What are the successful ways of classroom introduction in history teaching?

The introduction of new courses is one of the important links for teachers to teach new textbooks, and it is also a teaching art.

As the saying goes, a good beginning is half the battle.

Good classroom lead-in can stimulate students' interest in learning, make students prepare lessons purposefully, and effectively guide students to concentrate their thinking, thus laying a good foundation for the whole class.

There are several common ways to effectively introduce new courses in junior middle school history teaching.

First, review the lead-in method.

Review lead-in is the most commonly used guiding method in traditional history teaching.

According to the logical relationship between knowledge, it looks for the connection point between old and new knowledge, and learns the new by introducing the old or reviewing the old, which has the function of connecting the preceding with the following.

Although this kind of guidance is often lacking in interest, history is a course with strong time coherence. Carefully designed according to the specific teaching content, introducing new lessons by reviewing old lessons is conducive to the connection of knowledge, enabling students to understand the causal relationship of historical concepts, thus making their understanding more comprehensive.

For example, when studying the history of Xia, Shang and Zhou dynasties, it would be better to guide people with the brutal rule of tyrants.

Xia Jie's fatuity, the brutality of Shang and Zhou Dynasties and the autocracy of Zhou Liwang led to the demise of one dynasty and directly or indirectly promoted the establishment of a new dynasty.

This kind of connection, care before and after, and natural transition makes it easy for students to transfer their previous knowledge to the classroom they are about to learn.

Second, the suspense introduction method.

Among many non-intelligence factors, interest is the emotional basis of students' education, the most active factor among non-intelligence factors, the guide to getting started, and the great motivation for students to explore knowledge and promote the development of thinking.

Ask questions, set suspense, attract students' attention, grasp their hearts and stimulate their interest.

For example, when teaching the May Fourth Patriotic Movement, teachers can first arouse students' interest by telling stories about burning Zhao Jialou and beating Zhang Zongxiang, thus stimulating their desire for discussion, and then ask the following questions: "China was also a victorious country in World War I, why was it carved up as a defeated country at the Paris Peace Conference?" Through the setting of such questions, students' interest is stimulated, and they are eager to know the content of the new lesson.

Another example is the teaching of Qin Unification. I designed "Students, do you know who was the first emperor in the history of China? Why does he call himself the emperor? Why did the Qin Dynasty build the Great Wall? " .

These problems, like magnets, attract students' attention and are soon introduced into the new curriculum.

Therefore, teachers should pay attention to stimulate students' interest in the lead-in design, and consciously set up some doubts so that students can realize the interesting and exploratory nature of the history course.

The classified query of periodical articles is in the periodical library. Only in this way can we better guide students to master historical knowledge actively.

Third, audio-visual lead-in method.

The greatest feature of history is its strong temporality and spatiality.

For middle school students, plane narration is often difficult to attract their attention, so it is an important condition for teachers to guide students' creative thinking activities with some environmental factors in the teaching process.

Before the new class, properly play the films related to the lecture content, and reproduce the "historical facts" through intuitive and vivid pictures, so that students can experience the background or events in a certain historical period, which can not only stimulate students' emotional experience, arouse students' emotions, but also enhance students' understanding of new knowledge.

For example, when we talk about the "imperialism's fanaticism of dividing up China", we can introduce a new lesson by playing a plot in the TV series "The Song Sisters".

There is such a scene in the play: Sun Yat-sen shows a painting to Song Yaoru and others, who are filled with emotion and indignation.

Then the teacher asked, "What is this picture? Why did it cause their indignation? " Then tell the students that this is a picture of imperialism dividing up China, and it is a "picture of the current situation" in the textbook, and then explain this picture to people to learn new lessons.

The introduction of audio-visual teaching situation acts on students' senses, which not only makes students have great upward motivation, but also keeps students in a concentrated psychological state throughout the classroom, thus obtaining the best teaching effect.

Fourth, the conversation introduction method.

There are two ways to introduce new lessons through conversation.

Tell familiar movies and novels first, arouse their memories, enhance their perceptual knowledge, and then introduce new lessons.

For example, the teaching of opium import and anti-smoking movement can start with the description of the film Lin Zexu.

At present, there are many movies with historical themes, which can be fully utilized in the history class to enhance the teaching effect.

The second is to summarize the conversation methods.

Combined with the key points of the textbook, the main contents of this chapter are briefly displayed to students, and some familiar questions are put forward to make students feel cordial and stimulate their interest in knowledge.

As mentioned earlier, from the Rule of Zhenguan to the Prosperous Age of Kaiyuan, we can briefly introduce the Tang Dynasty: "The Tang Dynasty is a dynasty that students are familiar with. Whenever we mention it, we will think of many touching stories: Emperor Taizong, the only queen of China, Wu Zetian, the great poet Li Bai, Du Fu, the Japanese envoy to Tang Dynasty who braved the wind and waves, Songzan Gampo and Princess Wencheng.

Its ancient civilization has influenced China and the East for thousands of years, and Japan still retains some customs and habits of the Tang Dynasty, which was the golden age of feudal society in China.

This introduction brought students to the colorful historical scenes of the Tang Dynasty, attracted their attention, and laid the foundation for learning the content of this lesson and the following lessons.

The advantage of heart-to-heart talk is that it is relatively free, inspiring and flexible.