How to play students' initiative in high school history teaching

I. Applying the Problem Inquiry Method in the History Classroom

The Problem Inquiry Method is one of the main methods of exerting students' initiative, and it is also one of the teaching methods advocated under the curriculum reform. Therefore, when teaching, teachers should be based on the history materials, create effective problem situations, so that students in the process of independent thinking to master the basic knowledge of history, at the same time, but also in the process of independent problem solving to develop good learning habits, and thus lay a solid foundation for the smooth realization of efficient classroom.

For example, in the teaching of "the victory of the October Revolution in Russia", I chose the teaching method of problem inquiry, first of all, I guided the students to think about the following questions: (1) Think: the inevitability of the outbreak of the October Revolution? (2) What were the reasons for the rapid failure of the Paris Commune Uprising and the success of the October Revolution in Russia in a short time? (3) How did the victory of the October Revolution affect the victory of the Chinese Revolution? ...... guides students to think about the above questions independently with the content of the textbook and express their own views and opinions, which not only mobilizes students' enthusiasm for learning, but also strengthens their understanding and deepens their impression, and at the same time, while exercising students' independent learning ability, it also lays a solid foundation for the realization of a high-quality history classroom. The foundation.

Second, the application of group self-learning method in the history classroom

The purpose of the implementation of the group self-learning method is to enhance the students' sense of active participation, enhance the students' spirit of cooperation, and then lay a solid foundation for the cultivation of students' independent learning ability. Therefore, in the process of application, we need to comprehensively understand the basis of students in accordance with the "complementary" principle of students into different groups to ensure that students in the mutual exchange, learning each other to master the basic knowledge, and gradually improve the students' independent learning ability.

For example, in the teaching of the Xinhai Revolution, the key and difficult goal of this lesson is to enable students to correctly evaluate the success or failure of the Xinhai Revolution. Therefore, after the basic knowledge of this lesson, I organized the students to discuss the topic of "whether the Xinhai Revolution was a success or a failure" in small groups, so that the group independent study, independent discussion can not only cultivate the ability of students to look at the problem dialectically, so that students can truly understand the significance of the "Xinhai Revolution", but also the ability of students to understand the meaning of the "Xinhai Revolution". The significance of the Xinhai Revolution, but also such a group discussion, but also allows students to mobilize students' interest in learning in the group heated discussions, and then make students enter the history classroom with a positive attitude to promote students to obtain good development.

Three, in the history classroom in the application of case teaching method

Case teaching method is a common teaching method in history teaching, but also the college entrance examination in the history of a larger proportion of a class of test questions. However, in the actual classroom, we often solve problems for the sake of solving problems, and is not conducive to the improvement of students' analytical ability, and is not conducive to the cultivation of students' problem-solving ability. Therefore, under the new curriculum reform, we have to combine the case with actual teaching, and we have to guide students to apply the relevant knowledge in the process of thinking and analyzing the case of the combination, which not only improves the students' ability to apply history, but also helps students to take the initiative to cultivate.

For example, when teaching Diplomacy in the Early Period of New China, in order to improve the application ability of the relevant knowledge in this lesson, and also in order to cultivate the students' analytical ability and inquiry ability, in the teaching of this lesson, I guided the students to analyze some cases, such as, "Comrade Mao Zedong has declared that this government is the only legitimate government representing the Chinese people*** and the people of the country. . This Government is the only legitimate government representing the people of the People's Republic of China. Any foreign government that is willing to abide by the principles of equality, mutual benefit and mutual respect for territorial sovereignty. This government is willing to establish diplomatic relations with them." Lead students to think about what principle of our foreign policy is illustrated in this statement? Guide students to analyze on their own, which not only improves students' ability to apply knowledge, but also dramatically improves students' learning efficiency.

Four, in the history classroom in the application of multimedia teaching method

With the wide application of modern information technology, multimedia with its set of video, audio, pictures, animation, text as one of the advantages of the majority of teachers and students like, especially in the history of teaching, multimedia teaching not only to break the traditional classroom dull, and, the cultivation of students' enthusiasm for learning as well as the development of autonomy also plays a very important role in the teaching of history. It also plays a very important role in the cultivation of students' enthusiasm for learning and the play of their autonomy. Therefore, in the teaching of history, teachers should effectively utilize the value of multimedia to ensure that students get good development in a harmonious environment.

For example, in the teaching of the War of Resistance Against Japanese Aggression, in order to allow students to better understand the backwardness of the truth, in this lesson, I use multimedia to students to play a number of documentaries, the purpose is to let students in the image of the visual impact of the video to be able to really feel the behavior of the Japanese army, and then mobilize the desire to learn at the same time, but also to promote the students are willing to independently understand the history. The purpose of the video is to make students feel the behavior of the Japanese army in the image and visual impact of the video, which will mobilize the desire of students to learn, and also prompt them to be willing to learn about the history on their own, and at the same time improve the learning efficiency.

In short, under the new curriculum reform, we need to use appropriate teaching methods to demonstrate the value of the subject of history, so that students can master knowledge and exercise their abilities in independent study and inquiry, and at the same time, also for the sound development of students to lay a solid foundation~