1. Construct a reasonable historical narrative framework. 2. Historical knowledge should be scientific and accurate. The theme of history class must be vivid. 4. The language of the history teacher should be vivid. 5. Historical narrative should be thoughtful. Teachers are first of all "lecturers" and "teachers" and "transmitters" of cultural knowledge. A teacher who can explain knowledge clearly is not necessarily a good teacher, but he can't even explain knowledge clearly. Teachers should serve students' learning when giving lectures, and decide what to say, how much to say, when to say it and how to say it according to students' learning needs. Create a wonderful history lecture in the classroom to make the history classroom smart. Classroom is a vibrant place for teachers and students, a stage for free dialogue between teachers and students, a vast world for teachers and students to carry out colorful and vibrant life activities, and a fertile ground for teachers and students to extrapolate, rejuvenate and generate creativity. If the teacher follows the book, the class will be "like forgetting to put salt in the cooking". In fact, the teacher's narration is the most agile part in classroom teaching. The most obvious reason why students like history class is that the teacher speaks well. Teaching is a teaching method in which teachers teach learning content by explaining, analyzing, summarizing, demonstrating and explaining, and it is one of the most important manifestations of teachers as promoters of students' knowledge construction in classroom teaching. The teacher's explanation is essential. It is no wonder that people often say that teacher XXX speaks well in class and teacher XXX speaks poorly. This shows the important position of lectures in classroom teaching. Teachers' lectures provide students with opportunities to get information and learn by listening. It can help students to dispel doubts, deepen their memory, help students form action patterns, and thus promote the formation of students' skills. It can promote students to discover the internal logical connection of learning materials and deepen their understanding. The new curriculum advocates students as the main body, and students focus on autonomous learning, inquiry learning and cooperative learning. Under the influence of this concept, many teachers have a misunderstanding that teachers can't talk more in class, which will make students very passive. The author thinks this idea is quite terrible. In the long run, it will not only make history class alive, but also ruin history teaching. In history class, teachers should not only be like this, but also be flexible in history class. In terms of the nature of history class, the study of history class is different from other courses in middle school, and it is not applied like Chinese and math classes, nor is it acting like music and physical education class. History course is a typical knowledge-based course. Therefore, classroom teaching is a regular form of history teaching in middle schools. Teaching history knowledge is the main way to complete the task of history class. Because historical knowledge reflects the past human activities, it is impossible to repeat them through experiments, and many of them cannot be directly observed, and most of them are indirectly transmitted. The main ways for people to acquire historical knowledge are listening (listening to others talk about history), reading (reading books and periodicals about history) and watching (investigating historical relics). And the way for students to acquire historical knowledge is nothing more than this. Among them, attending classes is one of the most important channels to acquire historical knowledge. If the history teacher gives up teaching history, it may hinder students' systematic study of history knowledge. 1. The most direct factor affecting the teaching effect is the teacher's narrative framework. If the framework is reasonable, the listener's thinking will be clear and his acceptance of knowledge will be high. The emotions of interaction are strong. The knowledge framework of books can easily affect teachers' thinking, and teachers often fall into the routine of "following the book", but this method usually does not arouse students' interest. In order to achieve good teaching results, teachers should reconstruct the classroom narrative structure according to the actual situation of students. For example, the sixth lesson of Compulsory 3, Renaissance and Religious Reform, is about the Renaissance. Textbooks describe the Renaissance from the perspectives of background, core, expression, expansion and significance. If the teacher tells the story completely according to the structure of the textbook, the class will definitely be boring. Teacher Xie Aiqun's design in Hainan Middle School is very distinctive. Renaissance: (1) Looking for the glory of the past (2) Millennium decline and awakening (3) Who is calling? -Interpreting the history behind the Renaissance (4) Renaissance and the process of civilization (5) Renaissance and us. Only topics can arouse students' interest and curiosity. Such a construction, such a narrative, such a classroom, will have a good effect. 2. Historical knowledge should be scientific and accurate. Although history is a thing of the past, no one can reproduce it. However, it does not mean that history is a "little girl who can dress up at will". We should restore the truth of history to the greatest extent. This requires the history teacher to teach accurately and scientifically. Of course, it is not difficult to teach it accurately, but just follow the script. The key point is that scripted teaching has lost its infinite interest in historical knowledge, the flexible method of teaching process and the creative work of history teachers, which we do not advocate or encourage. What we advocate and encourage is a classroom that can stimulate students' enthusiasm for learning. Innovative classroom, teacher-student interaction classroom. It is not easy for teachers to do this. They need to study the textbooks carefully, dig out the rich connotations and connections in the textbooks, sort out a systematic knowledge transfer network, and then transform them into students' knowledge and ability through well-designed teaching methods. This requires teachers to have the ability to turn decay into magic. Some teachers like to turn official history into romance in class, ignoring the scientific nature of knowledge transmission. There are even some wrong understandings or misunderstandings. The more attractive this course is, the easier it is for students to go astray. So, how can we be scientific and accurate? The author believes that it is enough to study strictly with a scientific attitude and spirit, to teach students in class with accurate and vivid language and flexible and pragmatic teaching methods through careful study and correct understanding of teaching materials. For example, when a teacher talked about "Westernization Movement" in the history compulsory course 2 "Changes of Economic Structure in Modern China", he designed such an inquiry: "According to Li Hongzhang's outstanding performance in the Westernization Movement, some people think that he is a reformer and an reformer. At first, I thought that the teacher designed this question in order to guide students to correctly distinguish the two different concepts of "reformers and liberals" and "traitors" by using what they have learned, and to form the viewpoint of historical materialism. But from the teacher's explanation, he is an active "opener" and agrees with this view. This also reminds me of similar problems I found when listening to other teachers talking about the "Westernization Movement". Different people naturally come to different conclusions because of their different positions. This issue can be discussed academically in the field of history, but it is wrong to affirm that Li Hongzhang is not a traitor in middle school history teaching. The emergence of this kind of historical innovation education is not only a manifestation of our history teachers' lack of skills and impetuous thinking. It is also a reflection of people's weak ideals and beliefs and the lack of national concepts in today's society. History education is a self-cultivation course. History class must emphasize the education of science, emotion, attitude and values. This is not only the requirement of the new curriculum, but also the mission of history education, which is directly related to the harmonious development of people and society. 3. The theme of history class must be clear. The new history course adopts the teaching method of special history, and the biggest feature of this special history teaching is its distinctive theme. For example, compulsory one. The theme of compulsory two is economic activities; The theme of Compulsory 3 focuses on ideology and culture. The same content, different themes, different emphases and different contents are presented. For example, the political topic of Compulsory 1 highlights the rise of Europe as a new political force, while the economic topic of Compulsory 2 emphasizes the combination of Europe in order to enhance its economic competitiveness and the typical characteristics of economic regionalization. Therefore, teachers must attach importance to the theme of history class in teaching. Otherwise, no matter how vivid it is, it will not have a good result if it is divorced from Wan Li. For example, when a teacher was talking about the topic "Reform and Reform" in Lesson 3 14 of Compulsory Course 3, he designed the subtitle: Reform and the background of reform; Reform and reform representatives and their opinions; Debate between reformists and die-hards; The failure of reform and its reasons; Reform and the significance of reform. Regardless of whether what he said is interesting or not, whether it can stimulate students' interest and curiosity. Judging from his design alone, there is no outstanding theme. The theme of Compulsory 3 is thought, and the theme of this lesson is the role and influence of reform and change in the social development of modern China, not the role and influence of the political activity of the Reform Movement of 1898 in modern China. This kind of classroom effect can be imagined. 4. The language of the history teacher should be vivid. Teaching language is an art, and the level of teachers' language expression restricts the level of students' intellectual activities. Therefore, Suhomlinski pointed out: "A high degree of language cultivation is an important condition for rational use of time." "The art of education first includes the art of speaking and the art of interacting with people. Teachers' language literacy largely determines the efficiency of students' mental work in the classroom "(Suhomlinski: Suggestions for Teachers (Part II), Education Science Press 198 1 Edition, p. 289. ) The so-called history teaching language is the language in which history teachers spread history knowledge to students, thus affecting their development. It should also meet the requirements of history, pedagogy and linguistics. Language plays a very important role in history teaching. Vivid language can stimulate students' interest in learning and achieve good teaching results. However, the rigid and abstract teaching language is not easy for students to understand, but it will dilute students' interest in learning and reduce the teaching effect. So, how can we make the language vivid? The author thinks that teachers should pay attention to the following points. ① The teaching language should be spoken, and the written language should be converted into spoken language. Spoken language means welcome. ② Teaching language should be humorous. Marx said, "A good mood can relieve physical fatigue and pain more than taking ten kinds of medicine." High-level humor is often the product of teachers' personality advantages and language art grafting. It is conducive to creating a warm and pleasant teaching atmosphere. ③ Allusions should be properly interspersed. Teachers can quote allusions from ancient and modern China and foreign countries in teaching, and give full play to the power of thinking in images. ④ Various methods should be adopted. When explaining and narrating, we should try our best to make the language vivid and vividly depict the characters. Rhetorical devices such as parallelism, personification and metaphor can be used. In this regard, Ji Lianhai, a teacher from the Middle School Attached to Beijing Normal University, has done a very good job. So, why is Teacher Ji? He often says that he regards middle school history teachers as a profession, not a profession. He loves this profession, he likes teaching students, and students like taking his classes. His history class not only attracted many viewers in front of the TV, but also made his students feel that it was a happy enjoyment to attend history class! In his class, he will enrich him by telling the life experiences of every historical figure, whether he is a good person or a bad person. In teaching, Ji Lianhai has another secret that is no longer a secret. He actively draws lessons from the language of storytelling and the burden of cross talk in teaching methods to enhance the attraction of the classroom. Teacher Ji will use story-telling language in every class. What is the language of storytelling? It is through the mouth. It keeps talking. It's interconnected and fast. This can give students a lot of knowledge and analysis in a short time. So what is cross talk? Crosstalk emphasizes foreshadowing and baggage. "That is to say, the bright spot will come to an abrupt end, arousing students' appetite and stimulating their curiosity. A good explanation is rigorous and humorous, solemn and humorous, which makes people feel like sitting in the spring breeze and drinking nectar, and makes people feel "wonderful and wonderful". The teacher's explanation doesn't have to be eloquent and endless, but it must be complete and profound. It doesn't have to be full of words and phrases, but it must be concise and accurate, stand up to scrutiny, and truly "be realistic and not grandstanding." 5. History should be told with thoughts and history. The past is not to make future generations lament or be complacent, but to let future generations know what they can't do and what responsibilities they must bear. People often say, "History makes people wise. "If we don't know how to examine, think and interpret history with a speculative eye and a thinking brain, then we and our students will never reach the realm of' wisdom'. An important purpose of history teaching is to teach students to "learn to think" from history and generate wisdom, thus forming a correct outlook on life and values. " "Thought" is the soul of history class, and teachers should have original opinions when they talk about history. Can inspire people. For example, Xie Aiqun's "Revival" lesson in Hainan Middle School is now an excerpt from a record of the lesson. "Renaissance and We" and "Humanism" are an overused word. Books have long told us what "humanism" is; In China, the so-called "people-oriented" has not been advocated by the state until recently. The consciousness awakened in Italy more than 600 years ago has just become a fashionable slogan in China 600 years later ... Facing another reality, how should we respect and protect history? .. look at Rome, Venice and Florence, where churches ring local bells every day, Roman sculptures stand at the exit of Rome subway, cloisters or alleys of ordinary people, and ancient sculptures. Hundreds of thousands of years of small wells are still squatting in the street ... how much culture and art have we destroyed? As an ancient city, Beijing has been destroyed, and too many ancient cities in China have been destroyed ... "The value pursuit of this course is" history education "-a high degree of ideological content, which allows students to naturally reflect on their country, society and individual behavior towards history after listening. At the same time, it will gradually form historical consciousness and responsibility, which is the purpose and charm of history classroom teaching. Teachers are first of all "lecturers", "teachers" and "transmitters" of cultural knowledge. A teacher who can explain knowledge clearly is not necessarily a good teacher, and a teacher who can't even explain knowledge clearly is definitely an unqualified teacher.