It is the development and sublimation of emotional attitude, values, ability, skills and knowledge. This paper discusses how to organize the activity class of historical drama, and combined with many years of teaching experience, makes a comprehensive reflection on the teaching of historical activity class, especially historical drama. Promise not to copy Zhan's selection results (this column is to be filled in by the judges) 2 Let drama activate history teaching Zhan Guangzhou No.3 Middle School Abstract: Drama is one of various activity classes in history teaching. By creating vivid historical situations, historical drama activity class allows students to actively participate in the teaching process as the main body, by establishing themes and materials, jointly writing scripts, rehearsing performances, and finally participating in self-evaluation and comprehensive evaluation, so as to obtain vivid history. It is the development and sublimation of emotional attitude, values, ability, skills and knowledge. This paper discusses how to organize the activity class of historical drama. Key words: The goal of organizing the new drama curriculum reform in the history activity class points out: to change the current situation that the curriculum implementation places too much emphasis on learning, rote learning and mechanical training, to advocate students' active participation, willingness to explore and diligence in hands-on, and to cultivate students' ability to collect and process information, acquire new knowledge, analyze and solve problems, and communicate and cooperate. Whether this goal can be effectively achieved or not, the history activity class plays a very important role. The so-called activity class refers to a dynamic teaching form based on curriculum, guided by "promoting development through activity" in modern educational theory, characterized by students' autonomous learning, direct experience and active thinking, and aiming at promoting students' personality cultivation and innovative thinking. It emphasizes that through colorful teaching activities, students can actively participate in the teaching process as the main body, gain vivid experiences, and develop their emotional attitudes, values, abilities, skills and knowledge. Objective: To create vivid historical situations to help students better understand history. Small drama is one of the various forms of activity class. The teaching of historical drama is to show the elegance of historical figures and create a historical situation or scene through students' exerting their imagination and performing with various historical roles according to the historical facts in the teaching materials. After the performance, the actors, audience and teachers discuss the behaviors in the created historical situations and scenes, and cultivate and develop students' ability to analyze and solve problems. Drama teaching in history class is a highly operational classroom teaching mode, which fully allows students to experience history and learn historical thinking. To have a good little drama class, we should make full preparations: make clear the purpose and function, follow the principles and methods, organize division of labor and cooperation, show and reflect. First, the purpose and function of historical drama teaching: historical drama creates historical situations, which enables students to actively study history in an immersive state, which not only enhances students' interest in learning history, but also deepens their understanding of history. Play a multiplier effect. For example; "A Hundred Schools of Thought Contend" in the Cultural Rise of China (Ⅱ). Through classroom drama performance, students can not only master the basic historical facts of "a hundred schools of thought contend" in the Spring and Autumn Period and the Warring States Period, but also learn the ideological contents of various schools, experience and feel the inner world of historical figures such as Laozi, Confucius and Han Feizi, and further improve their ability to analyze and solve historical problems. Second, the principles and methods that should be followed in the design of short drama activity class: 3 (1) Interest principle: Without the pressure of junior high school history examination, interest becomes the key for junior high school students to learn history well, and teachers' colorful and innovative teaching activity design can stimulate students' interest in learning history. (2) The principle of teaching students in accordance with their aptitude: the teaching activity class is for all students, and each student has a different personality, so that each student has the opportunity to fully display his talents from different angles and in different ways in the activity class. For example, Social Life in the Song Dynasty guides outgoing students to play businessmen, while shy students play passers-by. Students with broadcasting talent do narration, and students with ingenuity do props. (3) The principle of timely evaluation: In the process of carrying out activities, teachers should give students targeted guidance, pay attention to students' feedback information, help students successfully complete practical activities, and make timely evaluation on the results of students' activities. Also, we should master the difference between activity class and culture class, and entertain and educate. The basic method of activity class is to carry out activities based on students' autonomy and practicality. In the whole activity, teachers are organizers, participants and instructors, rather than teachers-led general classroom teaching. Prevent it from becoming a general history course if you don't pay attention, and only some students can show themselves on stage. We must let students learn knowledge and exercise their abilities while doing activities, strengthen the spirit of cooperation among students and experience the fun of learning. Third, the organizational process of historical drama activity class teaching: 1, determine the theme of the activity and choose the material according to the actual needs, but pay attention to: First, the theme should not be too big, but it should be concrete and feasible; Second, it conforms to students' interest, knowledge level and thinking ability, and fully considers the requirements that students can achieve activities through hard work. (1) Seriously organize the small drama activity class in the textbook. The selection of historical short plays should make full use of various teaching resources. First of all, we should try to choose some story materials that can reflect major historical events in the teaching materials. For example, in the History of China (the first volume of grade seven) and Disputes in the Spring and Autumn Period and the Warring States Period, the story of Gou Jian, the king of Yue, "doing his best"; (the first volume of the seventh grade) there is a short historical play-Yan Zi makes Chu; (the second volume of the seventh grade) There is a short historical drama-Princess Wencheng enters Tibet; Furthermore, you can choose the materials in the textbook "Use your head", such as the legend of Lao Zi's combination of rigidity and softness in "Use your head" in "The Rise of Chinese Culture (II)" and so on. These activity classes are rich in types, such as competitions, debates, history, etc., which are basically synchronized with the contents of students' learning and provide rich content for our activity class teaching. Therefore, in teaching, teachers must carefully organize these activity classes, fully mobilize students' enthusiasm and give full play to their main role. ② Make full use of extracurricular resources. The new curriculum requires teachers to become the builders and developers of the curriculum, and the new curriculum increasingly requires teachers to have the ability to develop localized, localized and school-based courses. Therefore, teachers must fully develop local curriculum resources and guide students to integrate into their hometown and society. Activities can be carried out in combination with the cultural relics around us, so that students can receive filial piety education, love their hometown more, know how to honor their parents and respect their teachers. The material of historical drama can also be selected from extracurricular materials. For example, in the activity class "A hundred schools of thought contend", each group of students collected many stories about hundreds of people and identified five stories: a. Tyranny is fiercer than tigers (reflecting Confucius' idea of opposing oppression and exploitation of people and advocating "benevolent government"); B. There must be a teacher in a threesome (reflecting Confucius' educational thought of modesty in learning); C. Laozi combines rigidity with softness (reflecting Laozi's thought of "combining rigidity with softness"); D. Sun Tzu trains ladies-in-waiting (reflecting Sun Tzu's thought of "strictly administering the army"); E. A blessing in disguise is a blessing in disguise (reflecting Laozi's simple dialectical thought). These vivid stories can help students understand the thoughts of Confucius and Laozi. ③ Select the content that students are interested in or find difficult. The new curriculum advocates people-oriented and student-oriented development, and students should be fully respected. Therefore, when teachers choose the theme of activities, they must not ignore the students' dominant position, and do not choose the content according to teachers' likes and dislikes. As long as students are interested and closely related to social life, they can be used as the content of activity classes. 2. Students should be grouped after the theme is determined. It is best to let students combine freely in groups, so that they can cooperate more effectively in the process of activities. Members of each group should divide their work and determine the content of the collected materials. Through group study, cultivate students' ability of unity, cooperation and communication with others. Students collect and sort out information extensively to form research results. Data collection stage is a very important stage in the activity class, which determines the success or failure of the activity class. Students' information sources mainly include: field trip, investigation, visit, consulting library materials, surfing the Internet, etc. In this process, on the one hand, teachers should give full play to students' main role and let students explore and discover by themselves; On the other hand, teachers should give full play to the leading role and become the guide, cooperator and coordinator of students' learning. Teachers mainly give students some strategic and macro guidance, guide students to find the right research methods, help them correctly identify materials and screen materials, so as to process information from coarse to fine, from surface to inside, from here to there, find problems and solve them. 3. Scripting of Historical PlayAn important task of organizing historical drama activities is to write scripts. For good students, students can create their own works, supplemented by the guidance of teachers; Poor, can be written by teachers and students. Compilation requirements: first, the theme is clear, relying on teaching materials, highlighting major events and important people; Second, it is short and pithy, which can give students some education and inspiration. The content of the script generally includes four aspects: 1). Prop preparation (items that are easy to find in daily life and can express the content of the sketch); 2). Character action design (design some simple actions that can express the character and characteristics of the character); 3). Story plot (consistent with historical facts, easy to perform, difficult to perform, with narration); 4). Character dialogue (be concise and vivid, easy to understand, and try to use spoken language). 4. After many rehearsals, let the students enjoy the exhibition. You can choose each class to perform in class, or you can use the unified activity class schedule in each class competition. No matter what form it is, it is necessary to evaluate and summarize it in time. Students can evaluate themselves or each other. Teachers and parents can also participate in the evaluation, focusing on the process, trajectory and emotional experience of students' activities, not just the results, and giving full play to the incentive and guiding functions of evaluation. Through students' self-evaluation, let students learn to practice and constantly reflect on themselves; Through mutual evaluation among students, students can learn to appreciate others and learn their strengths. Give praise to outstanding students, put the evaluation results and student works into the student growth record bag, and let students see their growth footprints. Fourth, the reflection on the teaching of historical drama activities. The setting of history activity course is the result of the development of history course. However, the teaching of historical drama activity class is still in the exploratory stage. How will the students develop through the teaching of historical drama activities? What new requirements does the activity class teaching of historical drama put forward for teachers? Although our research is not mature enough, we have the following understandings. 1. The activity class of historical drama and the regular history class complement each other. The historical knowledge learned in the regular history class can be experienced and understood in the small drama activity class, which can be used to solve the problems in the activity class and test the students' practical application ability of historical knowledge through activities. The ability of history discipline formed by historical drama activity class is conducive to further study of conventional history knowledge. 2. The activity class of historical drama reduces the constraints on teachers and students, provides a broad space for students to learn history, enables students to truly appreciate the richness of history, and provides a broad platform for students to learn history, thus forming a strong interest in history learning and making students change from "I want to learn" to "I want to learn". 3. The process of activities is also the process of students going deep into social practice. In this process, students pay attention to society and life, thus enhancing their sense of social responsibility and historical responsibility. 4. The teaching of short drama activity class puts forward higher requirements for teachers, which require teachers to have good teaching quality, guide educational practice with new educational concepts, constantly update their knowledge and optimize their knowledge structure. In addition, we must have strong organizational ability and innovation ability. At the same time, the role of teachers is also changing. Teachers are no longer just the imparting of knowledge, but also the collaborators of students' learning, the developers of courses and the researchers of education and teaching. The process of activities is also a process of common learning and common development between teachers and students. 5. In order to facilitate the development of activity classes, we must further improve the evaluation system and establish an evaluation system that can really promote students' development and teachers' improvement. First of all, the evaluation of students' history learning achievements should include students' performance in history activity classes. Even in written examination, open-book examination and open-ended questions can be considered, so that students' evaluation can serve to improve their ability. Secondly, the evaluation of teachers should not only pay attention to teachers' teaching ability and effect, but also pay attention to teachers' ability to design teaching activities and the effectiveness of teaching guidance, so as to promote teachers' enthusiasm of "organizing colorful teaching practice activities", make teachers fully display their teaching wisdom and make teaching a truly creative activity. In short, in order to carry out the history activity class well, teachers need to update their educational concepts, understand the types of history activity classes and grasp the organizational process of history activity class teaching; At the same time, schools should also correct some practices that violate the requirements of quality education and create a good environment for teachers to carry out activity class teaching. 6 References: The Effective Teaching of History Classroom by Ruan Qiaoling and Wang Wei of Beijing Normal University Press, The Application of Game Method in History Teaching in High School, 2009. 12 Zhao on the Individualization of the Art of "God Man" in History Teaching in Middle School June 2009 Cheng Xiangxian's Analysis of the Requirements of Drama Teaching for History Classroom, and Cai Ruyi's History Teaching in Middle School August 2009.