear the teaching objectives and requirements of this period; Accurately interpret teaching materials from different angles. Only by in-depth study of teaching materials can teachers make good use of teaching materials according to the actual situation of school teaching equipment and students, rather than following the book. Teachers can repeatedly study the contents of textbooks from the following angles: what teachers teach and how to teach, what students learn and how to learn. For example, the teacher is talking about the content of the lesson "Kaiyuan Shi Sheng": the first goal? The rule of kaiyuan? After Tang Xuanzong ascended the throne, he was determined to reform, which made the political situation in Kaiyuan period one of the new ones, leading to the rule of Kaiyuan. The second is the prosperity of prosperous economy, which introduces the main historical facts such as the progress of agricultural production, the improvement of handicraft technology and the prosperity of commerce in Tang Dynasty. Third, the decline and fall of the Tang Dynasty introduced the Anshi Rebellion and the peasant uprising at the end of the Tang Dynasty, which made the regime of the Tang Dynasty decline gradually and eventually collapsed. This course requires students to pay attention to the basic historical facts of economic prosperity in prosperous times. Junior one students are not very interested in politics and economy. Therefore, the proper use of audio, video, pictures and other materials in teaching can help students perceive history and stimulate students' interest in learning history, thus improving the efficiency of history classroom teaching.
2. Prepare students carefully.
Secondly, carefully designing teaching links, stimulating students' learning motivation and making students the main body of learning are the guarantee to improve teaching efficiency.
Learning motivation plays a key role in students' learning. Teaching will get twice the result with half the effort if learners' learning motivation is correctly grasped. Only with good learning motivation, students can actively prepare for learning, concentrate, think seriously and actively explore unknown areas, thus improving teaching efficiency. The famous educator Paulia said: The best way to learn any knowledge is to discover it yourself. Because of this discovery, it is the deepest understanding and the easiest to grasp the internal laws, nature and connections. Therefore, in learning, teachers can consciously and carefully design some meaningful learning scenarios, guide students to try to find problems, ask questions, participate in solving problems and explore research problems, and strive to make students participate more actively in the whole process of learning and become the main body of learning. A teaching design that really cares about people's development will give full play to the vitality of teachers and students in the classroom.
In teaching, there are many ways to stimulate students' learning motivation.
1. Introducing new knowledge with story allusions can not only create meaningful learning situations, but also stimulate students' interest in learning.
When the students have not recovered from leisure activities, if the teacher says at this moment, will you listen to a story? You will find that the eyes under the podium are so eager and the order is so orderly. At this time, if teachers can seize the opportunity to turn students' unconscious attention into conscious attention, with the introduction of stories or allusions, they will receive the predetermined goals, and their role of matchmaking will also come to the fore. For example, in the lesson "The Debate between the Spring and Autumn Period and the Warring States Period", students can enter the scene of the bonfire drama princes in the late Western Zhou Dynasty, understand the demise of the Western Zhou Dynasty, and introduce the establishment of the Eastern Zhou Dynasty, which is divided into two periods: the Spring and Autumn Period and the Warring States Period. Then it explains the situation and function of the hegemony of great powers in the Spring and Autumn Period and the merger war of the Seven Chivalrous Men in the Warring States Period.
By telling stories, setting doubts and stimulating interest, students' interest and thirst for knowledge are stimulated, and new courses are naturally introduced to create favorable psychological situations for students to actively participate in teaching activities.
2. Asking questions and setting suspense can stimulate students to actively participate in activities to explore new knowledge.
Ask questions, set suspense, attract students' attention, grasp their hearts and stimulate their interest. It can combine the key points of teaching materials, induce students with questions and questions that can most arouse their interest, give them great suspense, draw their heartstrings closer and stimulate their curiosity. For example, I designed my classmates for the lesson "The Rule of Zhenguan". Do you know who is the only female emperor in the history of China? How did she ascend to the throne? What did she do after she proclaimed herself emperor? These questions are closely related to students' attention, and they are eager for answers. Their attention is very concentrated and their enthusiasm for thinking is fully mobilized. Introduce new knowledge quickly and get twice the result with half the effort.
3. Affirm the learning effect of students in time.
From a psychological point of view, this will make students with good grades have the desire to go up a storey still higher, while students with poor grades will be very serious and I will feel good. Students' spiritual satisfaction will further generate the desire to learn well, thus continuously improving their studies. In order to affirm the learning effect of students at different levels in time, teachers should consider reasonable stratification when setting teaching tasks. Let top students continue to maintain a strong interest in learning, and ask them to jump up and pick fruits when setting tasks; Let underachievers feel the joy of learning and ask them to feel the joy of success when setting tasks.
4. Set up happy scenes so that students can give full play to their talents and constantly experience the fun of solving problems.
It is very important to set up happy scenes and inspire students to actively participate in learning. As long as students are in a relaxed and happy state, every minute of study will be a kind of enjoyment, all kinds of senses will be more sensitive, learning potential will be fully exerted and learning efficiency will be improved.
If we persist in this pretence for a long time, students' enthusiasm for participation will be high and their learning efficiency will naturally improve.