Highlighting key points and solving difficult points are important links in the history teaching process in middle schools. In actual teaching, teachers' handling of important and difficult knowledge is often a mere formality, especially the handling of difficult points, which is often unsatisfactory. Teaching design is difficult, but it has become a forgotten corner in the classroom. Students have no choice but to look on coldly. How to solve it? The author thinks that we should collect relevant information, dig carefully, set up appropriate teaching scenarios, formulate effective breakthrough measures, adopt practical teaching methods, let students actively participate and strive to break through difficulties.

First, the material analysis method. This is a common way to break through difficulties. By supplementing relevant materials, students can have a reading experience and deepen their understanding of the problem, so as to solve the difficulties and pass the customs smoothly. For example, how to understand the essence of code of hammurabi in the lesson of ancient Asian-African civilization? It is difficult for junior high school students who have just come into contact with world history. Guide students to consult the relevant contents of the code: slaves can be bought and sold to pay off debts; If a slave dares to say "you are not my master" to his master, his ears will be cut off; If the barber shaves off the slave sign on the head of the slave owner without the permission of the slave owner, the barber's hand will be cut off ... In reading and understanding the materials, it is not difficult to understand that "it is a legal document of the nature of a slave owner", and its essence is to protect the slavery system. Using material analysis to solve difficult problems is not only impressive, but also cultivates students' history learning methods and thinking habits of "discussing from history".

Second, the tabular comparison method. Comparative method is a method that people usually use to understand things. Only through comparison can we distinguish and understand the essential characteristics of things. As the famous Russian educator ushinski said, "Comparison is the basis of all understanding and thinking". For example, in the two Sino-Japanese War in modern times, the basic situation was that the enemy was strong and we were weak, but the outcome was completely different: China was defeated in the Sino-Japanese War, and the powers took the opportunity to set off a frenzy to carve up China, and War of Resistance against Japanese Aggression China won, which laid the foundation for the victory of the new-democratic revolution. What are the main reasons for the different endings? It is difficult for students to summarize. If we compare the leadership, mass mobilization, strategy and tactics, international environment and other aspects of the two wars in one table, then the above different endings will naturally appear. This comparison of historical events with the same characteristics or similar properties seeks differences in similarity, seeks common ground in differences, removes the rough and extracts the fine, from the outside to the inside, from the phenomenon to the essence, thus helping students find out the inevitable connection between historical events.

Third, hierarchical questioning method. For the more difficult problems, we might as well break them down into several related small problems according to the degree of difficulty, and the gradient is progressive, from difficult to difficult, from easy to difficult. For example, how to help students understand the nature of the proletarian regime of the Paris Commune more than 100 years ago is a major difficulty in teaching, because the problems of the state system and regime and the nature of the state regime in world history have exceeded the students' current knowledge level. Teachers can break this big problem down into the following steps: (1)/Which two classes fought face to face in the March Revolution of 8? (2) What are the components of the Paris Commune? (3) What measures has the commune taken? Which class are these measures for? (4) Why is the Paris Commune a proletarian regime? Students go deeper and deeper along these steps, and finally follow them.

Fourth, the structural reorganization method. No matter which version of the textbook students use, the arrangement of some chapters or a subtitle of the textbook is sometimes puzzling because of the uneven level of intelligence and understanding of students from different places. This requires teachers not to stick to the arrangement of textbooks in actual teaching, but to break the structure of textbooks, boldly introduce new information and their own thoughtful ideas, and reorganize the knowledge structure of textbooks. For example, the textbook "The Age of Coexistence of Ethnic Regimes" is arranged according to the establishment of the Northern Song Dynasty, Liao Dynasty and Xixia Dynasty and the confrontation between the Southern Song Dynasty and Jin Dynasty. Students' understanding of political power and ethnic relations is complicated. In teaching, I designed it according to two major sections: the coexistence of ethnic regimes and ethnic relations in the Song Dynasty.

Fifth, the angle transformation method. Emphasis on discovery learning, inquiry learning and research learning has become an important feature of this teaching reform. [1] In view of the difficulties in teaching, students should be taught to analyze from different angles and explore from different levels, so as to find a solution to the problem. For example, in the course of foreign economic and cultural exchanges in the Ming Dynasty, "the significance of Zheng He's voyage to the West" is the key and difficult point of this course. Textbooks only say that "Zheng He's voyages to the West expanded the economic and cultural exchanges between China and Asian and African countries", which is an understatement. How did Zheng He's voyages to the West expand the economic and cultural exchanges between China and Asian and African countries? Is there any other meaning? Students are not easy to understand. In class, I instruct students to analyze and solve this difficulty from the following angles: through the introduction and display of Zheng He's fleet size, one of the significance of Zheng He's voyage to the West is that China had superb shipbuilding technology and navigation technology at that time; By watching the commemorative stamps and related videos of Zheng He's voyage to the West, we can understand the second significance of Zheng He's voyage to the West: the Ming Dynasty established friendly relations with more than 30 countries and expanded the economic and cultural exchanges between China and Asian and African countries; By comparing the two great feats in the world navigation history in the15th century, we realize the third significance of Zheng He's voyage to the West: the feat in the world navigation history and the pioneer of navigation activities.

Sixth, the principle-oriented method. As the saying goes, "there is no distinction between politics and history", many historical problems can sometimes be easily found if analyzed by the principles and viewpoints of political science. For example, it is difficult for students to understand the root causes of the failure of the Paris Commune. Junior high school politics should guide students to contact the principle of production relations, and teachers should help them analyze: the failure of the Paris Commune profoundly shows that the economic base determines the superstructure, and what kind of economic base must have the dialectical materialism principle of the superstructure. The Paris Commune can drive away the reactionary government, but it can't resist the counterattack of the driven government. On the surface, the reactionary government is powerful, but it actually contains deeper connotations. This is that the principle of political science is often used to guide the analysis of historical phenomena, and students can gradually learn to analyze and solve problems from the perspective of historical materialism.

Seven, the scene creation method. The reform of history curriculum requires establishing a student-centered teaching concept, encouraging teachers to creatively explore new teaching methods, improving teaching methods and means, creating a good learning environment for students and stimulating students' interest in learning history. [2] When students are studying the constitutional movement, it is difficult to understand that the proletariat demanded universal suffrage to participate in state management when it was not rich at that time. Teachers use multimedia, slide shows and other means to show some relevant materials (including audio and video) to create the atmosphere of the workers' movement at that time, so that students' sense of participation is influenced by the workers' struggle, and students can understand and draw a conclusion that the nature of this movement is "the first mass and political proletarian revolutionary movement in the world". Solving difficulties by creating scenarios not only conforms to students' psychological characteristics and cognitive level, but also cultivates students' ability to draw conclusions on the basis of independent thinking.

Eight, the story adaptation method. Adapting some difficult knowledge into easy-to-understand, vivid and interesting stories will greatly reduce the difficulty of the problem and help solve it. For example, "How to evaluate the alliance of Buddhist monasteries?" This is the difficulty of this lesson. On the basis of respecting historical facts, I adapted such a short story: Uncle Zhang lived on the border of Song and Liao, and his eldest son died in a battle against Liao. Because of the war, his family's life is very unstable and difficult. After the alliance of monasteries, the society was stable. Uncle Zhang started a business, exchanged silk and cloth for each other's sheep, and set up a woolen garment factory with his second son. Clothes are cheap and good, and the Khitans are scrambling to buy them. Uncle Zhang's pockets are bulging, and his days are getting more and more prosperous. Through the arrangement of this short story, students have a deeper understanding of the relationship between Song and Liao before and after the Single Source Alliance, especially the peaceful scene brought by the Single Source Alliance, so the difficulties are broken. Teachers often encourage students to compile abstract historical knowledge into personalized stories, which not only helps to break through difficulties, but also cultivates students' expressive ability to state historical issues.

"there is a law in teaching, but it is impossible in teaching." Facing the difficulties in history teaching, we should first take appropriate measures to guide students to break through it with courage. At the same time, in solving one difficulty after another, students' strong will and innovative spirit are cultivated, and their ability to withstand setbacks is also enhanced.