In study and work, everyone has tried to write papers, which can cultivate our scientific research ability. So, have you understood this paper? Let's talk briefly about how to make students learn history papers well. Welcome to reading. I hope you will like them.

In the history teaching class, teachers often simply impart knowledge to achieve the teaching purpose. In this class, the teacher's task is aimed at the main points of textbook knowledge, but for students, do they really grasp the meaning of historical knowledge? Do they really understand the true meaning of history, grasp history, grasp the present and even look forward to the future? As we all know, history is an interesting subject, which should be very attractive to students, but it is difficult to do it in the teaching process. How to maximize the vitality of classroom life? How to implement more effective classroom teaching strategies, improve the quality of history teaching, promote students' academic development, and let students understand history through learning rather than "mastering"? This is a very important problem in front of our teacher. Through years of teaching exploration, the author has a little experience. Let's talk about my own teaching experience:

First, be good at using customs and local history.

If the history teacher just follows the book, pays attention to knowledge, pays no attention to interest and does not actively induce, students will not be excited in class, and the teaching effect can only get twice the result with half the effort. The students are familiar with the customs of their hometown. If we can combine history with customs in class, we can not only enrich their knowledge and deepen their understanding of customs, but also improve their interest in learning history. For example, it can be associated with the traditional festival "Cold Food Festival" in China. "Cold Food Festival", also known as "No-smoking Festival", "Cold Food Festival" and "15th Festival", is from summer to the next day 105, one or two days before Tomb-Sweeping Day. At the beginning of the festival, smoking was not allowed, and only cold food was eaten. In the development of later generations, Tomb-Sweeping Day became one, and customs such as sweeping, outing, swinging and cuju appeared. The Cold Food Festival lasted for more than 2,000 years and was once called the largest folk festival. According to legend, this custom originated from the promotion of Jie in the State of Jin to commemorate the Spring and Autumn Period. At that time, Jie Li and He were exiled to other countries, and they gave meat to Wen Gong to satisfy their hunger. After Wen Gong restored the country, he refused to make a profit and retired from Mianshan with his mother. Duke Wen burned the mountain for it, refused to go out of the mountain, and clung to the tree. Duke Wen buried the body in Mianshan, built a shrine and a temple, and ordered the son to ban fire and cold on the day of his death as a sign of mourning, which later became a custom.

In addition, students have a particularly strong feeling for the history of their hometown, so inserting some historical facts related to their hometown in time according to the contents of the teaching materials can not only enrich students' knowledge, enhance their infinite love for their hometown, but also stimulate their interest in learning. In this way, make full use of local history to improve students' interest in learning, so as to bring seemingly boring historical knowledge to life and show students the interesting, realistic, perceptual and humanistic side of history. It is precisely because of this kind of teaching that students' interest in learning history is greatly improved and the teaching quality is also improved.

Second, create an effective situational teaching method

The so-called situational teaching refers to a teaching activity in which, according to the basic principles of pedagogy and psychology, students' different ages and cognitive characteristics, an appropriate learning environment is created by establishing an emotional atmosphere between teachers and students and between cognitive objects and cognitive subjects, so that teaching can be carried out in a positive and optimized environment, and learners' emotional activities participate in cognitive activities to activate learners' situational thinking, so as to acquire knowledge, cultivate their abilities and develop their intelligence in situational thinking. In the process of history teaching, teachers purposefully introduce or create vivid and concrete scenes with certain emotional colors and images as the main body, so as to arouse students' certain attitude experience, help students understand the teaching materials and develop their psychological functions. The situation created by situational teaching is an external environment that people consciously create and optimize, which is beneficial to the development of middle school students. Under the control of teachers' language, this optimized objective situation puts middle school students in a specific situation, which can not only affect their cognitive psychology, but also promote their emotional activities to participate in learning, thus causing their own self-movement.

The application of situational teaching needs to put forward the teaching tasks comprehensively from the viewpoint of "focusing on development", and then optimize the teaching scheme, and choose the way to create situations according to the teaching tasks, class characteristics and teachers' own quality. There are mainly the following types: life shows the situation; Set up doubts and create situations; Language description; Performance experience situation; Multimedia presentation. The application of situational teaching method in history teaching is very beneficial to stimulate students' interest in learning and improve the quality of history teaching. "Teaching is regular, but there is no fixed law in teaching. Getting the law is expensive. " There is no fixed method to create and use teaching situations. Teachers should choose appropriate ways to create situations according to teaching tasks, teaching objects, teaching facilities and teachers' own qualities, grasp the timing and breakthrough point of situation design in time, achieve the effect of integrating emotions with the environment, and truly play the infectious role of geographical situations. It should also be noted that any attempt should not only focus on the form, but also consider the characteristics of the subject, pay attention to practical results, think more and be less impetuous. Only in this way can we get out of the misunderstanding of educational reform and make it develop towards a benign track.

Third, make history teaching popular and interesting.

Popular classes and interesting speeches can certainly inspire students to pursue and understand the true meaning of history. People living in modern society are more receptive to popular languages. Generally speaking, dogmatic knowledge teaching is easy to make students feel bored, while passionate popular teaching is fascinating. Teacher Yi Zhongtian, with his rich knowledge and passionate popular speech, made many people interested in the Three Kingdoms. If history teaching can also be popularized in teaching, students' interest in history will be more intense. Therefore, it is an important part of a good history lesson to closely link the historical knowledge that needs to be taught with the students' actual study life, especially to find the emotional breakthrough point that is closely related to each student.

As Marx said, people can't create their own history at will, but only "under the condition of direct encounter, under the condition of building and inheriting from the past". In this way, whoever has a deeper understanding of history and who can make history more modern is more likely to succeed. In fact, great times must have a sense of history, and great people must also have a sense of history. Only mediocre people will separate history from the times, and only those mediocre people will disdain the study of historical tasks. Besides, history itself is a series with characters, stories, plots, actions, suspense, climax and drama. How can it not be interesting?

In short, every history teacher can guide students to create wonderful things and make our classroom full of life and vitality.

Extended content

Methods of learning high school history well

In modern society, learning has become an important demand of life. Starting from the two major tasks of adaptation and development, it has become an urgent requirement of the times to establish an independent concept of learning, engage in learning activities consciously, actively and purposefully, and "integrate knowledge with practice".

History textbooks are generally understandable to students. In the historical field, the contradiction between "knowledge" and "ignorance" is not prominent, but more the difference between "knowledge" and less, deep and shallow. For history study, students can learn to find, analyze and solve problems by themselves with the help of reference books (Ci Hai, teachers' teaching reference books, teaching AIDS, etc.). Under the guidance of the teacher. Then, how can we learn creatively, improve the ability to acquire new knowledge, choose information and question difficult questions, and then achieve the harmony and unity of cognitive goals, skill goals and emotional goals? First of all, we must grasp a fundamental point: accurately, completely, systematically, firmly grasp and flexibly use the basic knowledge of history. Secondly, we should grasp two viewpoints: ① summarize and sort out the contents of teaching materials effectively, and build a complete and systematic subject knowledge system; Using the basic principles of dialectical materialism and historical materialism, we can scientifically understand history, including scientifically commenting on historical events and phenomena, evaluating historical figures, summing up historical experiences and lessons, and understanding the laws of historical development. The specific learning methods are explained in turn according to the various components of the current high school history textbook published by People's Education Press.

First, about the study of the textbook "Interpretation"

1. Use "explanation" to clarify the upper and lower limits of textbooks and reasonably divide historical stages.

2. Make use of the Notes to clarify the teaching material style and class hours, construct the knowledge system according to the teaching material style, and arrange and adjust the study time reasonably according to the class hours.

3. Use "explanation" to clarify the learning requirements, such as the introduction and text content in the basket at the beginning of each chapter of the textbook; Maps, pictures, tables and documents marked with asterisks in teaching materials must be mastered; Exercises are compulsory homework, etc.

Second, about the study of teaching material catalogue.

The catalogue of teaching materials is the general outline of teaching materials and the backbone of teaching material knowledge system. The research of teaching material catalogue mainly starts from the following aspects:

(A) the use of teaching materials directory, from a macro perspective to grasp the stages of historical development and the basic clues of historical development. For example, the first volume of Modern World History has five chapters. Except for the fifth chapter, which focuses on modern natural science and literature and art, the other four chapters clearly mark four stages of modern world history, namely, the rise of capitalism in Europe, the world during the capitalist handicraft workshop period and the formation of monopoly capitalism. Judging from the title of the section, the first chapter includes two aspects: the emergence of capitalist industry and commerce in Europe and its reflection in the superstructure field (sections I, II, III and IV), early colonial activities (section II); The second chapter includes three aspects: the arrival of the bourgeois revolution period (sections I, II, III, IV, V, VI and VII), the colonial expansion of western European countries (section III) and the rise of the national liberation movement (section VI); The third and fourth chapters include the development of capitalism, the workers' movement and the socialist movement, the national liberation movement and the colonial expansion and struggle of the great powers. Based on the analysis of four chapters, there are four basic clues in the modern world history: the history of capitalist development, the history of workers' movement and socialist movement, the history of national liberation movement and the history of international relations. The first clue is the mainstream that plays a leading role and reflects the essence of the historical development process. Therefore, the modern history of the world is a history in which capitalism came into being, developed and gradually formed a world system and turned to imperialism.

(2) Using the catalogue of teaching materials and combining the contents of teaching materials, grasp the stage characteristics of historical development. For example, the title of the sixth chapter of Modern History of China is "Socialist Construction Strides Forward in Exploration", which highly summarizes the stage characteristics of China's history from 1956 to 1966, and is the unity of exploration, stumbling and progress. According to the concrete analysis of the contents of the textbook, firstly, we made correct explorations: breaking the superstition of Soviet experience, formulating eight correct principles and policies, correctly handling contradictions among the people, carrying out rectification movement to listen to criticisms and suggestions from non-party people, summing up experiences and lessons in time, and adjusting the national economy. Second, there are mistakes and setbacks in the exploration: the serious expansion of the anti-rightist struggle has had ten adverse effects in theory, the general line of the second meeting of the Eighth National Congress ignored the objective laws, and the people's commune movement has seriously flooded and further developed the left-leaning mistakes; Third, although the road of exploration is tortuous, the general trend is forward: great achievements have been made in socialist construction in the past decade. On this basis, we can further deepen our understanding that the formulation of the principles and policies of the party and the state must combine and reflect the specific reality of China in order to promote the development of socialist construction; On the contrary, it will cause mistakes or setbacks; In today's modernization, we must adhere to the Marxist ideological line of seeking truth from facts.

(3) Read the catalogue across chapters, grasp the knowledge system of historical topics by using the catalogue of teaching materials, and study the history of historical topics. Taking the topic of workers' movement and socialist movement history as an example, the knowledge is classified according to the catalogue, and its knowledge system is as follows:

1. The birth of Marxism and the development of socialist movement (the third chapter of Modern World History);

2. The new development of the socialist movement and the birth of Leninism (Volume I, Chapter IV, Section IV);

October Socialist Revolution in Russia and the proletarian revolutionary movement in the capitalist world under its influence (19 18- 1923) and the socialist construction in the Soviet Union (Volume II, Chapter I, Section I, Section II, Section IV);

4. The development of socialist forces after World War II (Volume II, Chapter 4, Section 2);

5. Reform of socialist countries in 1950s and 1980s (Volume II, Chapter V, Section II);

6. The drastic changes in Eastern Europe and the disintegration of the Soviet Union (Volume II, Chapter VI, Section 1).

Once summarized in the order of the catalogue, the content and stage division of the historical knowledge system of this topic will be clear at a glance. It can be seen that it is a convenient learning method to study historical topics by using the textbook catalogue, which is not only convenient for sorting out and summarizing the topic knowledge and constructing the topic knowledge system, but also convenient for clarifying the historical development stage of the topic and then summarizing the characteristics of the stage.

Thirdly, the study of introduction.

Chapters are teaching units in the compilation of high school history textbooks. At the beginning of each department, there is an introduction in the box, and the content has its own emphasis. The purpose is to help us master relevant historical knowledge and deepen our understanding of the text from a macro perspective. The content of the introduction must be mastered, and the ability to sort out the basic clues and grasp the characteristics of the stage must be cultivated.

(A) the use of "Ancient History of China" introduction, grasp the basic clues of historical development and historical development stage characteristics. For example, the introduction of the second chapter points out that Xia, Shang and Western Zhou were the formation, development and heyday of China slave society respectively; The introduction of the third chapter points out that the Spring and Autumn Period and the Warring States Period were the period when the slave society disintegrated and the feudal society formed in China. The introduction of these two chapters not only points out the stage characteristics of the historical development of Xia, Shang, Western Zhou, Spring and Autumn and Warring States, but also reveals the basic clues of the formation, development, prosperity and disintegration of China slave society and the formation of feudalism.

"Ancient History of China" cultural part ***6 chapters. The introduction of these six chapters has the same structure; They summed up the reasons for this stage of cultural development, pointed out the characteristics of this stage of cultural development and summarized the performance of this stage of cultural development. Based on this, we can master this part of the textbook systematically and completely. Take 18 chapter "Sui and Tang culture" as an example:

1. Reasons for the cultural development in the Sui and Tang Dynasties: During the Sui and Tang Dynasties, China was unified in the north and south, with a vast territory, developed economy and frequent cultural exchanges between China and foreign countries.

2. Features: Brilliant.

3. Performance:

(1) Science and technology (architecture, block printing, astronomy, medicine) are leading in the world;

(2) Famous philosophers and historians come forth in large numbers;

(3) religious prosperity;

4 literature and art shine through the ages;

Sports are unprecedentedly prosperous.

(2) Using "An Introduction to Modern History of China", grasp the international and domestic situations related to the contents of this chapter and the stage characteristics of its historical development, pay attention to investigating the history of China in the general environment of world history at that time, and make clear the influence of world history on the historical process of China. Take the introduction of the first chapter of the second volume as an example: the first paragraph summarizes the domestic political situation at that time: the class relationship changed and the confrontation between countries appeared; The second paragraph points out that the United States and Japan compete in China; The third paragraph points out the influence of changes in the international situation (the crazy development of German and Japanese fascist forces and the "preemptive" strategy wrongly formulated by international producers) on the China Revolution.

(3) An Introduction to Modern World History is actually an outline of this chapter, through which we can grasp the basic content and historical development clues of a certain development stage of world history. For example, the introduction of Chapter V of Volume II actually introduces four aspects of world history from 1950s to 1980s:

1, the economy of major capitalist countries (Section 1):

① From 1950s to early 1970s, it was relatively stable and developed at a high speed;

② It entered stagflation stage at the end of 1970s;

③ Stagflation ended in 1980s and entered a period of low-speed development.

2, the reform of socialist countries (Section II):

① Since the mid-1950s, there have been many mistakes in the reform of the Soviet Union and Eastern Europe, and the effect is not obvious;

② Since 1970s, China's achievements in reform and opening-up have attracted worldwide attention.

3. International relations:

(1) The US-Soviet hegemony led to international turmoil (Section III);

(2) The two camps gradually disintegrated (the Soviet Union tried to control China, and Sino-Soviet relations broke down; The economic and political development of capitalism is unbalanced, and the hegemonic position of the United States is shaken. Section 3 and section 1, item 2).

4, the development of national movement:

(1) The complete collapse of the imperialist colonial system and the rise of the Third World (Section IV);

② Economic development in Asia since 1970s and 1980s (Section V).

In fact, the above four aspects are the four basic clues to the development of world history in the 1950s and 1980s. If the clues are connected in series, historical knowledge can be systematized and organized effectively, which is conducive to clarifying the internal relations between knowledge points and forming a complete knowledge system.

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