The National Compulsory Education History Curriculum Standard points out that the history curriculum reform should be conducive to the change of students' learning methods, advocate students' active participation in the teaching process, and change students' passive learning methods of accepting knowledge; It should be conducive to the change of teachers' teaching methods, establish a student-centered teaching concept, encourage teachers to creatively explore new teaching methods, create a good environment full of interest for students' learning, stimulate students' interest in learning history, make history lessons present a "dynamic" and "vivid" scene, and realize the "optimization" of classroom teaching. How to make students "move" and make history class "live"? I think there should be the following points:

First, situational import to stimulate students' interest

Confucius said, "Knowing is not as good as being kind, and being kind is not as good as being happy." To improve the quality of history teaching, teachers should first pay attention to cultivating students' interest in learning and let students enter the learning situation smoothly. The lead designed by teachers should be concise and interesting, which can stimulate students' thirst for knowledge. For example, when I was studying "Institutional Innovation in Britain", I told my students the story of many rounds of negotiations between Deng Xiaoping and British Prime Minister Margaret Thatcher. The design of this situation stimulates students' interest in learning and inquiry psychology, which is conducive to the effective implementation of teaching tasks.

Second, cooperative inquiry, and guide students to build

History itself is invisible and intangible. Therefore, I turned the teaching process into a cooperative inquiry process between teachers and students, focusing on highlighting students' dominant position and cultivating students' various abilities. For example, when explaining the new North American system, there was little introduction to Washington in the textbook, and I expanded my knowledge in class. After the explanation, I gave an inquiry assignment. Write a short article about Washington in your eyes. Students in each group constantly search for information and analyze it from different angles. I was very moved after reading the homework of each group. In the process of cooperative inquiry learning, students learn the dialectical method of history.

History textbooks pay attention to telling important historical events and introducing historical figures in objective and plain language, and try not to be emotional. For high school students, because they have no personal experience, the gap between time and space is too big and boring. Therefore, teachers use textbook-style language teaching with a straight face, and the classroom effect can be imagined. To make the classroom lively, teachers' teaching language should be active: 1. Turn the "textbook-style" language into a story-telling language. Teachers can properly render the atmosphere, reasonably expand the association, and make historical figures lifelike. 2. Appropriate development, supplement details, and actively develop teachers' own resources. Under the concise language expression of history textbooks, there are a lot of intrigues, a lot of blood and tears, and a lot of touching.

Telling historical figures and phenomena in beautiful, vivid, vivid and accurate language can enhance students' perceptual knowledge and strengthen their understanding and memory of history. For example, when studying Princess Wencheng's entry into Tibet, I asked my students to read a beautiful and moving legend: there is a Sun Moon Mountain in Qinghai, which is the dividing line between Tang Dynasty and Tubo. When Princess Wencheng left Chang 'an, Emperor Taizong specially cast two Huang Jinbao mirrors for her-Sun and Moon mirrors. When she took out her precious mirror and looked east, Chang 'an was full of flowers and could not help but burst into tears. But she thought of the overall situation of friendship between the Tang Dynasty and Tubo for generations, resolutely stepped into the Tubo border and threw away the mirror of the sun and the moon. This plot not only respects history, but also integrates rich and reasonable imagination, making the image of Princess Wencheng, who not only remembers her homeland but also takes care of the overall situation and puts national interests first, vivid.

Fourth, carry out historical activities.

To make the classroom lively, the key lies in the degree of students' participation. Or the teacher asks and the students answer. In this form, students' participation is low and their interest in learning is difficult to improve. We can advocate performing short historical plays and telling short historical stories, and let students participate-participate in teaching design and participate in the reproduction of historical scenes, which can achieve multiple purposes.

Fifth, make the implementation of three-dimensional goals interesting.

In history teaching, if the three-dimensional goal is quantified and refined, students can study well, learn knowledge with interest, cultivate their ability and improve their ideological level while paying attention to interest. For example, in the second volume of World History Teaching: Knowledge about the Establishment of the Soviet Union, students can be guided to make up a homophonic jingle: there is a black (Ukrainian) goose outside the white goose (Russia). For another example, when it comes to the Nanchang Uprising, the leaders who commanded the Nanchang Uprising were: Zhou Enlai, Zhu De, He Long and so on. , can be divided into cooking (Zhu De), porridge (Zhou Enlai) and drinking (He Long). Through such fun, you will get remarkable results and make the classroom lively.

In a word, there are many ways to make history class lively. Ten minutes on stage and ten years off stage. The key is that teachers should improve their own quality, let themselves lift weights easily and make the classroom full of laughter.