1. stimulate interest. Psychology believes that interest is the premise of seeking knowledge, and a strong interest is an indispensable psychological quality for a person to acquire knowledge and develop his ability. The interest characteristics of middle school students are easy to stimulate, but it is difficult to maintain stability. To stimulate students' interest in history teaching, it is necessary to combine the characteristics of the subject with the characteristics of students' age. Young students like to listen to vivid stories, which is one of the psychological characteristics of middle school students, especially junior high school students. Vivid narrative methods can be used in teaching, or some historical stories can be appropriately interspersed in lectures, which are all effective methods to stimulate students' interest. Teachers' lectures, students' lectures and courseware reappearance can be used to show the historical process and historical phenomena, so that the teaching process can be vivid, students can take the initiative to participate, and historical philosophy and laws can be reflected in touching stories.
2. Questions guide reading. Students don't like reading history textbooks and can't analyze and summarize. To solve this problem, we should pay attention to guiding students to read, choose typical content to explain important issues, and let students think in analyzing and solving problems.
3. Set questions skillfully. When teaching the Xi 'an incident, the author asked the students to think: "What should Zhang Xueliang and Yang Hucheng do after arresting Chiang Kai-shek? Is it killing, closing or releasing? " Students are very interested in this kind of problem, which stimulates their positive thinking, immediately launches a heated debate, and finally unifies their understanding, which not only helps students understand the great significance of peaceful settlement of the Xi incident, but also exercises their thinking agility and stimulates their desire to solve problems, thus making students think positively.
4. Vertical and horizontal connections. In order to make students open their minds, learn to observe problems comprehensively, grasp the interrelation between historical phenomena and analyze problems, and then grasp their essence, we should pay attention to vertical and horizontal connections in teaching. There are two ways: one is the vertical connection with the history of a country as the clue and the time as the key link, and the other is the horizontal connection with the problem as the clue to compare similar problems or similar problems between different countries at the same time.
5. Compare similarities and differences. Psychological research enlightens people that comparison is the basis of all understanding and thinking.
The classified query of periodical articles is in the periodical database.
In teaching, we can compare interrelated historical phenomena, determine their similarities and differences, and let students understand the nature of historical phenomena.
6. Group cooperative learning. The group cooperative learning method emphasized in the student-based classroom refers to the form of partners, in which several people form a group, and the classroom appears in the form of a group from beginning to end. Team work to answer questions, analyze and solve problems, cultivate students' teamwork spirit and coordination ability, and make up for the defects of communication between teachers and students. In group cooperative learning, organizing class discussion in a planned and purposeful way is conducive to cultivating students' creative thinking ability. Through discussion, we can achieve the effect of active thinking, expanding thinking, inspiring each other and brainstorming.
Second, the role of guiding teaching with the concept of student-oriented education
1. Avoid condescending and create a democratic classroom. Contemporary middle school students have a strong sense of participation, are not blindly credulous, and like to express their opinions. The teacher's condescending attitude, only I am right, only the book is right, which makes the students disgusted. Student-oriented education concept, giving the classroom to students. Although students are educated, they are the masters of the classroom. Through a variety of methods, let students speak freely, interact with teachers and students, let everyone fully express their opinions, and allow students to say different or even wrong views. This democratic atmosphere is conducive to students' easy class, active participation and improvement of classroom teaching effect.
2. avoid empty preaching. The teacher's empty and unrealistic preaching tastes like chewing wax and lifeless. Guided by the student-oriented educational concept, teachers can make full use of students' resources and let students look for information and summarize it in the form of individuals or groups with questions and tasks. When the teacher asks questions, the students will find a few to a dozen materials, even materials that the teacher can't find. When students analyze and summarize, their horizons and thinking have been expanded, their ability to analyze and solve problems has been gradually improved, and history lessons are no longer abstract.
3. Avoid "one word". In the passive teaching of "you talk and I listen", the teacher is thirsty, the students are slow to respond, and the history class becomes unattractive. The concept of student-oriented education can enable students to carry out research-based learning, and students will produce new problems, new discoveries and new ideas in their independent exploration. Driven by "I want to learn", students can think independently in the democratic atmosphere of the classroom, express their opinions, increase their knowledge in interactive discussions, and gradually form a network system for summarizing and classifying textbook knowledge, so as to grasp historical knowledge more firmly and form historical thinking methods.
With the gradual deepening of teaching reform, many new teaching models have emerged that are conducive to cultivating students' autonomous learning. We history teachers should combine our own teaching practice, constantly update our knowledge, learn from advanced teaching experience, give full play to students' main role in teaching, do everything for students, highly respect students and rely on them in an all-round way. Then, teachers will teach easily and students will learn happily!