Confucius, an ancient educator in China, said, "The knower is not as good as the good, and the good is not as good as the knower." Einstein said, "Interest is the best teacher." If students want to learn history well and improve their historical achievements, interest is the key to success. Combined with the teaching observation in recent years, I think we should cultivate students' interest in learning history from the following aspects.
1. Let students realize the importance of learning history.
Forgetting the past is tantamount to betrayal. History teaching is to show students a vivid picture of history, which contains thousands of historical stories, historical figures and countless outstanding achievements and essences in the long river of human history. If teachers can introduce wonderful historical stories and vivid historical figures into the classroom, they can stimulate students' interest and confidence in learning, and make students realize that learning history is not only for exams, but also for increasing knowledge, broadening their horizons and improving their historical literacy. Learning history knowledge can also cultivate students' moral feelings, values and patriotism, and shape students' personality, thus making the boring history class full of flesh and blood and charm.
2. Teacher-student interaction, students' autonomous learning and teachers' guidance.
In the traditional classroom teaching, teachers follow the book, students are sleepy, teachers play the lute to a cow, the whole classroom atmosphere is dull and depressing, and students lose the vitality and vitality of learning. Modern education classroom needs teachers' guidance, students' actions and teacher-student interaction to accomplish teaching tasks together. For example, in the class of "Strategic Armageddon", I set questions, reviewed and introduced: Why did Chiang Kai-shek launch a civil war? What tactics did the PLA use to smash the Kuomintang's all-round attack and key attack? Why is Liu Deng's advance into Dabie Mountain the beginning of the PLA's strategic counterattack? Students can solve the above problems by recalling and reviewing. Next, we will teach you the connecting link: when the decisive battle is ripe, the PLA will enter the stage of strategic decisive battle, and then students will learn to answer questions independently. Step 1: Let the students mark the book first. A. Northeast China-Liaoshen Campaign-"Closing the door and beating dogs"-liberating the whole Northeast; B. The vast area centered on Xuzhou-Huaihai Campaign-"breakthrough in the middle road"-basically liberated the vast areas of East China and Central Plains north of the Yangtze River; C Beiping, Tianjin, Zhangjiakou and other places-the battle of Ping Jin-"catching turtles in a jar"-the whole territory of North China was basically liberated. Then discuss in groups; Why did the three major battles choose Northeast China as the breakthrough point, and why did the Liaoshen campaign hit Jinzhou first? What did Chen Yi say? Why should Beijing be liberated by peaceful means? Finally, it is solved in the form of deskmate group-a probe into teacher-student cooperation. Let me sum up the historical significance of the three major battles. After the whole class, the classroom atmosphere was lively, and the students discussed enthusiastically, even getting flushed. Students' lively nature, curious psychology and bold questioning have all been developed, and the teaching effect is remarkable.
3. Use multimedia teaching to stimulate students' interest in learning history.
Multimedia teaching, with illustrations and vivid images, stimulates students' audio-visual with vivid dynamic pictures and emotional sound effects, so that students can see and hear, thus stimulating students' interest in learning history. For example, when teaching the anti-aggression struggle in the Ming and Qing Dynasties, the storylines such as "Qi Jiguang's Anti-Japanese War", "Zheng Chenggong's Recovery of Taiwan Province" and "jaxa War" are displayed through video materials, so that students can see the living national heroes fighting against foreign aggression, cultivate their patriotic feelings and make them extremely hate the invaders. Another example is to make full use of the map and design it into an animation when teaching "The Opening of New Routes", and display three navigation routes in different colors on the screen, so that students can easily grasp the starting and ending points of these three navigators in the process of color change and map movement, and get twice the result with half the effort.
4. Use stories skillfully to create situations and stimulate students' interest in learning.
History subjects involve different historical figures and events. In history teaching, the method of telling stories to each other between teachers and students can make students interested in history class, thus deepening their memory and giving full play to their main role. For example, in the class of "The Birth of a Country and Social Changes", I told the story of "Quitting Three Schools" and "Winning the Central Plains", which made the students understand why Jin Wengong and Chuzhuang Guild became the overlord of the Central Plains in the Spring and Autumn Period. In order to win the trust of the people, this paper tells the story of "hanging a bounty" and "punishing the prince's master" at the city gate, so as to enhance the understanding of the influence of Shang Yang's political reform on Qin State. Sometimes students are asked to analyze historical figures they are familiar with and like. For example, when talking about the culture of Ming and Qing Dynasties, students are asked to tell who they like in The Romance of the Three Kingdoms and the hero in The Water Margin, describe the characters of Tang Priest and the Monkey King in The Journey to the West, and how to treat the love story of Jia Baoyu and Lin Daiyu in A Dream of Red Mansions. This can not only cultivate students' artistic appreciation ability, but also stimulate students' interest in learning.
5. Cultivate students' self-confidence consciously and keep their interest in learning for a long time.
The power of self-confidence is amazing. A confident person will never be defeated. They are winners in life, and self-confidence can overcome difficulties. Therefore, in the usual ideological and moral teaching process, teachers should often use some positive and inspiring language to praise students, so that they can form and maintain a positive and optimistic attitude. Shakespeare said: "Praise is the sunshine that shines on people's hearts. Without sunshine, we can't survive. " It can be seen that the deepest need of human nature is to long for the appreciation of others. In the communication with students, praising students properly will produce a harmonious, warm and beautiful feeling, which can more effectively stimulate students' potential motivation, consciously overcome shortcomings and make up for deficiencies than blaming and complaining instead of criticizing and praising.
In short, in history teaching, only by stimulating students' interest in learning can teachers and students have emotional resonance and be integrated.