/Article/jsnh/jsnh 20 1002/jsnh 20 1002 178 . html

/e2 1web/content.php？ id=6 167 1

/content/PrintArticle.aspx？ newsid=75466

How to cultivate students' interest in learning history in history teaching

bright red

Interest is a non-intellectual factor, but it has an important influence on the development of intelligence. Students' interest in a subject directly affects the learning effect. Therefore, teachers in all disciplines attach great importance to the cultivation and development of students' interests. In more than a year's history teaching practice, I have gradually formed and mastered some methods to cultivate my interest in learning through my own continuous study and exploration. This paper talks about my own views on some experiences in teaching.

First, to cultivate students' interest in learning, students should not only realize the significance of knowledge to society and themselves, but also have a pleasant emotional experience in the process of engaging in activities, thus creating the need for further study. Therefore, in order to stimulate students' interest in learning, we must create a series of external and internal conditions.

1. Clarifying the significance of historical knowledge to society is an important condition for forming interest in learning. Research shows that under certain conditions, knowledge with obvious social significance has a special influence on students' interest and interest tendency.

2. Create certain task conditions for students to face some practical tasks. Just understanding the social significance of knowledge is not enough to ensure students' real interest in learning. Only by letting students discuss a practical task can they cultivate their cognitive interest more effectively.

3. The accumulation of historical knowledge is the basic condition for generating interest in learning. Research has proved that only when the actual knowledge of a certain knowledge field reaches a certain level can interest in this field be generated. Therefore, in history teaching, teachers must expand students' knowledge in a planned way. On the basis of students' existing knowledge, students can not only gain new knowledge, but also feel that they have learned something. Only in this way can the interest in learning be formed and developed smoothly.

In addition, internal conditions such as students' active psychological activities and necessary skills mastery make external conditions such as necessary material equipment and organizational leadership affect students' interest in learning.

Second, ways to cultivate students' interest in learning

(1) Explain historical facts vividly and concretely to develop students' imagination.

1 storytelling and popularization, for some history textbooks. Teachers should be good at telling stories. The so-called storytelling is not to make up stories at will to cater to students' psychology, but to arouse students' imagination with the language of popular images through concrete descriptions with details and scenes, so that abstract and vague historical events can be clearly highlighted and the characters can be fuller, thus leaving a deep impression on students. For example, when telling the story of the emperor and Yao Shunyu, teachers can tell students the story of "Three Emperors and Five Emperors" according to historical facts. By telling the historical origin of the Chinese nation, students have increased their knowledge, deepened their understanding of the motherland and received vivid patriotic education.

2. Linking historical phenomena with certain historical background and environment. Historical phenomena are strange and far away to students. When teaching, teachers can present the time, place, natural and social environment of historical phenomena to students, which broadens the imagination time and space for students, which plays an extremely important role in forming a complete and correct view of history for students.

We should be good at selecting historical documents that can reveal the essence of events in the historical era for students, enhance the concreteness of narration and enrich the persuasiveness of arguments. Help students to enhance the sense of the times of historical facts. For example, in the lesson "Liao, Xixia and Northern Song Coexistence", students confuse Yang Ye, the national hero of Northern Song Dynasty, with Yang Jiye, the old duke in the ballad "Yang Jiajiang", which leads to misunderstanding. In view of this situation, I introduce Yang Ye according to historical facts, and analyze the differences and connections between big talk and historical facts. On the other hand, I choose some historical documents to explain to students, thus effectively demonstrating my understanding of Yang Ye, a historical figure. At the same time, it also mobilized students' enthusiasm for reading history and set off a reading craze.

Quote appropriate poems and ballads to enhance the vividness and authenticity of the narrative.

(2) Pay attention to the inspiration and induction of teaching, reproduce "historical scenes" and encourage students to explore problems consciously.

1 teachers should be good at designing enlightening questions to stimulate students' curiosity. Thinking always starts with questions, and questions are raised. Starting from the past and specific characteristics of history, we should adhere to the principle of the unity of history and theory, grasp substantive issues in teaching, make use of the contradiction between old and new knowledge, ask questions with appropriate difficulty, attract students' attention, stimulate students' active thinking, and cultivate students' lasting interest in history.

Audio-visual teaching methods such as audio-visual, creating scenes, recording (video recording), projection and slide show have been widely used in daily teaching of various disciplines. However, how to make various forms of audio-visual education serve teaching effectively is a problem that people have been discussing. In history teaching, some contents can be used repeatedly through audio recording and video recording (video recording, projection and slide show) to reproduce the time, place, historical background and process of historical phenomena and give students full perceptual knowledge. For example, in the "Battle of Guandu" in the "History of the Three Kingdoms" lesson, the teacher can briefly introduce the whole story of the battle of Guandu, so that students can have a preliminary understanding. Later, the teacher can choose to play the music of the war scene filled with smoke or the recording of the battle cry, and introduce the course of the war in detail while playing the recording. In the meantime, the teacher kept changing slides with the story. Most of the predictions are made by teachers. The activity can be divided into several parts and made into projections respectively. Under the rendering of music, the students witnessed the fierce battle scenes with swords and shadows, and listened to the wonderful description made by the teacher in a cadence tone, feeling as if they were in a battlefield full of war. This not only cultivates students' strong interest in history class, but also puts students under specific historical conditions to understand and analyze history, which plays an important role in deepening students' memory and enhancing students' understanding of history itself.

Teachers should be good at combining reality and stimulating students' thirst for knowledge. Connecting with practice is to explain the historical roots or new features of modern facts. Cultivate students' cognitive ability of "making the past serve the present" and stimulate students' enthusiasm for learning historical knowledge.

Cultivate students' ability to find, analyze and solve problems. Teachers should take concrete measures to encourage students to question boldly, so as to "ask when in doubt" and "solve several problems". On the basis of fully affirming students' doubts, teachers can provide students with ideas, methods and necessary historical documents for analyzing and solving problems according to accumulated historical knowledge and information provided by teachers. Gradually forming the habit of thinking hard can further consolidate students' interest in learning history.

5 "Go into history" to explore the profundity of interest

The so-called "into history" is what we call "into the role" every day. But this role is to reproduce historical phenomena and historical scenes in a specific historical atmosphere. Students observe and understand history under certain historical conditions. So as to explain their own views and achieve a thorough grasp of historical knowledge. The purpose of excavating the profundity of students' interest is to let students "walk into history". On the basis of understanding and analyzing teaching materials, teachers must choose appropriate content and design teaching materials from different angles, levels and forms to strengthen the persistence and profundity of students' interest. In this respect, Erdeng Zhu, a teacher of Beijing No.3 Middle School, has a unique method. For example, when she was talking about Battle of Red Cliffs, on the issue of Sun and Liu Lianhe's resistance to Cao, the historical scene of "Zhuge Liang and Confucianism" was introduced. She asked the students to play the role of a group of Confucians, and had a debate with Zhuge Liang on the anti-Cao issue. The conclusion reached was the reason why Battle of Red Cliffs won or lost. Let students enter the role, it is important to let students understand the social environment at that time. Put forward convincing arguments and arguments according to the objective conditions at that time, "based on historical facts." Teachers can process the debate results into systematic conclusions after the debate. This method plays an important role in promoting students to consolidate and deepen their existing interests and improve their interest level.

(C) enrich the content of teaching materials, expand knowledge.

Some of the methods introduced above to cultivate students' interest in learning are the result of my continuous learning and exploration in teaching practice. However, there is no fixed teaching method, and the key lies in the correct method and skilled use. Only by proceeding from the reality of teaching materials and students and being brave in learning and innovation can teachers explore a successful way of history teaching.

How to Cultivate Students' Interest in Studying History

Click: 1 144 font: print articles, view comments and receive feedback.

In the new curriculum standard, it is required to cultivate students' inquiry ability, so that students can change from passively accepting knowledge to actively exploring knowledge, which requires increasing students' interest in learning history. Teachers should consider the application of teaching materials, content arrangement, teaching methods and other aspects, so that students can invest in learning more effectively.

How to Cultivate Students' Interest in Studying History

An educator once said: "If people have no appetite for food and just swallow it, it will only cause nausea and vomiting, at least indigestion and poor health. On the contrary, he is willing to accept and digest it well. " Eating is like this, and so is studying history. If students are not interested in history study, they will lack positive initiative and just passively accept the boring indoctrination from teachers. Therefore, it is very important to stimulate and cultivate students' interest in learning in history teaching, which is also an effective way to reduce students' academic burden and improve the quality of classroom teaching. As the saying goes, "there is no burden under study." History is a subject with strong memory, and stimulating students' interest in learning history is also the key to improve their memory ability. So how to stimulate students' interest in learning history and make them happy, good at learning and good at learning?

First, lead by example, teach by example and infect students.

Romain rolland famously said, "If you want to spread sunshine in other people's hearts, you must have sunshine in your own heart." Similarly, to stimulate students' interest and enthusiasm in learning history, teachers themselves must first have rich sources of historical emotion. Where does this source come from? Teachers can only read widely at ordinary times, dig deep into teaching materials, and constantly study curriculum standards and exam instructions; Only by reading extensively, accumulating knowledge, constantly summing up and reflecting, and having a bucket of water knowledge base, can we achieve mastery in teaching, and then choose the explosion point of knowledge interest to stimulate students' interest and enthusiasm in learning history, so as to achieve the goal of a glass of water.

Second, try to introduce new courses to stimulate students' interest in learning.

Whether a class can attract students is very important for introducing new courses. One way to introduce new classes is to set up doubts and create suspense. This can concentrate students' effective attention, let them enter the learning state with an anxiety to eliminate doubts, and become interested in the process and results of inquiry. For example, when talking about the "American Civil War", use "The United States embarked on the road of developing capitalism through the War of Independence. 1Why did a large-scale civil war break out again in the 1960s? Will this war have a positive or negative impact on the development of American capitalist economy? " The introduction of such questions enables students to actively participate in learning around the cause, process, function, nature and influence of civil war. Another way is to use rumors and secret history related to the text, which is also conducive to attracting students' attention. But the story must be concise, otherwise there will be a feeling of usurping the role of the host.

Third, set doubts and questions in teaching activities, use doubts to induce thinking, give full play to students' main role and stimulate students' interest in learning.

For a long time, many history teachers have fallen behind in their teaching concepts and adopted the linear teaching mode of "speaking-listening-reciting" which has been used for many years. In class, the teacher sings a monologue, the so-called "chalk lips on the blackboard", and the teacher leads the students by the nose, which inhibits the students' enthusiasm for thinking and stifles their interest in learning. Some students feel that history class is boring, and they feel "tired of learning history". Learning is expensive and doubtful, only when you have doubts can you think, and only when you think can you gain. Setting questions in the course of lectures can attract students' attention and sometimes enliven the classroom atmosphere.

Therefore, in teaching, we should pay attention to asking questions while enlightening and inducing, and ask students to take Marx's learning attitude of "doubting everything" as an example. For example, when talking about "Ethiopia's victory in the war against Italy", we asked: "Why can the feudal and backward Ethiopia defeat the advanced capitalist country Italy?" In this way, teachers constantly set up doubts, so that students' thinking is in an exciting state and classroom interest is stimulated. Under the guidance of the teacher, through contact analysis, get a correct and profound understanding. For example, when talking about the historical significance of the founding of China, ask students, what would you do if you put a question mark on "China's revolutionary face has taken on a new look since China's founding of the Party" and asked you to explain it with historical facts? The students are lost in thought and then say something about their own understanding. These doubts are like falling rocks and waves, which makes the classroom atmosphere warm and causes students to think.

Fourth, make effective use of teaching materials to stimulate students' interest in learning.

The textbooks used in the new curriculum standard pay full attention to stimulating students' interest. Exquisite printing, vivid illustrations, interesting historical stories and inquiry questions all give students a refreshing feeling. In teaching, teachers should make full use of these resources in the text, especially illustrations, to render the atmosphere and arouse students' interest.

For example, in the European Revolution of 1848, there was a cartoon illustration of metternich running away with his tail between his legs. When introducing the new lesson, I will show the students this picture first, and then briefly introduce: "metternich is the Austrian Prime Minister and is good at diplomacy. He has always hated revolution and national liberation movement. /kloc-in the first half of the 0/9th century, he was famous on the European stage, but in the revolution of 1848, he disguised himself as a woman and fled hastily, showing the vastness of the revolution. So how did this revolution break out? " In this way, new courses can be introduced. This short illustration conveys a signal to students: 1848 European revolution was large in scale, which dealt a heavy blow to reactionary rule and caused great shock. This paves the way for the whole text, and students' interest arises spontaneously.

Fifth, from the practical aspect of basic knowledge.

Students study history, in a sense, for exams, which we can't avoid. I have come across some key courses in history teaching. When introducing the new class, I emphasized the importance of this chapter. Some questions often appear in the previous college entrance examination, so we should focus on several aspects when studying. When talking about 186 1 Russian serfdom reform, I made the following explanations: ① What were the two reforms in Russian history? What influence did it have on Russian history? ② Under what historical conditions did the two reforms in Russian history appear, and what were their contents? This method enables students to know from the beginning what knowledge they should master in learning this chapter. Students think what they have learned is very important, so they pay attention to it and arouse strong interest. However, we should pay attention to flexibility in teaching methods, and strive to make the original boring and abstract teaching content lively and interesting, thus generating strong appeal and enlivening the classroom atmosphere. In this way, they will rely on their own brains to explore the mystery of knowledge and happily seek the destination of knowledge, so as to glow with a higher thirst for knowledge and produce a multiplier effect.

Sixth, try to use multimedia teaching to reproduce historical scenes and stimulate students' interest in learning.

History is something that happened in the past. For students, it feels far away. People's cognition begins with sensibility, and intuitive materials are more easily accepted and stored by students. Teaching practice tells us that in the process of classroom teaching, teachers should make proper use of multimedia teaching, consciously break the boundaries of time and space to reproduce historical scenes, shorten the distance between history and students, introduce students into situations, and give them direct sensory stimulation, which is conducive to arousing students, not only playing the role of organizing teaching, but also making students have a strong interest in what they have learned, thus further clarifying the learning purpose and improving learning efficiency. For example, when I was talking about the Second Opium War, I inserted a video of burning Yuanmingyuan. When talking about War of Resistance against Japanese Aggression, play the national anthem, etc. In this way, the intuitive teaching method has replaced the teacher's lectures and reading aloud, and achieved good results. It can be said that multimedia has narrowed the distance between history and students, making history class no longer a boring theory and boring teaching.

Tolstoy once said: "Successful education needs not compulsion, but arousing students' enthusiasm. "In short, the stimulation of interest improves the enthusiasm of students, which will make students involuntarily curious about history, thus achieving the purpose of teaching and receiving good teaching results. Therefore, we should constantly sum up, constantly improve teaching methods, optimize the classroom teaching process, actively and fully mobilize students' enthusiasm, stimulate and cultivate students' interest in learning, so that students can fully enjoy the fun of learning history and truly feel the joy of learning from the bottom of their hearts.