A successful history lesson should be the unity of text content and teaching methods, and the combination of history knowledge teaching and ability training.

First, history classroom teaching should pay attention to relevance, explain development clearly, highlight structure and make things clear.

History is the reality of the past, and reality is the development of history. In class, teachers should pay attention to the vertical (or horizontal) connection, highlight the connection and talk about "development" in addition to explaining massive knowledge points. The so-called connection should have three aspects: 1. The connection between two history classes. 2. The internal connection of a lesson's historical knowledge. 3. The connection between history and reality. The first two points are explained in the teaching reference, and the latter point generally does not attract enough attention from teachers. For example, major news at home and abroad, ancient and modern Chinese and foreign scientific and cultural knowledge, etc. , can be used as a good material for contact with words. For example, in the chapter of World War I, the crude aircraft, clumsy tanks, long-range artillery and other weapons mentioned in the article are all used in war for the first time. When teaching, you can contact the advanced amphibious tanks, stealth planes, Scud and Patriot missiles in the Gulf War. With a little explanation from the teacher, students can learn about the general history of weapons development with great interest and understand the cruelty brought by the great progress of modern technology to future wars.

Secondly, there should be a better form of classroom testing.

Many history classes lack tests, and even if they are tested, it is a bad thing. In fact, good classroom tests can supplement and deepen classroom teaching. In practice, we have tried two forms of detection: one is to use blackboard writing skillfully to detect basic knowledge. When writing on the blackboard, teachers can list simple and easy mistakes in the form of fill-in-the-blank questions for students to practice. The other is to ask and answer questions. Teachers can ask questions for students to answer, or students can ask questions for teachers to answer.

Third, the history teaching should emphasize the image and emotion.

Junior high school teachers are facing teenagers of 12 ~ 16. In history class, they are willing to listen and remember vivid characters and stories. Teachers should firmly grasp this feature in teaching and guide them according to the situation. When talking about historical events, we should strive to exaggerate the atmosphere and speak vividly, and turn simple and boring words into vivid and concrete scenes; When we talk about historical figures, we should highlight their distinctive personalities and make their images vivid, vivid and prominent. For example, the section "Burning Yuanmingyuan" can be described as follows: "The invaders burned Yuanmingyuan for three days. Black clouds are more than 50 kilometers long and persist for a long time, floating over the whole of Beijing. Gray stars, big and small, are all over the streets and alleys, and it is dark everywhere, just like an eclipse ... Yuanmingyuan, an artistic masterpiece called' Garden of Ten Thousand Gardens', the most magnificent and exquisite royal garden in China history, was burned by this group of barbaric invaders. " Here, there are descriptions of specific scenes, lamentations about the burning of the exquisite Yuanmingyuan, and even complaints about the barbaric acts of invading robbers. With such a vivid narrative, how can students not be strongly infected?

Zhang Lixin, how to teach the first history lesson well?

History is a new course for students who have just entered the seventh grade. Because this course is not offered in primary schools, it may bring them a little freshness. But for a long time, people generally have a prejudice that history is only a minor course. What is a minor? Compared with the so-called main subjects, such as Chinese, mathematics, English and other subjects, it is not so important. Since it is not important, students will naturally feel that it is unnecessary to study so hard. This old concept not only dampens students' freshness in learning history, but also brings many difficulties to history teaching.

As the saying goes, "A good beginning is half the battle". Therefore, how to teach the first history lesson of grade seven well is an important issue for the history teachers of grade seven. Different from the senior students, the seventh grade students have been exposed to this subject and have a certain understanding. For a new subject, they will have a certain degree of curiosity and freshness, and the first step for teachers is to ask students to keep this curiosity and freshness in order to improve their interest in learning history. Next, I will take my first introduction class as an example to talk about how to teach the first history class well.

In the first history lesson, how can we attract students' attention and improve their interest in learning history? After fully "selling" myself to the students, I told them directly: "This is our first history lesson, and we don't learn the new content in the book." Students feel very strange: "If we don't study the contents in the book, do we have to teach ourselves?" I said, "Let's talk about it in this class. Shall we just talk about the word' history'? " The student said, "Teacher, you didn't lie to us. Can the word' history' be taught in a class? " The students looked at me suspiciously. I said, "You don't believe me? Let's watch. When we talk about the word' history', we have to say' www'. " The students all laughed: "Teacher, you didn't teach us to go to Internet cafes. What other" WWW "we used to surf the Internet long ago ..." I said, "This WWW is not that WWW" ... "The students were immediately attracted by my interesting language." So, what is' www'? "

What is history? This is the first "W" student who suddenly realized, "Oh, this is the first W the teacher said". Then, I ask the students to discuss what history is. In the face of sudden questions, the students first looked at each other, and then several bold students stood up and answered. Some say "history is the past", some say "history is the past" and some say "history is what happened in ancient times". I fully affirmed the courage of the students to express their views. I said, "The student's answer is correct. Why didn't you dare say it at first? Is it because our classmates sometimes think simple questions too complicated? In fact, the concept of history is very simple: what happened tens of thousands of years ago is called history, and what happened decades and hundreds of years ago is called history. Your yesterday has become today's history ... remember: don't complicate simple questions in our future study! "In this way, students will understand that the past can be called history and they are also a person in history. In this way, students' interest in learning began to be stimulated.

Why study history? This is the second "W". I didn't answer this question directly. Let the students discuss it first. With the experience of discussing the first question, the classroom atmosphere is active at this time, and students' thinking begins to be activated, and everyone is discussing it. Some say they can increase their knowledge, some say they can learn from historical experience and lessons, some say they can satisfy their curiosity and so on. After listening to the students' speeches, I also fully affirmed their courage to express their views. I said, "Students, do you want to hear the teacher's opinion?" The student said loudly, "Yes!" Why study history? I summed up two reasons for students: (1)

The needs of senior high school entrance examination and college entrance examination.

The student said, "Teacher, this is also a reason. Is it too simple? " I said, "Didn't I just tell you not to complicate simple problems?" If there is no exam, do we have to take this course in class? Isn't that a reason? "The students laughed, and the classroom atmosphere became obviously active. I said, "History is a compulsory subject in the senior high school entrance examination. After high school, history is also a compulsory subject for students who choose liberal arts. "

Then, I simply conveyed to my classmates the plan of the senior high school entrance examination and the college entrance examination over the years, and emphasized the importance of the history subject. After my explanation, the students began to understand that history is not a minor subject in their eyes and mouths, but related to ...

How to teach history well

In history teaching, I think teachers should first grasp the depth of history textbooks and mobilize the breadth of students. Secondly, we should grasp the density of classroom training; Finally, we should grasp the strength of teaching art.

First, we should grasp the depth of teaching materials.

To explore the depth of teaching materials, we must first thoroughly understand the teaching materials and outlines, and make clear the teaching objectives (knowledge, ability and ideological education) and the editor's intention. Understand the knowledge system and teaching material structure, be familiar with the teaching content, and grasp the key points and difficulties. Secondly, grasp the students' situation and be targeted. Because students have different foundations, the depth of teaching materials should be measured. Otherwise, it is casting pearls before swine. Obviously, the depth of digging textbooks mentioned here is not as deep as possible. The key is not to cook raw rice into mature rice. The depth should be just right, so that students can enjoy it and gain knowledge to the maximum extent.

Second, we should grasp the breadth of mobilizing students.

Grasping the breadth of mobilizing students is an important symbol to distinguish exam-oriented education from quality education. Examination-oriented education only pays attention to mobilizing a small number of students with prospects for further study. An important aspect of the transformation from exam-oriented education to quality education is to face all students. The key to a good or bad classroom atmosphere lies in mobilizing students' breadth, so that every student is in an active learning state. Judging from the current situation, there are not many phenomena of cramming and monologuing in class. How to face all the students and improve the teaching quality in an all-round way, many teachers still feel helpless, or look at several top students in the class. When teachers ask questions and students speak, there are always a few people who never ask most students. Students are in low spirits. The classroom atmosphere is dull. Teacher-student activities are out of touch. Even if some students want to take the initiative to learn, they are on pins and needles because of their high teaching goals and wrong methods. They don't know what to say after a class and have little gain. In order to arouse students' learning enthusiasm, teachers should fully consider how to teach students in accordance with their aptitude, give guidance in different categories, be good at inspiring all kinds of students, especially those with poor grades, and successfully transform students with learning difficulties, so as to be a qualified teacher.

Third, we should grasp the density of classroom training.

Classroom training is an important part of classroom teaching. The combination of lectures and practice is an important principle that classroom teaching must follow. Grasping the density of classroom training is an effective measure to implement knowledge, reflect students' subjectivity and improve classroom efficiency. A class can achieve good training content, proper methods and high density, then the effect will be good. Judging from the problems reflected in the current classroom teaching, it is rare to find classes without classroom training at all. The main reason is that the density of classroom training is insufficient, and the dominant and the main body are heavy and light. In most cases, students still talk more, do less, indoctrinate more and guide less, and students are regarded as passive recipients.

A class should have good content, proper methods and high density. Speaking, thinking and practicing should not be neglected. Teachers should tell students the direction and play a guiding role. It is important for students to absorb and digest in order to improve their ability to use what they have learned.

Fourthly, we should grasp the strength of teaching art, which is the key to improve classroom efficiency in terms of its appeal. Powerful teaching art gives people a deep appeal; On the other hand, if the teaching art is poor, the effect will be pale and powerless. The charm of teaching art is just like watching TV series. A good TV series, if only read to people in a dry way, will generally not have an impression. But if you live with your role, you will leave a deep impression that you will never forget.

In a word, the degree of mastery in classroom teaching is not a complete evaluation standard of classroom teaching, but also four aspects that must be considered in classroom teaching. This is the key to a good history lesson. If you can do this, your history classroom teaching will be even more icing on the cake.

Reflections on how to teach history well.

1. Making history class lively can greatly stimulate students' interest in learning.

(1), many students find history class boring. Under this psychological effect, they feel very tired and unwilling to use their brains. At this time, vivid and popular language is extremely important.

(2) In the teaching process, if the teacher skillfully inserts a short story, it can adjust the students' mood and enliven the classroom atmosphere, thus achieving good teaching results.

2. Respecting students and creating a relaxed learning atmosphere are the guarantee for students to keep their interest in learning.

In teaching, I fully respect and trust students, and the teaching design should be student-centered, facing all students and giving them more opportunities to show themselves. Even when students answer wrong, calmly guide them to re-recognize and correct. In this way, from the beginning of the first history class, it is necessary to establish a harmonious relationship between teachers and students, create a good learning atmosphere, and let students build their interest in history in a pleasant environment.

(2) Pay attention to cultivating students' autonomous learning ability.

Efforts should be made to change students' original simple learning style and establish and form a learning style that fully mobilizes and gives play to students' subjectivity. In the teaching process, I mainly teach students the methods of thinking, and the answers are all summed up by myself. I pay attention to cultivating students' independence and autonomy, strive to meet the learning needs of different students, create an educational environment that can guide students to actively participate, stimulate students' enthusiasm for learning, enable students to self-control, self-regulate and dominate their own learning activities, and let them actively understand, learn and accept the influence of education, so as to achieve the expected learning goals. In classroom teaching, I will also strive to create various conditions and opportunities for students' interest in learning and the development of autonomous learning, promote their active learning and development, and give appropriate guidance and guidance, so that students can learn to question, investigate, explore and learn in practice, and constantly improve each student's autonomy. In addition, in the teaching process, we should properly handle the relationship between imparting knowledge and cultivating ability, cultivate students' attitude and ability to master and use knowledge, especially for students with learning difficulties, and strive to improve their academic performance, stimulate their interest in learning, so that every student can be fully developed. In a word, only when teachers study the contents stipulated in the new curriculum seriously, prepare lessons, treat students with an open mind, try different teaching methods, and learn the strengths of other teachers for our use with an open mind can they have a good class, constantly improve the quality and level of classroom teaching, and constantly reflect on them, so as to make continuous progress.

What is a good history lesson?

What is a good history lesson like?

We can see many evaluation criteria. Some cover everything, from pre-class preparation to after-class testing, and each link has certain goals and requirements; Some emphasize autonomous learning, research learning or situational learning. There are different opinions, so it is difficult to have a unified and perfect plan. In fact, this question should not be answered by the teacher. Ask the students, there are so many history teachers in a school, who do you like? Why? Through the students' answers, we can sum up what kind of classroom students need and what teachers should do. According to the survey, the reasons why students like history class are: fun, not boring; The teacher is humorous and handsome; Can learn to think and increase understanding; It can solve the difficulties in learning and so on. These words seem ordinary, but they tell the standard of a good class in students' eyes: to arouse students' interest; Win the love of students; Improve students' ability; Teach students methods. Having done this, a good history lesson is a cinch.

First, stimulate students' interest.

"History is a thing of the past", which is far away from the student days. According to the textbook, it will often become very boring. One of the important reasons why students hate studying history is that they can't feel it personally, put themselves in their shoes and arouse students' interest. If history classroom teaching can reasonably create an effective historical "situation" and help students realize the "repetition" of history through the perception of specific images and the experience of historical scenes, they can stimulate positive learning emotions, and then achieve the purpose of learning historical knowledge and cultivating historical thinking.

Su Chundi, a teacher in our school, used the method of situation creation to arouse students' interest in the lesson of Opium War. When talking about "the Sino-British trade situation before the Opium War", she said this:

Britain wants to use goods produced by big machines to enter the China market, face to face with novel foreign goods, and a China family has this dialogue:

Son: Dad, there are people selling foreign fabrics in the street. It's beautiful.

Father: What's the use of being good-looking? It is very strong.

Son: That foreign cloth is thin and strong.

Father: What's the use of being strong? Very cheap.

Son: That kind of foreign cloth is really cheap.

Mother: No matter how cheap it is, it costs money. Mom will knit it for you, so we don't have to spend a penny.

Mr. Su vividly reproduced the legal trade between China and Britain before the Opium War by creating a dialogue scene between ordinary families in China about British imports of foreign cloth. This teaching method is in line with students' actual cognition and life experience, as if it were the reappearance of the daily discussion about social problems in their own homes, and the distance was shortened at once. Through this brief dialogue, the historical conclusion that "before the Opium War, the legal trade between China and Britain was dragged down by China's natural economy, and Britain was in an advanced position, so it had to reverse the trade deficit through criminal opium smuggling" was easily accepted by students, thus avoiding the boring teaching of traditional teaching entangled in the concepts of natural economy, surplus, surplus and trade deficit.

Luan Yan, a teacher in our school, also used this method to break through the difficulties when she talked about the Taiping Heavenly Kingdom. This is what she said:

Li Fugui is a farmer in Guiping, Guangxi. He is 18 years old this year. A few years ago, he joined the "God Worship" with several partners in the same village and followed the Taiping Army to participate in the uprising. The winter I arrived in Tianjin, the "China Land System" was promulgated, and Li Fugui and his partners were very happy.

There are five people in Li Fugui's family. He is the second child. There is also a sister and a brother. Age 12. He really wants to know, according to the system, how much land can their family divide?

The whole family is very excited when the harvest season comes, but it is said that except enough food, the rest will be handed over to the national treasury of heaven. Mom is worried. Elder sister should get married at the end of the year. What should she do with the dowry? The commander said don't worry, these expenses are paid by the state treasury.

Not long after the promulgation of "China Land System", everyone's happiness ended, and many people began to be lazy. What do you think this is?

After reading "study materials" and "scene reappearance", think about it. How do you understand the Li Fugui family's "happy, excited, worried and ecstatic" mood?

The understanding of "celestial system" is a difficult point in this course. The traditional teaching method is to quote the historical data of "the celestial system", and explain the revolutionary, limitation and fantasy of the Taiping Heavenly Kingdom's plan to transform the country from the land distribution system and product distribution system, and then prove that this plan is not feasible. This teaching method does not have much problem in breaking through the difficulties, but it requires students to have certain historical knowledge and historical thinking ability, which is not easy to resonate with students, thus making the classroom boring ... >>

How to teach history well

Tell more interesting stories, whether it's official history, unofficial history or novels.

I think it will attract many students to intersperse more such stories in the lecture.

When talking about a historical event, some interesting stories can be interspersed, and even students can "cross the possession" to a historical figure, so that students can think about the psychology of this event.

You can even be cynical, express your own opinions and some views on historical events and people.

How to teach the first history lesson in senior high school

Never read high school history to students. It is not the first day for students to go to school, and the concept of discrimination begins to mature. Over time, the efficiency of class will be greatly reduced (I once met such a teacher who taught history himself when I was a freshman). ! !

As the first class, you can casually discuss some historical issues with students (don't say some unsolved mysteries-most students have seen, someone or something or the history reflected by modern life, etc. ). It doesn't matter if you are a little interdisciplinary, just don't digress too far. Remember to talk to someone or talk a lot, pay attention to arouse students' curiosity and inquiry psychology, and you can quietly string together some historical content of Grade One to avoid too much. The classroom atmosphere in the form of dialogue will bring a solid foundation for your future teaching.

The above is purely a feeling as a student. I have suffered too much, and I don't want more students to make painful "choices". It seems very serious, O(∩_∩)O haha ~! ! Just relax。 It's not that serious!