Analysis of secondary school history teaching methods and their advantages and disadvantages

The teaching methods of secondary school history classroom mainly include lecture, conversation, discussion, illustration, activity, inquiry and so on. Among them, the lecture method is the most commonly used, and the discussion method, activity method and inquiry method are the more popular teaching methods.

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First, the didactic method

1, the basic features of the didactic method is: First, the teacher is the main activity of teaching, in the teaching process in the dominant position; Second, the students are the recipients of knowledge and information, in order to listen to the lecture of the way to learn the history of the content; Third, the teacher is mainly oral language to teach the knowledge that the spoken word is the basic tool of the teacher to transfer knowledge; Third, the teacher is mainly oral language to teach the knowledge, that is, the oral language is the teacher Third, the teacher mainly uses oral language to transfer knowledge, that is, oral language is the basic tool of the teacher to transfer knowledge; fourth, the way of presenting facts and reasoning to promote students' understanding and mastery of the content of the textbook; fifth, it is oriented to all students, and the teaching is based on the general characteristics and level of the students in the class. In view of the above characteristics, the advantages and disadvantages of the lecture method are as follows:

2, the advantages and disadvantages of the lecture method

Advantages of the lecture method: to enable students to obtain a large number of systematic knowledge of history in a relatively short period of time; the teacher's logical argumentation, good at setting up a doubtful questioning, as well as vivid image of the language, etc., to help develop the student's intellectual ability, but also help students to carry out the emotional aspects of education; the teacher dominates the teaching process, easy to control the teaching and learning process. Teachers dominate the teaching process, easy to control teaching, no special requirements for teaching; low cost of teaching, in the vast rural areas is less.

The shortcomings of the lecture method: the use of the lecture method of teaching, teaching content is often taught by the teacher in a systematic way to students, students do not have more time, the opportunity to learn the content of the feedback in a timely manner, and therefore it is not easy to give play to the initiative of students to learn, initiative, it is not easy to cultivate the students' sense of initiative and the ability to explore; lecture can not be a substitute for self-study and practice, too much lecturing, students will be squeezed out of the time for self-study and practice. Self-study and practice time, thus adversely affecting the quality of teaching; teaching for all students, do not take care of individual differences in students, the principle of teaching according to ability is not easy to be fully implemented; teaching focused on knowledge goals, if the use of the students can not arouse the attention of the students and interest, but also can not inspire the students' thinking and imagination, it is easy to fall into the quagmire of injective teaching.

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Two, teacher-student interaction classroom discussion

1, the characteristics of the classroom discussion

The main manifestation of interactivity. Not only can a conversation take place between students, it can also take place between teachers and students. In the most dynamic discussions, everyone is an active participant.

2. Advantages and disadvantages of classroom discussion

Advantages of classroom discussion: first, it prepares students for the role of active citizenship, which is to be able to think analytically and critically about information, ideas and opinions, and to form personal opinions and judgments; second, it encourages effective interpersonal contact among students; and third, it meets the reasonable needs of students.

Disadvantages of classroom discussion: on the negative side, a poorly conceptualized or poorly guided discussion is unobtainable, a waste of time, and therefore ineffective and unpleasant.

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Three, historical inquiry method

1, historical inquiry method characteristics

Historical inquiry learning should be carried out around the students' understanding of history. Historical inquiry learning activities have a number of characteristics that are different from general history learning activities.

First, the purpose of inquiry questions. There is no problem to talk about research. Previous history learning is often fixed, for students, and did not produce a real inquiry problem, or only superficial problems, or is a headache for students, such as passive acceptance, rote memorization and so on. The real significance of historical research learning activities is to enable students to take the initiative to identify problems. Explore the problem, research the problem, solve the problem. Therefore, the development of historical research study to create opportunities for students to understand the basic situation of the event, so that students to explore y.

Second, thinking training as the core. The study of history should not be a process that leads to the crystallization of ideas, no matter from which point of view, history itself and the discipline of history is not limited to a certain rigid model. People's correct understanding of history requires divergent and composite thinking, a broad, comprehensive, objective, dialectical, changing and developing vision, especially the thinking of cause and effect relationships in history, which is a test of the level of human thinking. Students carry out historical inquiry learning, is the training and strengthening of historical thinking, is the process of thinking, is the experience of obtaining the achievements of thinking, is the opportunity to accumulate experience, to carry out historical inquiry learning activities to activate, mobilize, inspire students' thinking as the core, to promote the cultivation of students' historical thinking ability.

Third, in the form of student autonomy. Inquiry learning is an active learning process, students actively, actively explore, is the history of inquiry learning activities can really carry out the key issues. Only by allowing students to devote themselves to it, learning from doing, will stimulate the engine, arousing interest; in order to enable students to experience frustration and success through learning activities; in order to see the students' discernment, understanding, creativity; in order to enable students to communicate with teachers and classmates, and to establish a close cooperative relationship. Therefore, the development of historical research study must attach great importance to mobilize the enthusiasm of students, thus fundamentally changing the situation of passive learning.

Fourth, the use of historical information as a condition. The premise of people's understanding of history is to obtain the original material carrying historical information, that is, historical materials. The process of acquiring historical materials is also the process of mastering historical learning methods. When dealing with historical materials, if students only passively accept and store them, the original significance of learning history will be lost to a certain extent, and it will even increase the burden of students, making them tired of history and losing their interest in learning history. Therefore, historical inquiry learning should change the traditional mode of history learning which is the memorization of ready-made knowledge, so that the learning process and results are unified. Historical inquiry learning is to regard learning history as studying and knowing history, that is, to let students learn to make use of historical materials, through the collection, organization, analysis and inference of historical materials, to use historical materials as evidence to solve historical problems. Therefore, historical inquiry learning is inseparable from the use of historical materials, especially the students' use of historical materials.

Fifth, with the help of the teacher as an aid. The traditional way of learning history, the teacher is the main actor, students receive "history", that is, recognized by most people's historical knowledge and views. Historical inquiry learning, on the other hand, is an active learning process. "Something for the student to do, rather than something done for him." In other words, students are allowed to think for themselves about how to do or even what to do, rather than accepting the ready-made conclusions of the teacher's thinking. In the process of historical inquiry learning, students need to be "guided" or "assisted", not "taught". In the process of historical inquiry learning, students need to be "guided" or "helped" rather than "imparted" or "taught". Therefore, research in historical inquiry learning is guided research. Teachers are partners of students in historical inquiry learning, and their main responsibility is to provide help and experience for students' research learning. Teachers should correct their position in the inquiry-based learning, play a supporting role.

2, the advantages and disadvantages of the historical inquiry method

The advantages of the historical inquiry method: the development of historical inquiry learning is of great significance, historical research activities to provide students with the space to think about history, history of inquiry, is conducive to the students actively, actively learning; is conducive to the mastery of historical knowledge and understanding; is conducive to the annotation of students on the history of the construction. Favorable to the development of students' ability to learn history creatively; also conducive to the improvement of students in the ideological concept and the development of non-intellectual factors.

Disadvantages of the historical inquiry method: it is more difficult to carry out, some schools do not support, many history teachers can not adapt to this requirement. In fact, these are not its own disadvantages. History inquiry learning class time is difficult to determine, the financial needs of the large, difficult to control teachers, the evaluation system is not perfect, which is its unfavorable aspects.

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Four, history activity class teaching methods

1, the characteristics of the activity class

First, experimental. Activities as the main form of development, emphasizing students' personal experience, requiring students to actively participate in a series of activities in the "do", "investigation", "collect information" and other activities to find and solve problems. The first step is to make sure that you have a good understanding of the history of the world, and that you have a good understanding of the history of the world.

Second, openness. Respect for the development of each student's personality and each student's needs, pay attention to students in the process of the activities produced by the rich and colorful learning experience and personalized creative performance. The activity objectives and content, the activity process and results, are open. The evaluation criteria are diversified.

Third, autonomy. This type of class fully respects the students' learning style and the presentation of the results of the activities, the instructor only necessary guidance, not to take over the work of the students,

Fourth, the process. This type of class, pay more attention to the learning process, pay attention to the learning process of students' feelings and experience, through the discovery of the problem, collect materials, social apocalypse and other hands-on, to experience the hardship and joy of inquiry, to develop the ability to obtain information, processing information, teamwork, interpersonal skills, for their lifelong learning to lay a good foundation.

2, the advantages and disadvantages of carrying out activity classes

The advantages of carrying out activity classes: activity classes can reflect the student-oriented, students through the experience can cause students' interest; students can actively participate; can respect students' personality and talent; can be good at causing students to think and emotionally **** Ming, encourage students to boldly innovate in the way of thinking and learning; to create for the student opportunities for self-expression. Make students learn different learning methods, focus on inquiry-based learning, good at independent thinking in the process of exploring historical issues, improve the ability to discover, analyze and solve historical or real-world problems, and continue to obtain a successful experience. Students should not only learn historical knowledge and master the basic skills, but also consciously under the guidance of teachers to develop their own skills and cultivate their own personality.

The shortcomings of the activity class: it is the same as the inquiry learning, class time requirements; teachers are not easy to control; evaluation is not perfect.

In short, there are many methods of classroom teaching, the key is to pay attention to the optimization of the combination of teaching methods, from a practical point of view, according to different teaching content, different teaching objects, with a systematic and comprehensive point of view constitutes the optimization of the combination of pedagogy, to establish the student's position as the mainstay of teaching. Professor Xu Jilin of East China Normal University has a bold statement "I can't change the world, but I can change my classroom." I am an ordinary secondary school history teacher, I can not change the world, but I will also try to think, try to practice, try to change their own classroom.