What are the commonly used methods in high school history teaching?

At present, more and more teachers attach importance to quality education and constantly study innovative teaching methods. The mission of history education is to introduce students to all the achievements of civilization and progress in human history. To do a good job in history teaching, middle school history teachers need to change their backward concepts and make bold innovations. Below, I have summarized all kinds of history teaching methods for your reference.

Teaching methods of history class in senior high school

First, history classroom learning? Four habits? : preview? Notes? Thinking? Review? Habit affects character, and character determines fate. This is especially true in learning. Good study habits can improve learning efficiency, stimulate learning interest and cultivate learning ability. Four good habits should be formed in history study: no preview, no class, no pen and ink, no reading, no thinking, no questions, no review and no homework. We should develop the habit of previewing, taking notes, thinking and reviewing. ? Preview before class is essential. Only by previewing can we have a general understanding of the text, make clear the key points and difficulties, and learn purposefully and efficiently in class. Doubts encountered in preview can be marked so as to make key breakthroughs in class. When previewing, we should also remove obstacles in reading. Preview is a process of autonomous learning, which embodies the principle of learning subjectivity. ? Take notes carefully in class and mark them when reading, which is convenient for the system to master and can distinguish between primary and secondary. A good memory is better than a bad writing. More pen and ink can also improve memory. ? Learning without thinking is useless, thinking without learning is dangerous? ,? Think about it, think about it, ghosts and gods will pass. ? History study needs to think deeply, question boldly and really do it? Reading history makes people wise? . We often say? Review the past and learn the new? Review and consolidate in time after class. On the basis of reviewing, do your homework again. Many students wait for homework and then turn over the books, which is not only inefficient, but also fragmented knowledge. ? Good habits are the cornerstone of success. As long as students persevere, cultivate well and get used to nature, history learning will be easy. ? Second, read history textbooks? Nine in place, history learning must improve the reading ability of history textbooks. Reading should be comprehensive and careful. To improve reading ability, we should not only browse quickly, but also pay attention to interpretation. I must study with questions. ? (1) Before class? Explain? Define the purpose of studying history? Defining the purpose of history learning in senior high school and having a positive attitude are the prerequisites for successful learning. ? (2) Read the text list and form a frame structure? Historical texts are arranged by chapters, and each chapter constitutes a unit, reflecting a specific historical stage and reflecting the systematicness and logic of historical knowledge. Reading the catalogue often helps us to grasp the historical structure from a macro perspective, thus avoiding? Blind people touch elephants? Limitations, but also to achieve vertical and horizontal contrast, mastery. ? (3) Read the chapter introduction and grasp the background clues? The introduction of high school chapters mainly introduces the background and main clues at home and abroad. Introduction is a highly generalized and condensed language. Reading the introduction is also convenient to understand this chapter or content from a macro perspective, and to clarify the background of the major events in this chapter, thus forming a three-dimensional view of time and space and a systematic sense of history. Reading the introduction often can also improve the ability of historical generalization. From the rough to the fine, from the outside to the inside, from here to there. (4) reading historical texts and consolidating historical knowledge? The text of each section is the focus and topic of students' study, so we should attach great importance to it. Each section has a corresponding subtitle. Reading the text should focus on the topic and subtitle, understand the historical reasons, process and influence, and pay attention to the relationship between historical events and characters in each section. When studying in high school, we should especially analyze the historical motivation and influence and understand the causal relationship behind the historical appearance. When reading the text, we should pay attention to the theoretical expression and the historical conclusion of The Analects. Reading the text should be studied with questions. ? (5) reading small print and notes to expand historical thinking? Small print also has about 1000 words per class, which is easily ignored by students. Fine print is the interpretation, supplement, expansion or analysis of words. Although fine print is often not the main content of the exam, it can enrich historical knowledge and broaden our horizons. Some small characters are relatively advanced theoretical analysis, which is of great help to improve our high school students' rational thinking. Some notes not only clear the obstacles for writing, but also introduce some academic viewpoints. You may wish to read them to inspire and expand your thinking. More importantly, fine print, notes and words are vivid and fascinating, which can stimulate our interest in learning history. ? (6) reading literature to improve research ability? Textbooks for every lesson in senior high school 1? Reading two materials can not only make us feel the history directly, but also improve our cognitive ability. Get rid of the false and keep the true, from the outside to the inside? . Reading materials should not only eliminate text obstacles through annotations, but also understand the background of materials in combination with texts, and also use scientific theories to process and sort out materials to maximize effective information. ? (7) Read the historical map and form a view of time and space? The ancients ruled history, but still. Left picture and right view? We should study history with maps. The text itself has a map and a separate historical atlas. When reading history books, you can refer to the map. For example, some maps are war situation maps, which reflect the dynamic process of war. Combined with maps, they are sketched with colored pens to understand the process and results of war, thus forming a three-dimensional and complete space concept. In recent years, the history questions of college entrance examination have increased the proportion of investigating historical maps. Students ignore pictures most when studying history, so they should pay special attention. ? (8) read historical pictures and tables to improve observation and imagination? There are pictures and tables in every section of high school history. These pictures include paintings of historical figures, maps of sites and historical scenes. Reading more pictures can improve observation and imagination, and make the newly learned historical knowledge more intuitive, three-dimensional and rich. Many of these paintings are exquisite works of art, which can give us aesthetic feeling. ? (9) Read the chronology after the book and sort out historical clues? The chronology of major events after class should be read repeatedly, and the age of major events in each chapter must be remembered. Only by remembering the time can we have a clear understanding of the complicated history and form systematic historical knowledge. Students are most afraid of remembering dates, so they should explore memory methods to improve their memory. ? The above only requires that history reading should be fully in place. However, there are still many methods of history reading, which need to be summarized constantly in history learning. Third, the trilogy of history learning: understanding (accurate) understanding (profound) feeling (new) understanding? This is that first step in learn history. That is, to understand historical facts, sort out historical clues, and summarize stage characteristics. History is the past movement process of human society and some important activities carried out by certain people in a certain time and region. Therefore, the elements of every historical event must be clarified, such as people, time, place, event, process and result. ? Do you understand? What is the first requirement? Quasi? History is a science, and science requires precision and rigor. This requires that history learning should construct a clear concept of time and space. One is? All of them? , that is, all aspects, completely mastered. A comprehensive grasp is not to grasp the eyebrows and beards, but to be good at summing up and combing. Have you done it? Remove the rough and extract the fine? . ? Do you understand? The basis of memory is memory. Therefore, it is necessary to improve memory and explore memory methods. Do you understand? This is that second step of historical research. Learning history requires clarifying the causal relationship between historical events and historical phenomena, revealing the dialectical relationship between historical contingency and inevitability, and understanding important historical concepts. What are the requirements for understanding? Deep? . This requires intensive reading, close reading and key reading when studying history; Be good at comprehensive reading, such as historical maps, historical materials, pictures and even notes. When studying, we should discuss, explore, think, consult materials, arrange notes, cooperate with students and communicate with teachers and students. Wait a minute. ? Form? Insights? This is the third step in history study. We often say that reading history makes people wise. History learning should sum up experiences and lessons from the success or failure of history, gain profound historical enlightenment from numerous historical phenomena, be good at acquiring historical knowledge through historical connection and comparison, and scientifically judge historical figures and events with correct viewpoints. ? Insights? What are the requirements? New? In other words, we must innovate and not follow the trend. We should feel the history, gain life wisdom from it, and apply what we have learned. ? Know and understand opinions? These three steps are linked as a whole and inseparable. For high school students, understand? Both are indispensable, which is the premise and foundation of history study. History class? Preview? Should also belong to? Do you understand? This step. ? Do you understand? It is the key step and key of history learning, which embodies the characteristics of history learning in senior high school. What is the main purpose of classroom history study? Do you understand? This step. And formed? Insights? It is the purpose of history study and requires more. We should cultivate creative thinking and strengthen theoretical study. ? Insights? This step should also be extended to extracurricular activities. For example, historical investigation, historical interview and historical debate in research-based learning will not be limited to the classroom. ? The trilogy of history learning requires that history learning should be from rough reading to intensive reading, from macro-mastery to micro-mastery, from closed and isolated learning to open and cooperative learning, and from passive acceptance learning to subjective inquiry learning. It also requires that history study should be organically combined with politics, Chinese, geography and other disciplines, reflecting the characteristics of integration. ? Summing up memory methods to reduce learning burden? The most prominent feature of history discipline is its large memory. It must be painful to learn by rote. Therefore, students should constantly sum up the tricks of memory in history study. Only in this way can history study be more effective and interesting. Here are some basic memory methods. ? (1). Centralized method? Concentration method is a process of simplifying the complex, removing the rough and selecting the fine, closely following the key words and compressing the complicated contents. As for the historical significance of the establishment of * * *, just remember two idioms. Create the world? ,? Brand new? ; Remember Sino-British treaty of nanking? Indemnities, commerce, land division, tariffs? ; What are the three meanings of Nanchang Uprising? One? :? A flag, a sign, a festival? . You can also condense the contents of the text into several articles through numbers, such as? New culture movement? Can be condensed into? One slogan, two stages, three contents and four represents? Wait a minute. The process of content arrangement is the process of deep processing, which will certainly deepen the impression and improve the memory. ? (2). Comparative method? Comparative method is to compare two or more historical events, historical phenomena and historical figures from different angles, find out similarities and differences, grasp characteristics and improve memory. Like what? New and old democratic revolution? Comparatively speaking, the social nature, revolutionary nature and revolutionary motive force are the same, but the leadership class, guiding ideology, mass base, revolutionary future and revolutionary result are different. Through comparison, we can deeply understand:? The may 4th movement marked the beginning of China's new-democratic revolution? . This comparison should not only be compared before and after, but also between China and foreign countries, such as? Comparison of the success or failure between the Reform Movement of 1898 and the Meiji Restoration? ,? Comparison between Zheng He's voyages to the West and the opening of new air routes? Wait a minute. Historical learning must form a sense of comparison, and comparison is the basis of all understanding and thinking. ? (3). Graphical method? Teachers often use graphic method in blackboard writing teaching. Using graphic method in history study can simplify the complex, from point to line, from line to surface, concise and vivid, and make memory easier. ? (4) Tabulation method:? Master similar and confusing historical knowledge through tabulation. For example, China's land policies in different periods can be followed? Background, time, content, characteristics and function? Wait for a few aspects to master. Tabulation is different from comparison. Comparative method is to compare similarities and differences and find out the law; Tabulation is just to compare similar historical knowledge together in order to master it. ? (5) historical shorthand:? As long as you use your head, there are rules to follow in the memory of historical years. Or continuous memory, or interval memory, or homophonic memory, or digital overlapping memory, or Chinese and foreign contrast memory and so on. For example, 177 1 year can be homophonic? Uprising together? . Like what? 19 19? 、? 18 18? Overlapping of numbers, etc. ? In short, there are many ways to remember history, such as outline signal memory, discussion and debate memory, repeated reading memory and so on. This requires students to sum up carefully in their studies. Memory is the basis of thinking. Improving memory can not only improve thinking ability and enrich imagination, but also enhance self-confidence. Primary and secondary schools are the golden age of memory, and the knowledge they have memorized is the strongest, even they will never forget it. Therefore, students should strengthen their memory, remember happily and acquire rich historical knowledge.

Several innovative methods in history teaching

First, situational teaching method

History has specific time, space and character scenes. In class, I consciously introduce historical scenes with certain emotional colors and specific images, so that students can have personal experience and feelings and stimulate their desire to explore. Of course, you should carefully select the scene materials before class, such as movies, pictures, ancient poems, cartoons, stories and so on. Bring students into a specific historical atmosphere. For example, when I was teaching the May 4th Movement and the Establishment of China's * * * Production Party, I chose the patriotic movie My 19 19, and intercepted a scene in which Gu Weijun, the representative of China, argued with Japanese representatives about Shandong's sovereignty at the Paris Peace Conference. "China can't lose Shandong any more than the West can lose Jerusalem." Gu Weijun's voice did not fall, and the classroom burst into warm applause. The students couldn't help saying, "China can't lose Shandong! China cannot lose Shandong! " At this time, I added relevant information: "The Japanese ignored China's sovereignty at the Paris Peace Conference, manipulated the Supreme Council and seized all the privileges of Shandong. Their diplomacy is a great victory! Our diplomacy failed! The Japanese occupation of Shandong has seriously violated the territorial integrity of China, and China is going to perish! Students, as the blood of the Chinese nation, what should China do? ! ""Down with imperialism! " "Down with the Beiyang government!" Students can't help shouting patriotic slogans like young students in those years. Through these methods, they have successfully aroused students' emotions, shocked students, expressed their opinions in succession, cultivated their noble patriotic outlook on life and values, and achieved the expected teaching purpose.

Second, the multi-thinking teaching method

In the teaching process, teachers consciously train students' multiple thinking, which is an important means to cultivate students' innovative ability. The first is to set questions skillfully and activate ideas. "Thinking comes from doubt", and thinking activities are usually produced by doubt. Only when students have doubts about the problems they have learned can they ignite the spark of thinking. When teaching the Xi 'an incident, you can ask students to think: "Chiang Kai-shek pursued the * * * production party crazily. Why didn't the * * * production party take the opportunity to destroy Chiang Kai-shek? " Students may be very interested in such questions, thus stimulating their positive thinking. After the students' discussion, the teacher guided the students to unify their understanding in time, which not only helped them understand the great significance of peacefully solving the Xi Incident, but also exercised their thinking agility. The second is vertical and horizontal history and multiple thinking. In order to make students open their minds, learn to observe problems comprehensively, grasp the interrelation between historical phenomena and analyze problems, and then grasp their essence, we should pay attention to vertical and horizontal connections in teaching. For example, taking the history of a country as a clue, when talking about War of Resistance against Japanese Aggression, we should think about "Pingxingguan Victory", "Taierzhuang Campaign" and "Hundred Regiments War" together. Another example is to compare the horizontal connection of similar problems or similar problems in different countries at the same time with the problem as a clue. In the history of the world, Japanese globalization reform can be considered in connection with China's political system and reform measures in the Tang Dynasty. Think about the cause, process, result and significance of the bourgeois revolution in Britain, France and the United States. In vertical and horizontal contact, students' thinking will be broadened and their thinking breadth will be trained. The third is to create situations and expand thinking. In order to give full play to students' main role in teaching, sometimes it is not enough to rely only on the materials in textbooks. Teachers should try their best to provide students with some new materials related to textbooks, which are conducive to students' understanding of textbooks, create new situations and guide students to generate new thinking. According to the teaching content and needs, we can consciously introduce the latest achievements of historical research to broaden students' horizons, and at the same time cultivate students' divergent thinking ability of discriminating and demonstrating new ideas, so as to cultivate students' innovative ability more effectively. The fourth is to guide activities and dare to explore. Every unit in the new middle school history textbook has the topic of "activity and inquiry". Teachers should make full use of this textbook to encourage and guide students to carry out historical composition and practical inquiry activities, which is one of the effective ways to cultivate students' dialectical thinking and creative thinking. Students can effectively spread their thinking wings and soar in the boundless historical space in the composition with history as the theme. Through practical activities, students feel the historical facts personally, fully mobilize the enthusiasm of thinking, and often put forward some new ideas and opinions, so that their innovation ability can reach a new height.

Thirdly, Chinese teaching method.

In the traditional culture of China, literature and history are interlinked, and literature and history are indistinguishable. History has history, and literature has history. Historical Records is praised by Lu Xun as "a historian's swan song, leaving Sao without rhyme", which is a model of combining literature and history. The combination of literature and history is determined by the law of history teaching itself. The reappearance of historical phenomena, the discussion of historical laws and the clarification of historical concepts are all inseparable from literature. At the same time, literature can promote people's all-round development and play an irreplaceable role in people's moral, ideological and aesthetic education. Therefore, the combination of Chinese and history in history teaching can achieve good results. For example, guiding students to draw paragraphs around the chapters, sections and titles of history textbooks, divide levels, summarize the general idea, and write outlines and main points can effectively cultivate students' reading comprehension ability. Telling historical events and people, using narrative and novel expression techniques, according to time, place, scene and plot and other elements, or narrative, or discussion, or description, or lyrical, vivid and lively, can stimulate students' interest in learning. Tell historical reasons and results, analyze historical viewpoints, introduce historical scenes and historical sites, and use argumentative writing methods to put facts and reason, so as to achieve clear views, sufficient arguments, rigorous argumentation and strong logic. In this way, students' thinking is opened and their association ability is cultivated. Practice has proved that it is very beneficial to draw lessons from Chinese teaching method in history teaching.

Fourthly, tandem knowledge teaching method.

The so-called knowledge series method is to seize historical clues. This clue is like the outline of the network. As soon as the outline was lifted, the basic knowledge was swept away. Historical knowledge generally consists of several basic elements such as time, place, people and events. These basic elements must be clearly explained in history class, which is the biggest difference between history class and other courses. These elements can evolve into basic clues of history, and relevant historical knowledge can be connected in series with these basic clues, just like beads. For example, take the passage of time as a clue to list the chronology of major events; Teaching history according to a certain place, region or country with the clue of space transfer; Taking human activities as a clue, an important historical figure (positive or negative) often runs through the whole era. The history of China's democratic revolution is almost inseparable from the names of Sun Yat-sen and Mao Zedong. Taking the development of historical events as a clue and explaining the reasons, processes and results clearly, we can know the rise and fall process of each historical phenomenon. In addition, we can also grasp certain social contradictions as clues to distinguish between major contradictions and secondary contradictions, antagonistic contradictions and non-antagonistic contradictions, major and secondary aspects of contradictions, basic ways to solve contradictions (reform and revolution), and the process of contradictions' emergence, development, intensification and disappearance. When analyzing historical problems with Marxist theory of contradiction, we will find that all historical events are caused by certain social contradictions, and historical events are composed of human activities. Evaluation of historical events and historical figures must be linked with certain social contradictions. For example, evaluating the nature of historical events depends on its main aspects, and evaluating the role of historical figures is divided into two parts.