How to Infiltrate Patriotism Education More Effectively in Middle School History Classroom Teaching

First of all, we must clearly understand the characteristics of middle school history infiltrating moral education.

Middle school history teaching permeates moral education, which has the characteristics of dependence, implication, gradualism, diversity and judgment. It is very necessary to understand these characteristics and grasp them. As we know, things in the world are very different, and each has its own special internal relations. You can't be sure without knowing this.

(1) dependency. Just like liquid permeates material micropores, history teaching permeates moral education, always inseparable from facts, always attached to, understood and evaluated historical facts. "Politics" convinces people with its scientific theory, literature infects people with the description of characters and plots, and history enlightens people with the evaluation based on facts. Because historical facts exist independently of anyone's consciousness, they are the basic basis and evidence of history teaching. Without them, history teaching will not only lose its scientific nature, but also lose its educational nature. History holds that facts speak louder than words. Although historical science is extensive and profound, the content of moral education is rich and colorful, but in the final analysis, it is an ideological understanding and moral consciousness. Because of this, it reflects the past and narrates the history. If divorced from historical facts, "infiltration" will become an empty talk.

(2) hint. It can also be said to be suggestive. Its educational function is included in the comments on history. Undeniably, it can also publicize and indoctrinate education openly and positively like political science, but this is not the main form after all. Mainly in the history teaching, while accurately completing the clear teaching tasks, it consciously but without leaving a trace gives students psychological and behavioral influence. "Sneaking into the night with the wind, moistening things silently" is the best portrayal. The education of "students should do this" and "students should do that" with labels and slogans may be magnificent, but it is by no means what we call "infiltration", and it is difficult to get the effect of infiltrating moral education. Laozi said, "Sages teach without words" and "infiltration" is the educational art of teaching without words. What it deliberately pursues is to let students be inspired, educated and understand the truth of being a man and doing things in hidden education. Although this is not as fast and powerful as the publicity and education with great fanfare, once it is understood, this subtle effect is bound to be much deeper and stronger.

(3) gradualism. The infiltration of moral education in history teaching is not a one-off event, nor is it a matter of teaching a certain class or a certain historical content. It should be said that history teaching at any time and in any content has the corresponding ideological and moral influence function. The quantity is not necessarily large, but it must be there. This process of accumulating bit by bit constitutes the gradual infiltration of moral education. It tells us that every history lesson is inseparable from moral education, and it also tells us that it is difficult to have more. We can't simply talk about history and facts, and we don't admit or disdain the infiltration of moral education; However, it is not appropriate to take advantage of the topic, pretend to be the host, or even preach empty. This gradualism determines that history teaching permeates moral education. Exposure to ten cold is taboo, but what is needed is lasting patience and tenacity. Perseverance is like dripping water wears away a stone. Infiltrating history with typical historical events is created by historical figures, but history is also a beautiful picture made up of historical events in series. Great historical figures can shock students' hearts, while famous historical events can deeply attract and finally impress and conquer their kindness and justice. Nu Wa created man, Dayu controlled water, cut Zhou, Qin destroyed the Six Kingdoms, the battle of Changping, the Chen Sheng Uprising, the battle of Chu and Han, the siege of Gaixia, the Xiongnu's westward migration, Zhaojun's departure from the fortress, the tripartite confrontation between the three countries, three visits to the thatched cottage, the yellow robe, Mongolia's Western Expedition, Zheng He's voyage to the West, the Opium War, the Sino-French War, and Xia Jia.

Second, middle school history teaching permeates the basic content of moral education.

(A), China traditional virtue education

The traditional virtues of the Chinese nation have a long history and are deeply rooted in the fertile soil of 5000 years. China is a country of etiquette, and the traditional virtues of the Chinese nation are rich in content. There are vivid examples of moral contents in history textbooks, such as patriotic feelings of serving the country, patriotic dedication, hard work and thrift, and unyielding spirit of not being afraid of violence. For example, Yue Fei, a loyal national public servant, Jiao, a good cadre of the people, Lei Feng, a model saver, and so on. Traditional virtue education is an important part of history teaching in middle schools. Because students are the future of the motherland, the pillars of society and shoulder the heavy responsibility of realizing modernization. The construction of modern society needs people with modern quality, and modern quality needs to be cultivated and edified from an early age. In this respect, history has its unique advantages. We should pay full attention to the role of history discipline, integrate traditional virtues into history teaching, convince people by reasoning, move people by emotion and guide people by behavior, so that the traditional virtues of the Chinese nation can be inherited and carried forward, and make due contributions to training useful talents to meet the needs of the times.

(2) Patriotism and revolutionary tradition education

The Chinese nation has been up and down for five thousand years, which is a history of struggle and exploration. Open the history books, from ancient times to the present, for thousands of years, patriotic education materials abound. From Qi Jiguang, who expelled the enemy, Zheng Chenggong, who recovered Taiwan Province, to Lin Zexu, who wiped out opium in Humen, and Guan Tianpei, who fought bloody battles, we should remember their loyal national integrity. From Deng Shichang, who survived the ship, Ding, who died for his country, to Tan Sitong, who was willing to die for political reform, their heroic patriotic acts; Zhu Ziqing would rather die than eat American relief food. Mei Lanfang, a master of Peking Opera performing arts, resolutely grew a beard during the Anti-Japanese War and refused to perform for invaders and traitors. They showed lofty national integrity. We should keep in mind the humiliating history of the Chinese nation since modern times, and do not forget the national humiliation; Patriots from all walks of life consciously shoulder the heavy responsibility of saving the Chinese nation and defending national independence. Under the leadership of the Producers' Party of China, they spare no effort to build an independent and self-reliant new China. In teaching, we should follow the historical development to educate students, let them know the spirit and achievements of China people in opposing foreign aggression and oppression, resisting decadent rule, striving for national independence and liberation, and let them know that today's happy life is hard-won. This is a good education in patriotism and revolutionary tradition. And this content is closely related to patriotism education.

(C), the cultivation and shaping of a sound personality

In the long history, countless epic historical deeds have emerged, and they have also left us with respectable outstanding figures. The lofty thoughts and moral features of these historical figures, their famous sayings and sentences, are vivid teaching materials for students' ideological and moral education, and also the goal of our education. However, there are outstanding historical figures in historical facts. They are just and have defended the dignity of the country and the nation. Their integrity, perseverance and integrity can all be positive examples for us to guide young people. There are also cowardly national scum who are reviled and treacherous. We can remind students to distinguish between right and wrong, good and evil, and take a warning. Guide our students to take the essence and discard the dross when dealing with historical figures, and learn from each other's strong points. Through the teaching of these contents, students should not only inherit and carry forward the splendid culture and excellent traditions of the motherland, but also stimulate their strong patriotic enthusiasm and national pride. We should look at the world, boldly absorb all the outstanding cultural heritage of mankind, and use it for our own use to shape modern citizens with global awareness, strong sense of social responsibility and historical mission. Through the teaching of these historical figures and their deeds, students are educated in reasoning, ideology and morality, so as to improve their personality and form a correct world outlook, outlook on life and values.

Third, make full use of classrooms, history textbooks and local history to infiltrate middle school students' moral education.

(1) Attach importance to classroom teaching and explore the inherent function of history.

Classroom teaching is the main channel of moral education for students. Teachers should conscientiously do a good job in classroom teaching, while imparting historical knowledge and cultivating students' academic ability, do a good job in moral education imperceptibly, so as to achieve the effect of moistening things quietly. For example, if the comparative method is adopted in classroom teaching, students are required to compare China's ancient science and technology culture with the world culture, understand the progress of China's ancient science and technology, and enhance students' national pride; Comparing the scientific and technological backwardness of China for more than 300 years since Ming and Qing Dynasties with the advanced science and technology of developed capitalist countries, we can recognize the backwardness of China and enhance students' sense of historical responsibility and mission to study hard for the rejuvenation of the motherland. When telling the modern history of China, students are required to summarize the road to national salvation and its achievements of various classes in China in the past century. While cultivating students' ability to sum up problems, let students realize that it is the people's choice and historical choice to take the socialist road in China and understand China's national conditions. Therefore, it can get twice the result with half the effort to attach importance to classroom teaching, explore the inherent function of history discipline and make use of the characteristics of history discipline to carry out moral education for students.

(B) to mobilize the enthusiasm of students to complete self-education.

Due to well-known reasons, history has become a so-called "minor subject" for some time, which has brought certain difficulties to our teaching work. Therefore, in historical moral education, teachers should fully mobilize students' enthusiasm for learning history, give play to students' main role, and let students participate in teaching. In junior high school history teaching, teachers can use five minutes before class to let students tell stories and perform sketches. Around the theme of moral education, the materials are all found by students themselves. Students write, direct, tell stories and perform sketches by reading textbooks, extracurricular books and looking for information. At the same time, I will increase my knowledge, exercise my ability and complete my self-education. Of course, in this process, the teacher should play the role of steering wheel and must not let go.

(3) Make full use of historical data and information.

The long history of mankind has left a valuable cultural heritage for future generations, and also provided us with a historical basis for moral education. These historical witnesses described the original appearance of history more truly and intuitively, and played a more profound educational role. In classroom teaching, we can make full use of historical information such as cultural relics, books, pictures and news materials, and cooperate with modern teaching methods to shorten the distance between time and space and achieve the effect of moral education. We can also organize students to visit some historical sites, monuments, museums and so on. Moral education should be given to students in this respect.

(D) Make full use of local history textbooks

In the middle school history classroom teaching, the content of local history can be appropriately increased, because it involves people, things and things in our hometown, so students are easy to have a sense of intimacy, believe it is credible and easy to accept, and are also easy to have emotions to achieve educational purposes. Such as the victory over Jin Shunchang and the April 9th riots in Fuyang. History and reality, the motherland and hometown are integrated, and the patriotic spirit of heroes has infected students and achieved the purpose of education. Learning the history of hometown can stimulate students' feelings of loving hometown, and from loving hometown to loving motherland, patriotic feelings are sublimated. Therefore, making full use of local history textbooks is an indispensable way to strengthen historical moral education.

(5) Organize active and interesting extracurricular activities to strengthen students' understanding and feelings about the image of moral education.

History extracurricular activities mainly take the following forms: (1) When various major festivals come, history teachers can give full play to the teaching function of history classes, and at the same time, they can hold special lectures or special reports, which can be carried out for students of the whole grade or the whole school, and can hold photo exhibitions, so that students can receive patriotic education intuitively, and the required pictures can be collected by students themselves. (2) Playing videos In the usual teaching, I have organized students to play relevant historical documentaries and movies many times, so that students can intuitively receive patriotic education and moral education. For example, when talking about the culture of the Three Kingdoms, the Jin Dynasty, the Southern and Northern Dynasties, I can play a video of China Grottoes, showing students the wonder and exquisiteness of Grottoes, as if they were integrated into the ocean of art, and I can also play the July 7th Incident and the Long March. This form is very popular with students. (3) Write biographies of historical figures. On the basis of carefully studying textbooks and extracurricular books, teachers ask students to discuss the main activities of an important historical figure, and then briefly introduce his life story in the form of writing biographies to objectively evaluate his merits and demerits. For example, writing biographies of Qin Shihuang, Cao Cao, Chen Duxiu and Napoleon. (4) Carry out special reading activities and write reading reports. Teachers can choose a historical work, biography, a textbook or an article to organize students to read. Then ask the students to write an article, including the content of the book or article they have read and the author's point of view. (5) Historical story reports or lectures, historical idiom stories, etc. Can be divided into groups, through the form of competition, so that students feel proud of the collective. This activity is interesting, knowledgeable, ideological and competitive, and is deeply loved by middle school students. On the one hand, it can cultivate and improve students' ability to read history books, on the other hand, it can accumulate more story materials, and students themselves can enter the "role" and receive profound education. This kind of teaching has a good effect. (6) Carry out moral education in combination with major festival commemorative activities. Through these commemorative activities, special reports and historical photo exhibitions are organized to vividly reproduce these historical scenes, such as "September 18th", the birth of China's * * * production party, the return of Hong Kong, and the Revolution of 1911. The historical facts about War of Resistance against Japanese Aggression, in particular, can stimulate students' patriotic enthusiasm and make them better understand the heinous crimes committed by Japanese imperialism in China.

In the long history of ancient and modern China and foreign countries, there are many social phenomena that can educate students on political views and class views; There are many touching stories of people with lofty ideals that can educate students in patriotism and morality, which is irreplaceable by other disciplines. As for ideological education, it is even more obvious that historical materialism permeates every class hour and even every link of all history courses.

There are many ways and methods to innovate and try to infiltrate moral education in history teaching, but they must be based on the teaching of history knowledge. Only by incorporating moral education into historical laws can this kind of education be convincing. As teachers, we should respect historical facts, transmit accurate knowledge and information to students, and make them form an objective evaluation of historical figures and events, so as to achieve the purpose of infiltrating moral education in history teaching.