First, the teaching objectives are clear and targeted.
We should clearly know what the classroom needs to achieve in order to enhance the pertinence of teaching. The formulation and definition of teaching objectives is the key to a good class. To clarify the teaching objectives, it is necessary to strengthen the research on teaching materials and students, and achieve three familiarity: first, familiarity with curriculum standards, second, familiarity with teaching materials and third, familiarity with students. In fact, the ultimate goal of Chinese teaching should be to cultivate the comprehensive quality of Chinese. We should keep this in mind when setting teaching objectives. I think the comprehensive quality of Chinese should include: 1, the cultivation of listening, speaking, reading and writing ability, which is the cornerstone of Chinese teaching. We often say that without solid basic skills of listening, speaking, reading and writing, there is no cultivation of so-called innovative ability. 2. Cultivate students' autonomous learning ability. 3. Cultivating students' innovative thinking ability is the ultimate goal of our teaching.
Two, flexible handling of teaching materials, to achieve "burden reduction and efficiency"
Chinese teachers should first have a full understanding of Chinese textbooks, know how to handle them flexibly and carefully design valuable questions. How to deal with teaching materials flexibly?
(A) according to the focus of teaching materials to deal with
For example, when teaching the text "Back", the focus of this paper is to express the theme of father's love through the depiction of father's back when Pukou author says goodbye to his father. When dealing with teaching materials, we should highlight the key points of this article: why is the article titled "Back", where do you write back, and where is the back that most moves the author? How does the author describe it? This not only highlights the teaching focus, but also effectively handles the teaching materials.
(two) according to the structural characteristics of teaching materials to deal with.
For example, grasping the transition section, grasping the central sentence, grasping the sentences that echo from beginning to end, etc. to highlight the structural characteristics of the article. When teaching "From Herbal Garden to San Tan Yin Yue", we should start from the middle transition section, read the part of Herbal Garden first, and then read the part of San Tan Yin Yue, so as to highlight the main idea of the article and make it easier for students to understand.
(C) according to the concept of teaching materials to deal with
For example, in the article "Pearl Bird", the author showed the trust of animals in people from the beginning to the later, and the key lies in the friendliness of people to animals, thus revealing the author's good wishes for harmonious coexistence between people and animals and between people. According to this idea, we can deal with the teaching materials from three aspects: ① Where can we find the pearl bird from the text if it is afraid of people? What sentences and words in the text show that the pearl bird is not afraid of people, especially the little pearl bird is not afraid of people? Why are you not afraid of people? ② What is the author's name for the little pearl bird? Why do you call it that? How do you feel after reading this article? Want to know how the author feels? In this way, the teaching idea of the whole article is very clear and the teaching effect is very obvious.
(four) according to the teaching objectives.
For example, when first-year students come into contact with classical Chinese for the first time, they should take "reading aloud" as the primary goal in teaching design. Therefore, when teaching children's interest, we can completely deal with teaching materials around the goal of "reading aloud", and grasp pronunciation, reading rhythm, reading meaning and reading children's interest from reading aloud. Stimulate students' learning enthusiasm in the voice of reading aloud.
Therefore, flexible and effective handling of teaching materials is an important condition for effective teaching.
Third, learning methods are appropriate to improve the learning effect.
Different subjects have different learning methods. It is feasible to grasp the essence of Chinese subject, give guidance, master its laws and improve the effectiveness of Chinese classroom teaching. I think the common methods of learning Chinese are as follows.
(A) learning to read the text for the first time
What should I do when reading the text for the first time? Through reading the text, notes, "thinking and practice", unit knowledge and training after class, we have a preliminary impression and overall perception of the single text and the whole unit.
(2) Learn to consult relevant background knowledge.
Background knowledge related to the text plays an important role for students to understand the text and feel the connotation of the article.
(3) Learn to use reference books to eliminate writing barriers.
Mainly about the sound, form and meaning of words, you need to use dictionaries, dictionaries and other reference books Teachers should teach students to use reference books correctly. When reading the text, don't let go of difficult words and idioms. Teaching, such as the word "mourning", has two pronunciations. How to remember and understand? Xinhua Dictionary states: ① It is related to the deceased. Therefore, words like mourning, funeral and funeral should be pronounced as "sā nɡ". "Throw away and lose. Therefore, words such as bereavement, loss of heart, loss of power and humiliation of the country, and loss of conscience are all pronounced "sàng". In this way, students can combine sound, form and meaning to understand through memory in the future study of polyphonic characters. Another example is the idiom "sticking to the rules", which describes conservative thinking, doing things according to the old rules and not seeking progress. If you ask, what is "conformism"? When we look up China Idiom Dictionary, we will understand that this meaning is related to Mo Zhai in the Warring States Period. He was famous for being good at guarding the city, and later he was called "Mo Shou". Students will benefit greatly from developing the good habit of looking up dictionaries and knowing how to use them.
(D) Learn to think independently
It is important to think according to tips, articles and exercises. Such as whether the content of the prompt is really understood, whether the generalization of the topic, the division of levels, the induction of the meaning of paragraphs, the understanding of sentences, the analysis of writing characteristics and other issues can be solved, and whether the exercises after class can be answered.
(5) Learn to annotate articles.
Is to mark the text. If you don't understand, use a question mark (? ), the key points are marked with bullets (…), and profound sentences are marked with double horizontal lines, forming a unique set of conventions. It is best to use a pencil for words recognized by self-study before class, and a red pen for notes after class, so as to avoid confusing one's views with those of the teacher over time. Take notes so that you can refer to them at any time after class. You can review the past and learn new things after class.
(6) Learn to ask questions
It is to question the viewpoint, rhetoric and expression of the article, which is the first step to become a critical learner. Only when students become critical learners can they get twice the result with half the effort. For example, in some excerpts from classical novels such as Romance of the Three Kingdoms and Water Margin, many of them will stand alone against the generals, so students should think about this possibility. If it is impossible, why does the author write like this?
(7) learn to record.
Is to take good reading notes. Some can be recorded in books, and some can be recorded in Chinese learning notebooks, which can be consulted at any time after class to consolidate and deepen understanding.
Fourth, the teaching is unpretentious and the teaching methods are effective.
Chinese teachers should pay attention to the effectiveness of heuristic, discussion and dialogue teaching methods, not formalism.
(A) improve the efficiency of heuristics
Heuristics can't just be asked by teachers and answered by students. Lack of links that students have problems after learning. Presupposition and generation should be combined to prepare, so that students have room to generate and discuss problems. At the same time, teachers should ask students questions at different levels according to the difficulty of the questions, so that students can get the joy of success, not only paying attention to outstanding students, but also leaving opportunities for students with learning difficulties.
(2) Pay attention to the monitoring and adjustment of the discussion process.
Group discussion can not only pursue lively scenes, but also increase the internal friction and reduce the efficiency of classroom teaching. When arranging group discussions, be sure to set aside time for individuals to think independently in advance; Group leaders should rotate, not just a few excellent students singing a solo; The questions to be discussed must be thoughtful and difficult.
(c) Timely and sincere evaluation.
In the process of dialogue between teachers and students, teachers should respect students' individual feelings, advocate the diversification of reading, and respect students' alienation or even wrong feelings, but they should not praise them blindly, but organize other students to evaluate them while respecting them, and teachers should prompt them in time. This not only encourages students to discover, dare to discover and protect students' ideological achievements, but also enables students to discover and understand better under the guidance of teachers.
Fifth, use modern technology to enrich the classroom content.
Modern technology using multimedia information technology and network resources can bring new vitality to Chinese teaching, deepen students' emotional experience of situations and enrich the connotation of Chinese classroom. But teachers should pay attention to the following points when using modern technology:
(A) reflect the characteristics of Chinese teaching
The application of modern technology is only to better guide students to understand their feelings, discover the beauty of language, image and humanity in the text, let students acquire aesthetic knowledge and cultivate their interest in beauty. If the whole class is pictures, sounds, video clips, or even the whole article is done on courseware, then abandoning textbooks, ignoring the reading methods of marking points and only pursuing excitement is a departure from the essence of Chinese teaching.
(B) seize the opportunity to present the teaching content
For example, when teaching Chinese Stone Arch Bridge, it will be very effective to present pictures and renderings of the stone arch bridge in order to let students have a clear and perceptual understanding of the knowledge of the stone arch bridge. In this paper, I believe that students have a clearer understanding of "a large arch with two small arches on each shoulder" and "a large arch consists of 28 arch rings". The application of modern technology serves Chinese teaching, so it is very important to choose the best presentation opportunity. Generally, when introducing a new class, it can be used in combination with the introduction language; Highlight the key and difficult points, taste the language by means of modern technology, render the artistic conception and reveal the theme.
In addition, students can collect and exchange information related to this lesson through the network under the explicit requirements and timely supervision of teachers, thus improving the effectiveness of collecting information.
At the same time, we should realize that multimedia teaching means is only an auxiliary technology of teaching, and teachers are still the guides of classroom teaching, not simple operators. Teachers can make excellent courseware by using ready-made teaching software, usually including some excellent TV programs and downloading network resources, so as to improve the effectiveness of teaching and give play to the role and advantages of modern educational technology in teaching.
Sixth, improve the quality of teachers and lead the development of students.
Teachers must have solid basic teaching skills, and be strict with themselves from the aspects of classroom language, posture, writing on the blackboard, personal specialties, hobbies, personality and self-cultivation. The classroom language is cadence, generous posture, clear thinking on the blackboard, wide interests and hobbies, noble moral character, decent, rich in connotation, good at being close to students, understanding students and being their bosom friends, so that students will like you and the subjects you teach, which creates conditions for the effectiveness of teaching before, during and after class, and makes our Chinese teaching play the maximum benefit.
In short, if students can devote themselves to learning activities and fully tap the learning potential of ordinary students in teaching, then our Chinese teaching is the most effective. Of course, it takes a long process and arduous task to realize effective teaching, especially in rural junior high schools. It requires teachers to constantly improve their professional level, which is the fundamental guarantee for effective Chinese teaching.
I believe that the effectiveness of rural Chinese teaching will be greatly improved through planned professional training and teachers' own professional learning!
First, cultivate students' interest in learning and arouse their enthusiasm and initiative in learning history.
Most students in rural junior high schools have relatively little historical knowledge and poor basic knowledge. However, the history has a long history and is too far from reality. The content is varied, and many historical ages, historical figures and historical place names dazzle them, which makes them difficult to grasp in class and sometimes even produces a sense of disgust. Therefore, history teachers must try their best to stimulate students' interest in learning and fully mobilize their enthusiasm and initiative in learning. There are many ways to stimulate students' interest in history classroom teaching, and the commonly used ones are:
1, import wonderful
As the saying goes, "A good beginning is half the battle." Whether each class can have a good beginning is directly related to the success or failure of this class. If the teacher tells the story in the book at the beginning of class, it will make students feel bored and even become a lullaby. Therefore, from the beginning, we should be as fascinating as possible to attract students. In order to achieve this effect, teachers must carefully design the lead-in of each class according to the content of the textbook and the students' reality, stimulate students' interest in learning with clever and plain lead-in, and let students actively engage in learning. For example, in the process of teaching "Can't Punish Qin", the author designed such a lead: "Classmates, through the previous study, we know that Qin Shihuang ended the situation of feudalism since the Spring and Autumn Period and established the first unified and centralized feudal country in China history-the Qin Dynasty. When he was in office, he took various measures to consolidate his rule, which had a far-reaching impact on later generations. But he worked hard and expected to continue the Qin Dynasty for several generations. " In the Qin dynasty, there was a strange phenomenon in the market at that time. Nobody buys shoes, but crutches are very popular. Why? "Setting such suspense makes students interested in learning the main content of this lesson. For example, in the "Reform and Opening-up" class, the author compared two ancient paintings of Fengyang: "
Fengyang has no food. As soon as the donkey lives, he runs away. Only the girl in Fengyang got married, but the girl didn't enter Fengyang. "I don't care about food and clothing. I have ten dollars left in my waist, and I still have my wife and Gai Lou. " Then ask the question: "What caused such great changes in Fengyang County, Anhui Province? "In this way, new courses have been introduced and students' interest in learning has been stimulated.
The suspense lead-in has played a very good role in stimulating students' interest in learning, but this lead-in method is not suitable for every class. It requires teachers to fully explore teaching materials, find conflict points and use them reasonably. In addition to "setting suspense", there are "stories" and "riddles" that stimulate interest.
"The song is very exciting" and so on. If used properly and skillfully, it will have a good effect on stimulating students' interest in learning.
2. The scene is exciting
Using multimedia teaching to reproduce historical scenes and stimulate students' interest in learning history. Psychological research shows that a good scene can make people feel happy and improve the efficiency of brain activity, while a bad scene will make it difficult for people to concentrate, thus interfering with the cognitive process and reducing the level of intellectual activity. Zankov, a Soviet educator, believes that "intellectual activities are carried out in an atmosphere of high emotions" and that "this atmosphere will bring benefits to teaching and help to complete educational tasks." Therefore, it is very important to create a positive and good teaching situation in classroom teaching. The extensive application of modern scientific and technological achievements in classroom teaching makes teachers bid farewell to the single traditional teaching method relying only on a blackboard and a few pieces of chalk, and students broaden their horizons and sense of hearing, making them feel the authenticity of history as if they were in that era. For example, in the lesson of the Sino-Japanese War of 1894-1895, the author first let the students watch the classic clip of the movie Sino-Japanese War, and with the author's brief language rendering, he soon took the students to China at the end of19th century, and saw the aggressive ambition of Japan at that time, the contest between the Chinese and Japanese navies, and the corruption and incompetence of the Qing government. Through the understanding and analysis of historical facts, students soon realized that "being behind will be beaten" and "weak countries have no diplomacy"
The teaching effect is obviously improved.
Step 3 be grateful and interested
Generally speaking, in class, teachers properly use humorous and logical language, expressions and actions to express their feelings and emotions. When this emotion resonates with students in emotional contagion, it will attract students' attention, make them quickly enter the role and achieve good teaching results. Therefore, in the classroom, teachers should be both emotional and rational, and tell students touching historical figures and beautiful historical stories with full enthusiasm, so that they can enter the learning role at the fastest speed and in the best state, and perceive history from it.
Competition is exciting.
Guiding students to participate in competitions in teaching is also an important measure to improve students' learning interest. In order to improve students' enthusiasm, teachers should create conditions for students to participate in the competition in classroom teaching. The author's practice proves that letting students compete in groups in classroom teaching can not only stimulate students' enthusiasm for learning, but also improve their teamwork ability. If carefully observed, students are very active in the competition, even those with learning difficulties are not to be outdone. My concrete implementation method is: divide the whole class into four groups according to the existing seats of students, and then each group has a fixed code. No matter how the seat moves, each group member only needs to remember the code of the first group in his own group to avoid adding the wrong group when rewarding extra points. Carry out various competitions in classroom teaching (for example, the questions that run through the classroom include review questions and consolidation questions) and formulate competition rules. When any student raises his hand and answers the question correctly, the student will go to the podium to grade himself (this is actually a spiritual reward for the students). Of course, in order to avoid quarrels and ensure classroom discipline, disciplinary points will be deducted. This greatly stimulates students' interest in learning, makes them feel the fun of learning, and enhances their sense of collectivism and competition. In addition, I also stipulated some rules, such as deducting group points for not handing in homework, deducting group points for not correcting homework, adding points for students whose homework was rated as A, and adding points for the overall completion of the team. In this way, in order to make the group better, there will be a good phenomenon that gifted students help poor students to make progress together. They will take the initiative to preview before class, take the initiative to participate after class, scramble to answer questions, and finish their homework after class. At the end of each semester, count the results of each group and give each member of the winning group a small prize as a reward.
Second, create a democratic, equal, relaxed and harmonious classroom atmosphere
Educator zankov once said, "We should try our best to make learning full of unrestrained atmosphere, and let children and teachers' breathe freely' in class. If we can't create such a good teaching atmosphere, then no teaching method can play a role. " Yes, students can dare to think, speak, ask, do, innovate and create only when they are comfortable in a democratic and harmonious classroom atmosphere. This requires that students' dominant position should be highlighted in history teaching, and teachers should also put down their condescending leadership style. In other words, in the teaching process, teachers and students should respect each other, trust each other and cooperate with each other, create a free and relaxed democratic atmosphere, and promote the smooth progress of teaching with a harmonious teacher-student relationship and a harmonious psychological atmosphere. Although many teachers are trying to adapt to students and improve the relationship between teachers and students, undemocratic phenomena are always common in teaching, especially in rural middle schools. For example, many teachers play the role of "student behavior punisher" too much, regard "obedience" as the most valuable moral standard, and regard cultivating "obedient" students as the greatest satisfaction in their work. The relationship between teachers and students has evolved into a relationship of domination and obedience. When students show "deviant" and "heretical" tendencies, or expose shortcomings, they are often reprimanded, ridiculed, expelled from the classroom, and even inhuman corporal punishment or corporal punishment in disguise. Students' self-esteem is hurt, their personality is trampled, and the sprout of democratic consciousness is stifled in this kind of education without personality. Such an atmosphere is not conducive to students' subjective initiative.
Therefore, a new relationship of democracy, equality, mutual communication and mutual promotion should be established between teachers and students. Democratic, equal and harmonious emotional learning atmosphere is the basic guarantee to stimulate students' research-based learning. The creation of this emotional atmosphere mainly depends on teachers, which requires teachers to have a strong sense of democracy, be good at respecting every student, respect students' dominant position in learning, and not arrange their own learning activities; Respect students' self-esteem and put an end to all words and deeds that hurt students' self-esteem; Respect the individual differences of students, do not insist on the same thing, actively create a democratic, equal, relaxed and harmonious teaching atmosphere, turn the podium into a platform for dialogue, and encourage students to express their opinions. Teachers should listen carefully to students' ideas and viewpoints, not only positively affirm and appreciate students' thinking achievements, but also allow students to express different opinions. As long as the process and results of students' historical knowledge are unique, novel and valuable to him or his peers, they should be encouraged, even if their views are incorrect, they should not be easily denied or commented, but should be guided to think positively according to historical facts, so that they can finally deny themselves and correct their original views. Only in this way can students have their own spiritual paradise, create a time and space for students to explore history, and thus create a diversified student group with innovative ability. Furthermore, this diversified student group is an "educational resource" to cultivate students' innovative consciousness. This is because different students, when analyzing the same historical phenomenon, are often influenced by their own historical knowledge level, observation angle, understanding level, analysis focus and other factors, thus drawing different historical conclusions. In the process of mutual discussion, students can exchange needed goods and develop together. The diversity of this historical thinking. Therefore, in history teaching, respecting students and creating a harmonious interpersonal relationship and teaching atmosphere are the prerequisites to promote the development of students' historical thinking ability. In the unrestrained and relaxed scene, teachers and students jointly explore ideas, enrich associations and develop thinking. On the contrary, classroom teaching can only become a stagnant pool where historical wisdom fades, inspiration fades and the source of thinking dries up.
Harmonious interpersonal relationship, active classroom atmosphere, high learning mood and competitive learning mechanism have become important components of modern educational theory. Forming an equal and democratic teaching atmosphere, constructing a challenging and competitive teaching mechanism and establishing a normal and close cooperative relationship are important links that cannot be ignored in the current teaching process. Because on the basis of equal mutual respect and understanding, students can be brave and willing to participate in teaching, and their subjectivity can be reflected.
Third, guide students to learn how to master historical knowledge.
The new curriculum reform emphasizes the main role of students and the cultivation of students' independent inquiry learning ability. However, under the traditional teaching mode, especially the history subject in rural junior high schools, students have already formed the habit of relying on teachers for everything, which makes some teachers feel that the classroom is difficult to manipulate, the teaching process is not smooth and the effect is not good in the implementation of the new curriculum. In this case, it is necessary for teachers to seriously explore students' "learning", so that students can master the methods of learning history and achieve "teaching people to fish" and "teaching people to fish", thus fundamentally solving this practical problem encountered in curriculum reform. So, how should students study history?
1, let students learn to read historical materials.
At present, the main ways for students to acquire knowledge are textbooks and other written materials. How to make students master written materials quickly and effectively is an important problem to be solved urgently. Therefore, we must grasp the key of "reading" to improve students' reading ability and efficiency. In teaching, pay attention to let students get the teaching materials, read the contents and explanations first, understand the main contents of the book, distinguish the units, grasp the teaching materials macroscopically, and establish a rough knowledge framework. For the text, students are required to do "three steps": first, browse the text comprehensively and find out what items, columns, pictures, historical materials and tables are available; Secondly, read each text carefully, summarize the main contents, find out the basic points of historical knowledge and introduce them to the whole class; Thirdly, read important paragraphs carefully, and combine fine print, pictures, historical materials, tables and notes to deepen understanding and answer questions. After a semester of training, students can quickly master the teaching materials and the main points of knowledge, thus saving a lot of time for the classroom and enabling teachers and students to fully carry out other teaching activities.
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2. Let students learn to remember historical knowledge.
One of the goals of the new history curriculum is "knowledge and ability". Some teachers think that there is no need for students to memorize historical knowledge now, which is wrong. The new curriculum abandons rote learning of knowledge and does not object to the memory of knowledge. Imagine, if students can't even tell when the new China was founded, isn't this a failure of our education? Therefore, teachers must let students learn and remember extensively, and have rich historical knowledge reserves in their minds, so as to really improve students' historical quality. What needs to be pointed out here is to teach students the methods and skills to master memory and resolutely avoid rote learning. Each knowledge point has its own different memory methods. Finding and mastering its laws, reasonably handling knowledge information and exploring convenient memory skills are conducive to improving the efficiency of learning and mastering knowledge. Teachers can provide some related skills for students to learn, such as homophonic method, chart method, image memory method, understanding memory method, comparative memory method and so on. For example, when teaching the course "The Rise of Mongolia and the Establishment of the Yuan Dynasty", the memorization method is to simplify the list of years, people and events and teach students to memorize three historical years, three historical figures and three historical events. Three historical periods: 1207, 127 1 year, 1276; Three historical figures: Genghis Khan, Kublai Khan and Wen Tianxiang; Three historical events: the establishment of Mongolia, the establishment of Yuan Dynasty and the establishment of provincial system. These practices effectively improve students' memory of historical knowledge in a short time, and make students no longer worry about memory.
3. Let students learn to master historical knowledge systematically.
Every part of the history discipline is interrelated and has a complete knowledge system, not isolated from each other. Teachers should pay attention to teaching students to integrate scattered knowledge into the knowledge system and master it systematically. First, by grasping the "horizontal" clues, we can find the relationship between historical things in different regions or aspects in the same historical period, analyze their interaction and influence, and further summarize the historical characteristics of this period. When studying the Tang Dynasty, we should pay attention to political, military, economic, cultural, ethnic relations, foreign relations and other major topics. Under the big topic, we can divide them into several small topics, such as productivity, production relations, agriculture, handicrafts and commerce under the big topic, and then subdivide them under the small topic, such as textiles, ceramics and metallurgy under handicrafts. Second, grasp the "vertical" historical clues. We can find the relevant contents of Chinese and foreign history in different periods under the same big topic or small topic to make a comprehensive connection, analyze their mutual relations, compare their similarities and differences, analyze the reasons and influences of their similarities and differences, and try to transfer and reorganize all parts of knowledge to form "vertical" thematic clues, such as the rise and fall of a dynasty (establishment, consolidation, development, decline and extinction) and the history of a country. Of course, in practice, we should pay attention to the interlacing of "vertical" and "horizontal". If students can understand teaching material analysis as thoroughly as teachers, not only from a macro perspective, but also from a micro perspective, then the teaching efficiency will be greatly improved.
4. Let students learn to integrate with practice and "apply what they have learned"
Interest is the best teacher. If we can bridge the gap between reality and history, students' interest in learning will be greatly stimulated and their learning efficiency will be greatly improved. To this end, the following aspects are explored in teaching: when preparing lessons, first browse the relevant web pages online and search for the latest archaeological discoveries, current events, historical comments, beautiful pictures and so on. And then sort out and screen, make electronic courseware and show it in class. For example, when studying Sanxingdui culture, the author downloaded many latest pictures and archaeological speculations that were not in textbooks, and the students were full of interest in learning; When studying Zheng Chenggong's recovery of Taiwan Province Province, he paid attention to the relevant current events in Taiwan Province Province, making students realize that Taiwan Province Province has been the inherent territory of China since ancient times and is under the jurisdiction of the mainland central government, thus effectively refuting Taiwan independence's theory; Ask students to comment on the new historical drama on TV according to the real historical situation; Take advantage of the opportunity of the school to organize a spring outing and talk about the historical knowledge of the tourist destination and so on. The above practices fully expand and utilize the network, historical sites, movies and other curriculum resources, so that students can learn history more actively in combination with reality, and teaching has achieved twice the result with half the effort.
5. Let students dare to question.
With the continuous breakthrough and innovation of historical research, some historical viewpoints and conclusions are obviously outdated and even proved wrong. Therefore, in teaching, students must be educated to adhere to the principle of seeking truth from facts, analyze historical events, judge historical conclusions and evaluate historical figures with historical materialism of dialectical materialism, boldly question some viewpoints in textbooks, related reference materials, exercises and teachers' conclusions, express their different opinions and opinions, and reasonably demonstrate or refute them, instead of blindly following "authority". Encourage students to boldly try to express their views on the inconclusive or ambiguous historical issues in the textbook, and make a preliminary analysis and demonstration in combination with historical facts. At the same time, pay attention to introduce students to the different views of the current academic circles on the same issue, so that students can talk about their own views. Through these practices, students' innovative thinking and divergent thinking have been well trained.
Facing the rise of quality education and the deepening of new curriculum reform today. Local governments have also reformed the original classroom model accordingly, and new teaching models have sprung up. However, as a junior high school history teacher in rural areas, we should see that the students in rural areas are poor and the school equipment is poor, so we can't copy the teaching model of schools in cities. Therefore, we should proceed from reality, base ourselves on the students' situation in our school, take students as the main body, study teaching materials, carefully design teaching plans, teach every history lesson well, constantly explore, summarize and innovate in teaching, and strive to improve the "effectiveness" of history classroom teaching in rural junior high schools.