On the Innovation of History Teaching Methods in Junior Middle School

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, cultivate students' patriotic sentiments, form students' scientific world outlook, outlook on life and values, and cultivate students' ability to analyze historical problems from a historical and developmental point of view and explain social phenomena with their own historical knowledge. To do a good job in history teaching, middle school history teachers need to change their backward concepts and make bold innovations. When I was in junior high school history class, I explored some new history teaching methods in combination with the teaching content and the characteristics of junior high school students, and took them out to discuss with my peers.

1. The history of situational teaching method 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 8th grade the first volume of "The May 4th Movement and the Establishment of China's * * * Production Party", I chose the patriotic film My 19 19, and intercepted the scene of China's representative Gu Weijun arguing 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!" The students couldn't help shouting the same patriotic slogans as the young students of that year ... They successfully aroused the students' emotions through these methods, which made them strongly shocked and expressed their opinions one after another, 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 new ideas, 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.

It can be seen that it is very important to grasp clues in history teaching. Teaching clues reflect teachers' teaching ideas, which are determined by teaching contents, teaching objects and teaching conditions. A mature teacher's teaching ideas must be very clear and orderly, in line with students' understanding level and way of thinking, and adopt different ideas to organize teaching according to different teaching contents.

The above is my exploration of the innovation of history teaching methods in middle schools. Because the research is not deep enough and the level is limited, the innovative methods proposed may not be mature enough. I hope colleagues will criticize and correct me.