The so-called running account is actually that the teacher asks you to explain the ideas of the research process clearly.
In the second part, we will enter the substantive research. If it is a study of historical celebrities, we can analyze their contributions or achievements, why they make such judgments, what are the reasons, draw conclusions and so on.
You can make an outline first, and then collect reading literature. If you watch too much, you will make your own judgment. Record these judgments in an orderly way, and you will become a paper.
Nowadays, the teaching contents of history courses in middle schools are extremely diverse.
In addition to teaching materials, there are rich extracurricular historical materials and opinions.
These historical materials and viewpoints can supplement and expand the historical materials and viewpoints of textbooks, can be another interpretation different from the perspective of textbooks, and can be a revision or even denial of the viewpoints of textbooks.
A teacher is a teacher who teaches students how to read books and how to collect historical materials for research. The information collected by students, the teacher will not be outdated, students put forward different opinions from textbooks and teachers, and teachers become students; Students are their own teachers when they study independently, and they are also their own teachers when they search and discuss with each other.
With the great changes in society and education, the study of historical topics or special topics has become an indispensable aspect of modern teaching.
Whether it can effectively guide students to study history topics has also become a key to cultivate students' creative thinking ability to assist classroom teaching.
Teachers design and create or guide students to enter the historical research situation, so that students can choose historical topics independently, practice the process of historical research, explore the formation and development process of historical knowledge, and internalize the system of historical knowledge.
While carrying out effective receptive learning, we will gradually form a proactive learning style that can actively explore history and attach importance to solving practical problems.
Under the guidance of teachers, students comprehensively use various thinking modes and ways to carry out research on topics, overcome stereotypes, choose the best solution to problems through the matching of various information and knowledge, or systematically synthesize, or create new methods, new concepts, new images and new viewpoints through analogy, intuition and inspiration, thus making a breakthrough in understanding or practice.
At this time, the extracurricular historical materials of middle school history provide a broad space for students to carry out research on topics.
First, through the use of extracurricular historical materials, stimulate students' interest in studying historical topics.
Confucius said, "Those who know are not as good as those who know, and those who know are not as good as those who are happy.
"Psychological research also shows that there is a positive correlation between interest and creativity.
To turn intrinsic motivation into thinking power, teachers need to use scientific methods in history teaching to stimulate students' strong interest and thirst for knowledge.
Many historical materials other than history textbooks are not only vivid and interesting, but also truly reproduce historical phenomena.
Proper use can be an incentive to activate students' thinking.
For example, in the Opium War, China was a just defensive war, while Britain was the aggressor who started the war.
Although the Qing Dynasty was corrupt and incompetent in the war, many patriotic generals and people actively resisted foreign aggression. Britain, which started the war, was at a relative disadvantage in the war, but the final outcome of the war was China's defeat.
Why is this happening? What can we learn from it? Faced with this topic, many students have a strong interest. Here, teachers can guide students to search and borrow books online, collect a large number of extracurricular historical materials, then analyze and synthesize them, write historical stories, write historical tabloids and write a series of small historical papers.
After students' careful analysis, search and recombination of historical materials, the following related understandings are obtained:
On the eve of the war, there were great differences between China and Britain in politics, economy and foreign policy.
This difference in turn led to the end of the war between the two countries in the future.
The political differences between the two countries before the Opium War: China, the late feudal society; Britain has completed the industrial revolution and is in a period of rapid development of capitalism.
Economically: in China, the self-sufficient small-scale peasant economy is dominant; Britain has become a "world factory", and the capitalist mode of production has defeated the feudal mode of production.
Foreign policy; China, Qing * * * adhere to the closed door; Britain further colonized and plundered foreign countries and planned to invade China.
These differences led Britain to launch the Opium War against China.
Tell us that you will be beaten if you fall behind. Only through reform and opening up can we become a world power.
For another example, when a student was reading an extra-curricular book, he saw an article about the abolition of the prime minister system in Ming Taizu, and combined with his own understanding of the history of the Ming Dynasty, he had a question: Why did Zhu Yuanzhang, the Ming Emperor, abolish the prime minister system in China for more than a thousand years? Under the guidance of the teacher, several students, mainly him, organized a research group on the history of the Ming Dynasty, consulted a lot of materials in the library and online, and finally found historical materials in the History of the Ming Dynasty-the History of the Emperor Taizu, which proved that Ming Taizu wanted to abolish the prime minister system from the perspective of the high concentration of imperial power at that time, and the abolition of prime minister power was divided into six parts, which greatly strengthened the power of the emperor and thus safeguarded the rule of the Zhu Ming Dynasty.
After a semester's research, the research group of Ming history has written a series of small historical papers, which have incisively discussed their views.
Second, let students look for extracurricular historical materials and expand the knowledge of students' research topics.
In the usual research, the historical materials in the textbooks, as the materials for students to study a historical topic, sometimes can not fully reflect historical figures and events.
This not only requires teachers to supplement appropriate historical materials, but also requires students to increase their understanding by consulting historical materials after class.
In this way, students can contact and study each other through a variety of historical materials, so that students can understand the true face of history from historical materials and truly achieve "the combination of history and theory, and the theory comes from history."
So as to further broaden students' thinking space and broaden students' knowledge when studying topics.
For example, in the book "The New Crisis in China's Borderlands", it involves how to correctly evaluate the Left.
The textbook provides a piece of historical data, that is, Zuo said: "The situation in the north is becoming increasingly urgent because the Russians invaded Heilongjiang.
Let me look at my western expedition again. It's been planned for a long time and the engine is fast, so we need to prepare urgently.
"After reading this historical material, many students think that" Left "can only be understood from the anti-Russian aspects in the textbooks.
It seems a little insufficient to fully understand him. At this time, teachers can guide students to inquire about the other two historical materials reflecting different historical periods.
For example, Zuo wants to crack down on bottleneck thieves, make arrangements in Hang Cheng, and go to the county to fight a lot of soldiers, and it is getting farther and farther away from Zhejiang.
On the Zhejiang-Jiangxi border, Zeng Guofan consulted with Zuo, giving consideration to each other, and strictly cutting off the road of thieves and bandits. He must never take it, taking the lead and moving the whole body.
"The other is" since the beginning of the maritime war, Tessie has been crossing the sea with robotic boats, and Britain, France, Germany and Russia have boasted their guns. In Japan, they have tried their best to eat and eat, taking advantage of their weaknesses and stepping on their shortcomings. At this time, it is necessary to talk about self-improvement.
"Through the research and analysis of these historical materials, it is not difficult for students to realize that Zuo was one of the executioners who suppressed the Taiping Heavenly Kingdom movement; During the Westernization Movement, he was one of the representatives of the Westernization School and advocated learning from advanced western science and technology. Oppose Russian aggression and firmly advocate the recovery of Xinjiang.
On this basis, it is easy to form a complete evaluation of Left.
Another example is Columbus's voyage to the Western Ocean, which is the content of the second section of Chapter 1 of the textbook for senior two, "Opening up new routes and early colonial activities".
Then, when giving the students the first history lesson, they will briefly introduce the life of Columbus, some diaries of his first voyage to the West and some chapters of the Complete Biography of Columbus written by Li Longqing.
Students are required to read and analyze these materials in their spare time in the next class.
After the formal class, first of all, the basic process of opening up new routes and the hardships experienced by Columbus and other navigators in the process of opening up new routes were demonstrated with courseware.
Then, let the whole class discuss the inevitability and influence of the new route in groups, especially the evaluation of Columbus's voyage to the West.
Finally, the whole class pays attention and lets the representatives of each group explain the discussion results and write them on the blackboard.
Because students have more information than textbooks and take a long time to prepare, their conclusions not only cover the contents of textbooks, but also have some understandings beyond the contents of textbooks.
For example, some students said that Columbus's voyage to the West initiated a new era of modern human civilization, which was an epoch-making event, and its significance and value were no less than that of the British bourgeois revolution.
However, some students said that the opening of the new air route has opened up the exchange and integration of "intercontinental immigrants" and their cultures, creating conditions for the formation of a new culture similar to "American culture."
Third, reasonably guide students to explore historical materials, divergent thinking, and increase the profundity of the topic.
Extracurricular historical materials, especially documentary historical materials, are people's understanding of something in the past. People who write historical materials express their views from their own standpoint and are subjective.
Students need correct methods to learn how to use these historical materials for research.
First of all, teachers should let students directly read various historical materials, contact various historical documents, and introduce various viewpoints and explanations; Then, guide students to explore, think and analyze directly in various ways: who made these historical materials, when, why and how reliable are they? Through after-class thinking and exploration, collective discussion, after-class access to information and other ways, let students form their own views under their own thinking; Finally, under the guidance of the teacher, correct and profound views and opinions are formed.
In a word, more attention is paid to the application of extracurricular historical materials in history teaching than before, and these extracurricular historical materials are basically selected around the key and difficult contents of the textbook, which complement each other with the main contents and are situational, typical, profound and enlightening.
Teachers should attach importance to the use of extracurricular historical materials, create historical scenes, stimulate students' interest in learning history, stimulate students' spirit of active learning, and thus create a positive thinking atmosphere; By guiding students to consult a large number of extracurricular historical materials, strengthen the connection between historical events, let students fully understand a historical event and historical figures, thus broadening their thinking space and cultivating the breadth of their creative thinking ability; By exploring, questioning and analyzing historical materials, students can initially learn the ability to study history independently.