A good class needs a good start, and history class is no exception. In class, there are always many students who are absent-minded because they don't pay attention to or indulge in extracurricular activities. At this time, we should find ways to attract their attention and stimulate their interest in learning. Therefore, it is very necessary to design a good import. In teaching, we should grasp the psychological characteristics of middle school students' novelty and curiosity. When they step onto the platform, they should use the language that students like, grasp the questions they are interested in, stimulate their curiosity and attract their attention. For example, when talking about lesson 17 of the eighth grade history textbook published by Beijing Normal University, the lead-in can be designed as: "Students, do you know the origin of the world-famous Great Pyramid of Egypt? Charming hanging garden, do you know how it was built? In today's class, we will learn about the brilliant achievements of ancient civilization. "
Of course, the introduction of new courses also takes different methods to arouse students' interest because of different chapters in the textbook, such as playing recordings, reciting poems or telling short stories. For example, when we talk about the first volume of the eighth grade history of Beijing Normal University Edition, "A single spark can start a prairie fire", we can first play a recording: "The Red Army is not afraid of the expedition, and Qianshan is only idle. Wuling makes waves, and Wumeng takes mud pills. Jinsha water beats the clouds and cliffs warm, and Dadu Bridge locks the bars cold. I prefer the snow in the mountains. After the three armies, I want a full face. " Then he asked, "What great event in the history of our country is this word written?" The student replied, "Long March." So as to introduce new courses.
Teachers should not turn a blind eye to students' curiosity, but guide them skillfully, and be good at stimulating them with some historical short stories, idioms and allusions, poems and songs, so that they can turn their curiosity into learning and action in pursuit of truth.
Second, the teaching methods are changeable and arouse interest.
In classroom teaching, teachers can't be self-centered, blindly teach, and forcibly "instill" knowledge into students' brains. They only preach and don't solve doubts. Instead, they should adopt various teaching methods to induce and attract students' interest in history, guide students into historical situations and gallop freely in historical space, so that they can actively learn knowledge and think about problems. Therefore, it is necessary to improve teaching methods.
1. Let students move with heuristic teaching. Heuristic teaching refers to a method that can make students move and think independently, fully arouse their enthusiasm, initiative and creativity in learning, and cultivate their thinking ability throughout the whole teaching process. For example, when the first volume of the seventh grade history of Beijing Normal University Edition talks about "Dayu controlling water", let students collect information and talk about the enlightenment of "Dayu controlling water". For another example, when talking about Dujiangyan, teachers can ask a series of questions to make students think: "Why build it?" "What was the time, place, people and purpose of its construction?" "How to change the situation that the southwest is prone to waterlogging and the northeast is prone to drought? What is the effect on environmental protection? " "Why is it said that it is the water conservancy project with the best benefit and the longest history in ancient China?" Ask questions at different levels, guide students to think positively, and make them realize that Dujiangyan represents the advanced level of water conservancy projects in China and is the crystallization of the wisdom of ancient working people.
2. Change "one-word hall" into "multi-word hall". Attention should be paid to the embodiment of students' dominant position in teaching. Class time should be changed from the main use of teachers to the main use of students. Only when students have enough time can they fully read, think and solve problems. Instead of singing "one-man show" in the past, teachers will guide students to speak freely and discuss freely, and the whole classroom will form a democratic and active atmosphere of "equality of all beings". In such an atmosphere, students will be interested in learning and study actively. Moreover, in the specific teaching process, the competition mechanism can be properly introduced into the classroom. If you are in class, you can let the students answer the questions first. If a student answers well, he has the right to ask another question to other students. In this way, the enthusiasm of students to participate in the discussion of problems is mobilized. They all look full of emotions and spirits, and the classroom atmosphere is very active. You can also use quick answers, true and false judgments, group competitions and other methods. Through this kind of activity, students' competitive consciousness can be enhanced, the classroom atmosphere can be activated, students' attention can be attracted, and students' interest in learning history can be stimulated. Class discussions can also be held to attract students. For example, organize students to discuss the merits and demerits of Qin Shihuang, and let students from different viewpoints list historical facts and express their opinions. Finally, under the guidance of the teacher, it is concluded that Qin Shihuang's merits and demerits are greater than Qin Shihuang's. It is not difficult to see that classroom collective discussion can broaden students' thinking, regulate brain activity to a certain extent, and form a transfer of excitement. Collective discussion can give full play to collective wisdom, avoid prejudice against problems and have a more comprehensive understanding. The issues discussed can last for a long time and are fresh in our memory. After discussion, the learning efficiency is improved.
3. Strengthen intuitive teaching. Intuitive teaching is a teaching method that teachers use intuitive teaching AIDS to explain and explain, so that students can acquire knowledge through observation. Its characteristics and advantages are that it can strengthen the intuition of teaching and help students understand complex, unimaginable and distant historical events and phenomena. Intuitive teaching is very important in history teaching. It can not only enrich students' perceptual knowledge, form a correct historical representation, accurately understand historical concepts and firmly grasp historical knowledge, but also stimulate students' interest in inquiry and achieve ideal teaching results. In the actual teaching operation, teachers can make full use of maps, chronologies, images, charts, models and other visual AIDS, which can not only overcome the boring feeling when students memorize simple knowledge such as historical names, place names, years, times and events, but also help to stimulate students' interest, activate students' thinking and help students deepen their understanding and memory of teaching materials.
Third, the language is vivid, reappearing historical scenes and stimulating interest.
Language image is the visualization of teaching language and an important factor to stimulate students' interest in learning. When teachers explain, the vividness of language is very important, which is an important means to activate the classroom atmosphere and stimulate students' interest and thirst for knowledge. Vivid and interesting explanations can touch people's heartstrings, cultivate people's sentiments, and make listeners enjoy it. The more they listen, the more interesting they are. The past characteristics of the content of history class determine that the explanation method of history teaching must be interesting. Teachers are required to use vivid teaching language and intuitive teaching AIDS to vividly "reproduce" historical figures and events in front of students, and introduce students' thinking into the atmosphere at that time, so that students have an immersive feeling and stimulate a strong interest in knowledge. Teachers' language expression ability is directly related to the teaching effect. For example, when talking about "Beijingers" in "Ancient Humans in China", the first volume of the seventh grade history published by Beijing Normal University, it can be described as follows: "A long time ago, a group of Beijingers came out of the cave. Their foreheads are low and flat, their hairlines are forward, their eyebrows are thick, their mouths protrude forward, their noses are wide and flat, their heads lean forward slightly, and some of them are like apes, especially soft fine hairs ... but they walk upright. They besieged the wild animals with sticks and stones in their hands, and soon caught a wild boar and dragged it back to the cave. This is where they live. There is a fire burning in the cave. They hung wild boar on the fire for barbecue, and the smell of' meat' came to the nose, and then everyone tore a piece and chewed it. " In this way, the physical characteristics and living habits of Beijingers are vividly presented to students, which is convenient for students to master knowledge and arouse their interest.
Fourth, emotional education to stimulate interest
To fully mobilize students' enthusiasm and initiative, we must maintain harmonious feelings and harmonious teacher-student relationship in teaching. The power of emotion can often play a positive role in teaching. As Bai Juyi said: "Those who touch people's hearts don't put feelings first."
To apply emotional education, first of all, teachers should love students. Bing Xin said that where there is love, there is everything. Middle school students are in an important stage of physical and mental development, with strong sense of independence and positive thinking, and all hope to get the understanding and respect of teachers. Teachers should put students on an equal footing with themselves, establish a harmonious relationship between teachers and students, encourage them to think positively, speak boldly in class, be good at discovering their little progress, praise them in time, care about and understand them, and become their trusted instructors, not commanders. Practice has proved that in teaching, if students can get positive comments from teachers, they can have positive emotional reactions and enhance their self-confidence; If you can't get the teacher's fair and affirmative evaluation, you will easily have negative emotional reactions such as disgust and confrontation, and lose your self-confidence. Starting from the teaching purpose, let students have a satisfactory, pleasant and positive emotional response. This requires teachers' care, influencing students with positive emotions, thus stimulating students' enthusiasm and initiative; We must create a vast world for them and give them timely encouragement. This can not only change the inferiority complex of poor students, but also improve their enthusiasm for learning and participation, so that they can abandon their psychological obstacles of being tired of learning and study actively. At the same time, make use of spare time to contact and communicate with students in time, understand students' opinions on their own teaching, get close to them and care about them from all aspects, so that students can feel the true feelings of teachers and turn them into motivation to study hard. In this way, teachers and students can achieve emotional "* * *" and better complete the task of teaching and learning. Secondly, teachers should set an example and constantly improve their teaching level. The broader and deeper the teacher's knowledge, the better the teaching methods, the smoother the teaching channels, and the more they will be loved and respected by students.
After several years of teaching practice, I deeply realize that in the teaching process, it is an important part of building a good classroom learning environment to harmonize the feelings between teachers and students and establish a good relationship between teachers and students. It can not only effectively mobilize the enthusiasm of students, but also serve as a bridge for teachers to impart knowledge to students. Therefore, only by establishing a democratic, equal and harmonious relationship between teachers and students can we further stimulate students' enthusiasm and initiative, and also make the main role of students and the leading role of teachers have a perfect embodiment and combination.
Fifth, give full play to the advantages of multimedia and fully stimulate students' interest in learning.
With the rapid development of science and technology, the application of multimedia education is becoming the mainstream technology of modern education technology. Applying multimedia technology to history teaching has become an important way to improve classroom teaching efficiency, stimulate students' interest in learning and cultivate their comprehensive ability. The application of multimedia technology can make the teaching content much smaller, closer, virtual reality, static action, abstract and concrete, macro and micro, and provide teachers with more abundant teaching means. At the same time, its application will certainly promote the reform of history classroom teaching, from a single traditional teaching model to an intuitive, interesting and artistic three-dimensional teaching model. Especially in today's emphasis on quality education, we should closely combine advanced educational concepts with modern educational technology and apply them to classroom teaching to achieve high quality and efficiency in 45 minutes. So as to truly improve the quality of students and improve the quality of teaching.
Because history is a long-term historical record of the past, historical knowledge is complicated, and the influence of traditional teaching mode, students have certain psychological obstacles in learning history. Therefore, in order to change this situation and create a pleasant learning atmosphere for students, we can introduce multimedia into practical teaching, so as to turn long-standing, strange and abstract historical facts into easy-to-understand and vivid pictures, stimulate students with novel and eye-catching audio-visual senses, make them have a tendency to pay positive attention to learning content, stimulate persistent and high learning emotions, and create necessary conditions for classroom teaching. For example, when I was talking about the Civil War, the first volume of the ninth grade history published by Beijing Normal University, in order to vividly explain the historical problems such as the power gap between the North and the South and the frustration of the North in this war, so that students could truly feel the situation of the American Civil War at that time, I cut out some video clips and demonstrated and inspired them with computers, which greatly aroused students' interest in classroom learning. Students can easily solve the problems raised by teachers. For example, review the old lessons when talking about the first volume of the ninth grade history of Beijing Normal University, The Coming of the Electrical Age. I didn't simply ask questions, but played the role of the media. I edited and produced three clips of the first industrial revolution (steam engine, train locomotive and ship), and showed them to students through computers to guide them to observe historical animation with their eyes. Then, teachers show their thinking, students have a man-machine dialogue, and complete the problems by themselves, so that students can change from passive learning state to active learning state, improve classroom learning efficiency, and achieve twice the result with half the effort.
Interest is a positive consciousness tendency that people are willing to contact and know things and try to participate in corresponding activities. The ancients said, "The knower is not as good as the doer, and the doer is not as good as the musician." However, the relationship between interest and learning is not one-way but two-way. In other words, you don't have to be interested before you can learn. When students are not interested in a certain kind of study, you can also organize them to study and gradually cultivate their interest in learning through study. When students are interested in learning, they will learn and master knowledge consciously and actively. Therefore, teachers should start with "interest" in teaching, always pay attention to using various teaching methods and means to stimulate and cultivate students' interest, create a relaxed and pleasant teaching atmosphere, and make students change from "asking me to learn" to "I want to learn", so as to achieve good results of entertaining and improving teaching quality.