It is also very important to inject more humanistic spirit into the current history textbooks and improve students' humanistic quality on the premise of revealing the universal laws of human society. Lenin said: "Patriotism is the deepest feeling for our country that has been consolidated for thousands of years." In the class of "The Rise of Chinese Culture", Qu Yuan remembered Qu Yuan through the Dragon Boat Festival, and briefly analyzed the poem "Lisao", hoping that students could feel Qu Yuan's strong patriotism. Throughout the ages, many people with lofty ideals have a patriotism and set an example for future generations. All kinds of historical examples are permeated with the fine traditions of the Chinese nation, and patriotism is the national spirit. History study sows the seeds of patriotism in their hearts and guides them to love the motherland. It takes hard study to realize the strength of the motherland. This is what students need to learn from history teaching.
The history of mankind is a history of constant innovation and pioneering. There are countless facts that brought great governance to society through reform and innovation in history: Qi Huangong made Qi strong through reform and became the first overlord in the Spring and Autumn Period; Shang Yang's political reform laid the foundation for the unification of Qin Dynasty. Emperor Xiaowen's reforms have realized the integration of the nation and the development of the country ... These reforms have embodied the spirit of reform that is determined to innovate and not stick to the rules, and have overcome many setbacks and obstacles in the reform process. Students learn their courage and fearless spirit of reform while absorbing historical knowledge.
Before middle school, many students knew that the history they knew was obtained from film and television works, so sometimes their understanding of history was biased, such as the evaluation of Qin Shihuang. Before learning the tenth lesson "Qin Wang Sweeps Liuhe", many students thought that Qin Shihuang was a tyrant and knew nothing about Qin Shihuang except his tyranny, so let them evaluate Qin Shihuang. They first said, "I think Qin Shihuang is a tyrant." So before the tenth lesson, I told my classmates what kind of person Qin Shihuang was, and we will come to a conclusion after learning the tenth and eleventh lessons. Then, after learning the tenth and eleventh lessons, a small debate about your Qin Shihuang began. Through this debate, students can understand that Qin Shihuang was an outstanding historical figure who made great contributions to the historical development of China, and he was also a cruel tyrant. His achievements are the main aspects, but they can't cover up his sins; His sins are deep, but this should not erase his great historical achievements. When evaluating historical figures or events, we must analyze and evaluate them under specific historical conditions and use dialectics and historical materialism to describe them. At the same time, we also ask them not to measure the ancients by modern standards. In history teaching, students need to learn dialectical methods, look at problems in two ways and get inspiration from history.
Take copper as a mirror to dress, people as a mirror to know gain and loss, and history as a mirror to know rise and fall. History teaching allows students to accumulate certain knowledge, but history teaching is not only to remember a few things and people, but also to give full play to the role of history discipline on the road of students' growth, so that students can accumulate and understand the humanistic spirit in history, shape a sound personality and know how to treat people and things correctly.