Through the teaching practice of creating historical situations, we have extracted the following effective teaching methods of historical situations:

First, the novel and unique guiding class starts with a stone stirring up a thousand waves to stimulate students' interest and curiosity. Common forms of opening are: directly introducing poems, songs, stories, charts and movies to attract students' attention and improve their interest. For example, when studying Romance of the Three Kingdoms, Miss Hao first introduced it with the theme song MTV of the TV series Romance of the Three Kingdoms, and then she said. This kind of guidance has the effect of attracting jade, which makes students' thoughts seem to have returned to the Three Kingdoms era.

Second, display illustrations, maps, objects, etc. And audio-visual products, plus the teacher's explanation, can make the knowledge content illustrated, enhance the vividness and intuition of teaching, and enable students to carry out abstract logical thinking on the basis of imagination, analysis and comprehensive image thinking. For example, when teacher Wenhua talked about the Nanjing Massacre, she was provided with video materials and various information. Let a real historical picture be displayed in front of students, let students speed up the speed of accepting knowledge in historical facts, and master historical facts more accurately and thoroughly, so as to carry out profound patriotic education.

Third, the wonderful and vivid narration makarenko once said: "The same teaching method, because of different languages, the effect may be 20 times different." Teachers should polish and process the language while carefully designing the classroom and creating an atmosphere. The combination of artistic language and the display of historical scenes will make students feel empathy for the teacher's explanation. For example, when studying Yue Fei's Resistance to Gold, firstly, in the historical atmosphere at that time, students' thoughts and feelings were transferred to Yue Fei, so as to actively experience history and enhance their ability to distinguish beauty and ugliness and objectively evaluate historical facts.

Fourth, skillfully set the situation, guide the participating teachers to skillfully set historical situations and questions in the process of telling and demonstrating, stimulate students' motivation to explore, guide students' enthusiasm for active participation, and grasp the key points that induce students' creative thinking, that is, experience transposition, arouse doubts and ask questions, give play to students' autonomy, and make students think in doubt and surprise, so as to achieve their goals. For example, when studying the Battle of Guandu, in order to reflect the situation at that time. Teacher Ni asked the students to create a historical drama "Xu You and Cao Cao" in combination with the contents of the textbook. Another example: when studying "the rise of bourgeois democratic revolution", she asked: "If you were a young man with blood at that time, what methods would you use to save the nation from peril?" In addition, we can organize some small historical debates closely related to the teaching materials, so that students can deeply feel history, expand their historical thinking and cultivate their creativity and deductive ability in active participation.

V. Skillful and Suspensive Ending Historical Situation Teaching requires the classroom to sum up skills and neatness, grasp the main line, strengthen the viewpoint, and give the audience a suspense by telling stories or continuous broadcast of historical dramas, laying the foundation for the next class, that is, the conclusion leaves interest and the thinking is over.

Vi. Skillfully use activity classes to arrange some activities as an extension of classroom situational teaching, so that students can spread their imagination wings, realize the connection between history and reality, and deepen their understanding and mastery of classroom knowledge. For example, I once organized students to arrange the textbook drama "Zhao Jun Bu Sai", and the whole process from script to actors and props was completed by students themselves. After participating in the performance in Weibin District, the students have also been trained and improved.

Seven, actively and effectively carry out extracurricular activities In order to deepen the understanding and mastery of classroom content and make up for the lack of classroom teaching, extracurricular activities should be carried out in a targeted manner to bring students into history, such as visiting sites and museums in combination with local history teaching; Invite revolutionary predecessors to make reports, edit short historical plays, write short historical essays and appreciate historical paintings and calligraphy; Periodically hold campus history handwritten newspaper appraisal and ancient poetry recitation competition, so that students can "relive" history. These activities can ensure the content of classroom teaching, arouse the enthusiasm and initiative of students and promote the development of thinking.