Model essay on the history of the seventh grade in junior high school: the application of historical stories in junior high school history teaching 1. Storytelling is more in line with the psychological state of modern junior high school students.
Traditional history teaching methods may be difficult to adapt to the learning interest of modern junior high school students and achieve ideal teaching results. Traditional classroom theory teaching can only dampen junior high school students' interest in learning, but can't effectively mobilize children's enthusiasm for junior high school history learning. Many students will give up studying history without the pressure of the senior high school entrance examination. Adding some historical stories to the classroom explanation is conducive to improving children's interest in learning. For example, in the first volume of the seventh grade of our Sichuan Education Edition textbook, there is a lesson about "ancient legends". Can we prepare a story before teaching? Dayu controls water? It tells the story of Dayu leading local residents to fight against floods. Dayu further summed up the previous experience and lessons, and thought that the flood could not be stopped, and it needed to be further diverted to complete flood control through flood discharge. The opening of such a story will effectively guide junior high school students to calm down quickly from the excitement after class and inspire them to listen to the story carefully, so as to further transition to the explanation of the whole course of Ancient Legends. Can it be further interspersed in the course explanation? Dayu controls water? The story makes the students' tired nerves further stimulate their interest in learning. Can they talk further after the course? Dayu searched the house but didn't go in? Stories can arouse students' further thinking, expand their thinking and cultivate students? Only with everyone can we have a small family? Dedication.
Second, storytelling is more in line with the needs of modern junior high school students' thinking development.
The development of junior high school students' thinking is not perfect, and their logical thinking, divergent thinking and abstract thinking are not very comprehensive. Sometimes you will encounter some abstract problems, and it is difficult for junior high school students to understand the truth contained in them. According to the lesson "The Rise and Fall of the Western Zhou Dynasty" in the seventh grade of Sichuan Education Edition, the rise of the Western Zhou Dynasty was due to Shang Zhouwang's fatuity, which led to the defeat of the Shang Dynasty and finally achieved the rise of the Western Zhou Dynasty. For junior high school students, this process is boring and there is no perceptual knowledge. How fatuous Shang Zhouwang was, and how the Western Zhou Dynasty rested at that time, these are the basic problems of students' knowledge emptiness. The knowledge structure based on this is a mirage. After a period of time, students will return these historical knowledge to their teachers. If the teacher tells some stories about how to be fatuous, such as the wine pool and the meat forest, and the persecution of the prime minister Bigan, it can form a concrete image of fatuity in the students' minds and deepen their understanding of the demise of the Shang Dynasty. This kind of understanding will build students' memory of the rise and fall of the Western Zhou Dynasty on the basis of understanding, and effectively establish their own learning foundation, which fully conforms to the characteristics of junior high school students' thinking development, because the time span of explaining ancient history in junior high school history teaching is relatively long, and many times the ancient people's ideas and ways of thinking are due to fishing in Jiang Shang? The narration of classic stories further deepened students' understanding of the inevitability of the rise of the Western Zhou Dynasty.
Third, storytelling fully conforms to the characteristics of history teaching.
The whole history teaching is just telling stories, telling the details of China's 5,000-year development and telling the rich events of the world's thousands of years of civilization. Therefore, storytelling completely conforms to the characteristics of history teaching. For example, the second volume of the seventh grade history textbook of Sichuan Education Edition begins with the reign of the emperor, the Tang, Song, Yuan, Ming and Qing Dynasties, and then develops from politics to culture and science and technology. The second volume of the whole seventh grade tells the allusions of various historical periods in ancient China. Only when the time span increases, it is difficult to achieve the real story-telling effect. This is because the problem of time span makes the whole history teaching abstract. Therefore, in this teaching process, the explanation of historical stories is further added to continuously improve students' understanding of some historical events caused by time span. There is a section in the seventh grade textbook of Sichuan Education Edition, "Wen Zhi Wu Kung Fu of Emperor Wu of Han Dynasty". Can you explain it? Yelang is arrogant? Historical allusions, that is to say, in the Han Dynasty, there was a small country called Yelang. After being flattered by ministers, the king here thinks his country is the largest in the world. At that time, the envoys of the Han dynasty arrived in the country, and the Yelang king asked, which is bigger, the Han dynasty or their Yelang? This was a huge shock at that time. Through this story, students have a better understanding? Yelang is arrogant? The meaning of idioms further understands the historical background of the Han Dynasty at that time. At that time, there was not only one Han Dynasty in China, but also many small countries around it, which further understood why Emperor Wu of the Han Dynasty wanted to further recover the frontier. It is only a simple historical story, but it can further explain the historical background of some important ways of governing the country of Emperor Wu of Han Dynasty, making this historical figure more prominent.
Fourthly, the theme of storytelling further meets the needs of history courses.
The purpose of storytelling is to make students not feel boring, boring and empty when learning the corresponding course content, and further deepen their understanding of the corresponding course content events. In many cases, the purpose of teaching should be clarified first, and the typical stories chosen should be able to explain historical events. For example, there is a passage in the history textbook of the seventh grade of Sichuan Education Edition, "The Formation of the Three Kingdoms". The formation of the Three Kingdoms period is that the forces of all parties are quite balanced. Before the Three Kingdoms, Shu and Wu were far less powerful than Wei. However, after the constant control of the man of the hour, the situation has changed dramatically. In this section, teachers can arrange typical stories such as "borrowing an arrow from a straw boat" and "borrowing Zhuge Liang from the east wind" in the whole teaching process, and the history of the Three Kingdoms period is thus divided. Assuming that Cao Cao is the only one in charge of the shanzhai, Zhuge Liang's great ambition will be difficult to realize, but the author also believes that only Liu Bei at that time went back to invite Zhuge Liang to come out of the mountain. These story cases are all to illustrate the reasons and historical background of the three countries' tripartite confrontation. Only such a story can meet the teaching purpose and original intention. V. Conclusion History teaching should be a very interesting process, but traditional teaching may seriously dampen students' enthusiasm for learning. Storytelling is a teaching method that conforms to students' psychology, history teaching characteristics and students' thinking development mode, and is helpful to the development of history teaching.
The seventh grade history composition in junior high school: the application of historical materials in junior high school history class: the concept of 1
1. 1 Historical materials: Historical materials are materials that recognize, explain and reconstruct the objective historical process, and are all traces left by the historical development of human society.
1.2 historical materials teaching: the historical materials teaching that arose in Britain in 1970s? Department of New History? The teaching model it advocates emphasizes? The focus of school history study should no longer be what happened in the past, but how to acquire knowledge. ? The basic idea is not only to teach students solidified knowledge, but also to teach students the methods of exploring historical knowledge, so this involves the problem of letting students use historical materials themselves. Only by using the practical experience of historical materials can students really master the method of exploring historical knowledge.
2 the necessity of teaching historical materials
2. 1 student needs: For students, the process of inquiry and activity is more valuable. The study of historical materials can help them enhance their true feelings about history, directly participate in historical problem-solving activities, and speak in historical language instead of reciting before the exam.
2.2 classroom needs: Mr Liang Qichao, Ceng Yun. Historical materials are the organizational cells of history. Without historical materials or inaccurate historical materials, there is no history. ? For the history department, to lead the study and research of history class, we can't just rely on some ready-made conclusions given by textbooks to organize the class. History class should not only know why, but also know why. Historical materials are an indispensable part in the process of organizing history classroom teaching.
2.3 the necessity of curriculum standards: < < ordinary high school curriculum standards > > also put forward specific requirements. In the process of mastering basic historical knowledge, further improve the ability to read and obtain historical information through various channels? . Here, the store? Historical information? The carrier is undoubtedly historical materials. Curriculum standards require students to learn the basic skills of obtaining historical information from historical materials in the process of mastering historical knowledge. It can be seen that historical materials are the premise and foundation for studying history and engaging in history teaching.
3 problems in the use of historical materials in history teaching
3.65438+
3.2 The uniqueness of historical materials selection: When it comes to historical materials, I think everyone's first reaction is words or thick history books, which makes people flinch, not to mention that junior high school students don't like reading, and even we adults may not be interested in reading them all. So what are the types of historical materials? Specific historical materials are divided into three categories: text, physical objects and audio-visual. Written historical materials are information about human historical activities recorded in words. In middle school history teaching, the most commonly used is written historical materials. Written historical materials are the main content of the senior high school entrance examination and the focus of our front-line history teachers. However, how to internalize written historical materials into relevant knowledge points requires the assistance of physical historical materials and audio-visual historical materials. Physical historical materials are places where predecessors created historical activities and physical objects created and invented by predecessors, which have been preserved or left behind in the development of human history. The demonstration of history class is mainly in kind. Audio-visual historical materials refer to teaching materials based on modern audio-visual media, including recordings, videos, records, slides, films, micro-movies, computer software and so on. Audio-visual historical materials can be truly, vividly and vividly reproduced? History? Scene, to build a beautiful historical space in students' minds, to help students master vivid and concrete historical knowledge, and to let students feel more historical phenomena and things.
3.3 abuse of historical materials, full of classroom themes: each history has a large number of historical materials, we can not use historical materials without principles, we should carefully choose historical materials. Faced with a large number of historical materials, teachers should pay attention to reasonable selection, focus on the key points, difficulties, contents and curriculum standards of textbooks, and choose the most situational, typical, profound and inspiring materials as question materials to cultivate students' targeted historical thinking ability and initiative innovation and practice ability.
3.4 Historical materials to discard the false and retain the true: Now is an era of knowledge explosion, and information is readily available, but learning history is not a literary creation, and history should be based on it, especially in front of historical materials. The primary task is to discard the false and retain the true, which is the basic requirement for teachers and historians. However, when students collect information, teachers should give students ways to distinguish historical materials so that students can learn * * *.
4 the principle of historical materials selection
4. 1 The appearance of historical materials should be timely: the so-called timeliness means that the time for supplementing historical materials should be appropriate and supplemented according to knowledge points. Teachers guide students to form their own views through various teaching methods. This method of in-depth study of historical materials effectively avoids the disadvantages of teachers telling or drawing conclusions directly in books and students memorizing them, and promotes the deepening of students' creative thinking ability. This requires us to find the right starting point when applying historical materials, and do it when we should.
4.2 The use of historical materials should be moderate. The supplement of historical materials should be based on teaching materials. When choosing historical materials, try to choose things that are easy to understand and help junior high school students understand. Historical materials are a supplement to teaching materials, but it is not necessary to supplement every knowledge point. Teachers must be careful not to add too much historical materials, otherwise it will be difficult to achieve good teaching results and dilute the theme in teaching.
5 the significance of using historical materials
5. 1 Respect students and stimulate students' interest in learning: interest is the best teacher, and history teaching should stimulate students' interest in learning. Many historical materials in textbooks and mastered by teachers can be used as materials to stimulate students' interest in learning. Attractive historical materials can be found everywhere in textbooks and various books. In addition, a large number of pictures and audio-visual historical materials can also stimulate students' strong interest and achieve ideal teaching results.
5.2 Respect knowledge and cultivate students' historical thinking ability: The past of history has increased the difficulty for middle school students to understand history. Many times, students just memorize the existing conclusions in textbooks with a little knowledge, which seriously violates the original intention of history education. Historical materials can vividly reflect the true face of history, which not only deepens and activates historical knowledge, but also expands the dietotherapy of students' historical knowledge, which is helpful for students to understand history accurately.