How to learn history, my teacher asked me to give a speech!!!! ! In 200 words or less you have to write it yourself!

A, history classroom learning "four habits": preview - notes - thinking - revision

We often say that habits affect character, character determines destiny. Visible good habits how important. Learning is more so, good learning habits can improve learning efficiency, stimulate learning interest, cultivate learning ability. History learning to develop four good habits: that is, not after pre-study not class, do not move the pen and ink not read, not after thinking not ask questions, not after review not homework. To develop the habit of pre-study, notes, thinking, revision.

Pre-reading before class is essential, only pre-reading, you can have a general understanding of the text, clear focus on the key points, in order to have a purpose in class, efficient learning. The pre-study encountered doubts, can be marked, so that the class focus on breakthroughs, to be solved. Pre-reading should also remove the text reading obstacles. Pre-reading is the process of self-learning, reflecting the principle of learning subjectivity. Take notes carefully in class, read the book when circling and scratching, easy to systematically grasp, can distinguish between the main and secondary. As the saying goes, a good memory is better than a bad pen. More pen and ink can also improve memory. The ancients said: "Learning without thinking is confusing, thinking without learning is perilous", "Thinking, thinking, gods and ghosts through." Can be seen how important it is to think hard. History learning more in-depth thinking, bold questioning, or "reading history makes people wise" is just an empty phrase. We often say that "learning from the past is new", after the class should be timely review and consolidation. On the basis of revision, and then go to write homework. Many students wait to write homework, and then bring the book to flip around, so not only the bottom of the learning efficiency, and mastery of knowledge is fragmented.

Of course, these four habits of learning any other subject is also practical, but the study of history is particularly important. Good habits are the cornerstone of success. As long as students persevere, raised with good habits, habits become nature, history learning will be easy and comfortable. History teachers should strengthen students' history learning habits.

Two, history textbook reading "nine in place"

History learning must improve the ability to read history textbooks. Students tend to put aside the textbook to memorize the notes, leaving the textbook to see the information; even if you read the book, but also only read the main part of the text, the other do not look at all. This is very difficult to learn history well. History reading should be comprehensive, careful, to improve reading ability, both fast browsing, but also to focus on interpretation. It is also important to study with questions. Teachers should instruct students in history reading, and even learn history the way they learn languages.

(1) Read the pre-course "instructions" to clarify the purpose of learning history

The first year of high school history "instructions" said: "The preparation of high school textbooks is aimed at further improving the students' thinking and moral qualities, cultural and scientific knowledge, and aesthetic interests, Cultural and scientific knowledge, aesthetic taste and physical and mental qualities, cultivate students' innovative spirit, practical ability, ability to learn and adapt to social life, promote the overall development of learning, and deliver qualified graduates of good quality to higher-level schools and society." This passage, let us make clear the purpose of high school history learning, a positive mindset, is a prerequisite for learning success. Of course, the "new standard" on the purpose of history learning expressed otherwise.

(2) Read the table of contents to form a framework structure

History texts are organized in a system of chapters, and each chapter constitutes a unit, reflecting a particular stage of history, and reflecting the systematic and logical nature of historical knowledge. Regularly read the catalog, easy to grasp the structure of the history of the book from the macro, so as to avoid the limitations of the "blind man feeling the elephant", but also can do vertical and horizontal comparison, coherent. The new curriculum is written in the form of a topic, reading the table of contents can have a three-dimensional understanding of the topic.

(3) Read the chapter introduction, grasp the background clues

High school chapter introduction is mainly to introduce the domestic and international background and the main clues. The introduction is a highly generalized and condensed language, reading the introduction is also easy to understand the chapter or content from the macro, clear chapter events in the context of the times, so as to form a three-dimensional view of space and time and a sense of systematic history. Frequent reading of the introduction can also improve the ability to summarize history, "remove the coarse and extract the essence, from the table to the inside, and from there to the other."

(4) read the body of history, consolidate historical knowledge

The body of each section of 1200-1300 words is obviously the focus and the main body of the teacher's teaching, student learning, and therefore should be highly valued. Each section has a corresponding subheading, read the body to be around the subject and subheading, to understand the reasons for the history, through and influence, pay attention to the relationship between each section of historical events, characters. For high school studies, it is especially important to analyze historical motives and influences and to understand the cause and effect relationships behind historical appearances. Read the main text, taking care to comprehend theoretical statements and conclusive historical discourses. The text should be read with questions. For example, in the section of "Opium War", we should think: Why did Britain start the Opium War? Why is Lin Zexu a great national hero of the Chinese people? What were the reasons for China's defeat in the Opium War? What was the impact of the Opium Wars on Chinese society? The answers to these questions can be found in the body of the text.

(5) reading small print, notes, expanding historical thinking

Small print is also about 1,000 words per lesson, students learn the most easily ignored. The small print is the main text of the description, supplement, expansion or analysis. Although the small print is often not for the main content of the examination, but can enrich historical knowledge, open up horizons. Some of the small print is a higher theoretical analysis of our high school students to improve rational thinking has a great deal to help, such as "Modern Chinese History," the next book, page 9, about the "workers and peasants in armed isolation" of the theory of formation. Some of the notes, in addition to clearing the textual obstacles, but also to introduce some academic views, may also wish to read, in order to inspire thinking, expanding thinking. What's more, small print, notes, vivid text, fascinating, can stimulate our interest in learning history.

(6) reading literature, improve research ability

High school 1-2 material per section of material reading, not only allows us to directly feel the history, but also raise awareness of the ability to "remove the false and keep the true, from the surface to the inside". Such as the foreign affairs movement section quoted Zeng Guofan words: "can be suppressed hair twist, can be diligent far strategy", to recognize his foreign affairs is to suppress the people's uprisings, as for "diligent far strategy", is only a cover-up only. The reading of the material should not only through the notes, remove textual barriers, but also to understand the background of the material in conjunction with the text, but also the use of scientific theories on the material processing and organizing, and to a greater extent, to improve the effectiveness of the information.

(7) Reading historical maps, the formation of spatial and temporal views

The ancient history, but also "left map, right history," we study history should be combined with maps. The text itself has a map, there is a separate historical atlas, while reading history books, the side against the map. Such as some maps are war situation map, reflecting the dynamic process of war, combined with the map outlined with colored pencils, to understand the passage of the war, the results, in order to form a three-dimensional, complete spatial concept. In recent years, the college entrance examination history test questions to increase the proportion of historical maps. Students learning history most neglect reading maps, so pay extra attention.

(8) reading historical drawings, tables, improve observation, imagination

high school history in each section of the drawings 4-6, there are about 20 color before class, in addition to some forms. These drawings include drawings of historical figures, maps of sites, and historical scenes. Reading more drawings can improve observation, imagination, and make new historical knowledge more intuitive, three-dimensional, and richer. Many of these drawings are also fine art, which can give us a sense of beauty.

(9) read the chronology of the back of the book, clear historical clues

The chronology of events in the back of the class should be read over and over again, and the chronology of the events in each chapter must be memorized. Only by memorizing the chronology can we have a clear understanding of the complicated history and form a systematic knowledge of history. Students are most afraid of memorizing the chronology, so they should explore memory methods to improve their memory.

The above is just a requirement for history reading to be comprehensive and in place. And there are many other methods of historical reading, which need to be constantly summarized in the study of history.

Three, history learning three steps: understanding (quasi)-understanding (deep)-insight (new)

According to the cognitive law of students and the characteristics of the discipline of history, we summarize the three steps of history learning. These three steps are from table to table, from shallow to deep, from point to line to surface, step by step, cycle by cycle, to facilitate efficient, systematic and interesting history learning. In teaching, we use the "three steps" to achieve better results.

"Understanding" is the first step in learning history. That is, to understand the historical facts, sort out the historical clues, summarize the characteristics of the stage. History is the past movement of human society, it is a certain person in a certain time, geographical area of some major activities. Therefore, every important historical event should be clearly understood, such as the characters, time, place, events, passage, results, etc. should be clear. The first requirement of "understanding" is "accuracy", history is a science, science requires accuracy and rigor. This requires the study of history to construct a clear view of time and space. One is "full", that is, all aspects, comprehensive mastery. Comprehensive mastery is not a handful of eyebrows and beards, we should be good at generalizing and combing, so that the "rough to get the best". Such as the "Opium War" section, we have to understand the process of the war: the start and end of the war years, both sides of the war, war routes and stages, the important resistance struggle, the main characters. "Understanding" is based on memory, therefore, to improve memory, explore memory methods.

"Understanding" is the second step in the study of history. The study of history requires clarifying the cause and effect relationship of historical events and phenomena, revealing the dialectical connection between historical contingency and inevitability, and understanding important historical concepts. The requirement of understanding is "deep". This requires that history learning should be carefully read, read, focused reading; to be good at comprehensive reading, such as historical maps, historical materials, pictures and even notes should be purposefully read; learning, to discuss, to explore, to think, to consult the information, to organize notes, student-student cooperation, teacher-student exchanges. Such as "Opium War" we have to think: the outbreak of this war is inevitable? Why did the Qing government lose the war? Why does the Opium War mark the beginning of modern Chinese history? And so on.

The formation of "insights" is the third step in the study of history. We often say that reading history makes one wise. History learning from the success or failure of history to summarize the lessons learned from the numerous historical phenomena to obtain a profound historical enlightenment, to be good at the historical connection and comparison of historical understanding, the use of the correct point of view on the historical figures, historical events for scientific judgment. The requirement of "insight" is "new", that is to say, it should have new ideas and should not be the same as others. To feel history, from the history of life wisdom, to learn to use. Still take the "Opium War" as an example, we have to gain insights from the success or failure of the war, enlightenment: backwardness will be beaten; political corruption will inevitably lead to military defeat; corrupt and backward feudalism is not a rival to the emerging capitalism; Lin Zexu is a great national hero; don't forget the shame of the country, revitalization of China and so on.

The three steps of "knowing -- understanding -- insight" are linked as a whole and cannot be separated. For high school students, "understanding" is indispensable, is the premise and foundation of history learning. The "preview" of history class should also belong to the step of "understanding". "Understanding" is the crucial step, the key to history learning, reflecting the characteristics of high school history learning. Classroom history learning is mainly the step of "understanding". The formation of "insight" is the purpose of history learning, which is more demanding, to cultivate creative thinking and strengthen theoretical learning. The step of "insight" should also be extended beyond the classroom. Such as research study in the historical investigation, historical interviews, historical debates, etc. will not be limited to the classroom. The "three steps of history learning" requires history learning from rough reading to detailed reading, from macro grasp to micro mastery, from closed isolated learning to open cooperative learning, from passive receptive learning to subjective inquiry learning. It also requires that the study of history and politics, language, geography and other subjects organically combined, reflecting the characteristics of synthesis.

Four. Summarize the memory method, reduce the burden of learning

The most prominent feature of the history of the subject is the amount of memory, by rote memorization is certainly very painful, so the students of history learning to summarize the memory of the tricks, only then, the history of learning will be twice the result with half the effort, endless fun. The following are some basic memorization methods.

(1) Concentration method

Concentration method is to simplify the complexity, to take the essence of the rough, focusing on the key words, the complexity of the content of the compression, the process of organizing. Such as the historical significance of the establishment of China ****, as long as you remember the two idioms on the line, "open up the sky and the earth", "new"; "Treaty of Nanjing" to remember the "reparations, open business, ceded land, tariffs "; the significance of the Nanchang Uprising remember the three "one": "a flag, a symbol, a festival", the Grand Canal remember "Yong, Tong, Gan, South The Grand Canal is memorized as "Yong, Tong, Gan, Nan". You can also condense the content of the text into a number of figures, such as "New Culture Movement" can be condensed into "a slogan, two stages, three contents, four representative figures" and so on. The process of organizing the content is the process of deep processing, will certainly deepen the impression and improve the memory.

(2) Comparative method

The comparative method is to compare and contrast two or more historical events, phenomena, and figures from different perspectives, to find the similarities and differences, and to grasp the characteristics to enhance memory. For example, the old and new democratic revolutions are compared, in which the nature of society, the nature of the revolution, the revolutionary impetus is the same, the leading class, the guiding ideology, the mass base, the future of the revolution, the revolutionary outcome is different. Through this comparison, we can y understand that "the May Fourth Movement marked the beginning of the new democratic revolution in China". This kind of comparison, not only to before and after, ancient and modern comparison, but also the Chinese and foreign links to compare, such as "the Hundred Days' Reform and the Meiji Restoration success or failure of the comparison", "Zheng He went to the West and the opening of the New Voyage Route comparison" and so on. History learning must form a sense of comparison, comparison is the basis of all understanding and thinking.

(3) illustrative method

The illustrative method is often used by teachers to teach the book. Historical learning can be simplified by the use of diagrams, from point to line, from line to surface, concise and vivid image, memory becomes easy.

Such as Mao Zedong's theory of prolonged war can be designed as the following illustration (omitted):

(4) Tabulation method:

Similar and easy to confuse the historical knowledge through the tabulation method to master. For example, the land policy of different periods in China **** can be mastered according to the "background, time, content, characteristics, role" and other aspects. The tabulation method is different from the comparative method. Comparative method is required to compare the similarities and differences, to find out the law; while the tabulation method is only similar historical knowledge together, for comparison, in order to master.

(5) historical chronological shorthand method:

Historical chronological memory as long as the brain, there is also a method to follow. Or continuous memory, or interval memory, or harmonic memory, or digital overlap memory, or Chinese and foreign comparative memory and so on. Such as 1771 can be harmonized "together with the uprising". If "1919", "1818" belongs to the numerical overlap, and so on.

In short, there are many ways to memorize history, such as the outline of the signal memory method, the discussion of the debate memory method, repeat reading memory method and so on. This requires students to learn in the study of serious summarization. Memory is the basis of thinking, improve memory can not only improve thinking ability, rich imagination, but also can enhance self-confidence. The primary and secondary school is the golden period of memory, the memory of the knowledge of the most solid, and can even be lifelong, so students should strengthen the memory, happy memory, access to a wealth of historical knowledge.

V. History review four-step method: historical facts - historical passages - historical theory - historical sense

How to review the history class, has always been the teacher students are confused about the problem. The first step in the process is to make sure that you have a good understanding of what you are doing and how you are doing it. We have explored the four-step method of history review, namely "historical facts → history through → history theory → history sense". Specifically, that is, the chapter as a review unit, the main line of training, under the guidance of the teacher, in accordance with the four steps, step by step, from point to point, from shallow to deep, the formation of a systematic view of the history of space and time, and let the historical understanding rose to a new height.

The first step: "historical facts" - knowledge integration

The first step in history review is to sort out the main events of the chapter, summarize the historical clues, and outline the characteristics of the stages. This requires students to grasp the basic historical facts and stage characteristics must be accurate, comprehensive, to construct a clear and complete historical system. Review, to read quickly, quickly review, accurately outline the historical clues, from the political, economic, cultural and other different levels to summarize the characteristics of the historical stage. For example, in the chapter of "Ten Years of Confrontation", three clues can be summarized, namely: the two parties from confrontation to cooperation and peace; the Sino-Japanese national contradiction from the rising to the formation of the main contradiction; China's ****productivity party from naivety to maturity.

The second step: "history through" - contact and comparison

Contact and comparison, touching the class, ancient and modern Chinese and foreign integration, the formation of three-dimensional thinking. This step requires students can not stick to the content of the chapter, but to the knowledge of the chapter as the main starting point, before and after the link, the ability to migrate. Such as "the formation of the anti-Japanese national united front" across two chapters, involving two stages of ten major events. The second step of history review is obviously higher than the first step, to broaden the historical perspective, good at vertical and horizontal connection, which requires history review can not be fragmented, to have a general vision. Teachers should carefully design some questions to provide students with ideas for learning.

The third step: "history and theory" - the combination of history and theory.

Use some of the theories mastered to evaluate historical figures and events, explore and question historical phenomena, and scientifically analyze the cause and effect relationship of history, so that the study of history rises to a higher theoretical level. History Section "Examination Instructions" listed in the "ability to require" 4 of 10, clearly put forward the "combination of history and theory", which requires that the historical interpretation of history from the history of thesis, thesis is clear, the basic theoretical viewpoints should be dissolved into the analysis and evaluation of the facts of history, not to put the theory like a label-like stickers, not to put the theory like a label-like stickers. The theory can not be like a label on the historical events, nor can the theory plus historical events into a platter.

The fourth step: "historical sense" - feeling history.

Students through the systematic study and review of history, feel the history, into history, experience history, the formation of a new view of the history of space and time and a new sense of history. The "sense of history" is more of a function of historiography, to recognize reality from history, to enhance the sense of mission and social responsibility of the times, from the successes and failures of history, vertical and horizontal comparisons, to produce new lessons, inspiration, as a guide to life, to lead the life.

The four-step approach to reviewing history is a roughly four-step approach to reviewing the four steps, which are interconnected and should not be cut off, but should be interpenetrating and interconnecting with each other. "Historical facts" is the premise, is the foundation. The main thing is to master the method of memorization, improve the ability to generalize and summarize, and require accuracy and comprehensiveness when reviewing. "History", "history" is the core, is the key, highlighting the requirements of historical systematic review, to be good at linking and comparing, improve the ability to analyze and understand, especially good at using historical thinking and scientific theory to analyze and solve problems. When reviewing the requirements of a profound system. "Historical sense" is the ultimate goal of history learning and revision, and it is the process of gradual formation, which highlights the social function of the discipline of history. In short, the history of learning, reviewing the conscious formation of these four steps, will improve learning efficiency, the development of disciplinary capacity, increase the pleasure of learning history.

VI. Development of historical resources to improve the ability to rule history

History learning can not only stay in the classroom, can not be stuck in the textbook. But to lead the vision to the family, community and broad social life, to the library, the Internet, museums, historical remains and other rich historical resources. It is also necessary to fully explore the historical connotation of vernacular teaching materials and carry out historical research studies. In short, we should expand the space of history learning, closely link school history education with social and historical life, and implement open learning. Prof. Gu Lingyuan, President of the Shanghai Academy of Educational Sciences, once said, "What you hear is forgotten quickly, what you see is remembered, and what you have done is what you can do". History learning, students are required to study a certain issue, through access to information, visits to the examination, screening, writing a history essay or history study report. Can also organize historical debates, major events commemorative speeches, historical themes of stamps, photo exhibitions and so on. Can also carry out "my family history" investigation activities.