History teaching cloud

1. Ask Yuan Tengfei, a history teacher, to introduce Yuan Tengfei.

Introduction:

Yuan Tengfei Yuan Tengfei, who is known as the best history teacher in history, is a senior middle school teacher and graduated from the History Department of Capital Normal University in 1994. From 1994 to 27, he worked in the Middle School Attached to Capital Normal University, and now he is a history researcher in Haidian Teachers' Training School. Works: Encyclopedia of Primary School Libraries? The ancient history of China ","China cultural miscellaneous talk? Religious culture volume? Taoism and Taoism, China stupa, Chinese wisdom? Cao Cao Group and New Stories of the Ancient People? Hermit and Monk Road, etc.

The headmaster of the experimental middle school attached to the First Normal University commented on Mr. Yuan:

Yuan Tengfei

The young teacher who has just worked for four years has gradually formed his own style in teaching because of his active exploration of history education and teaching and his own preliminary understanding of the law of history teaching. In recent years, it has held many district-level open classes and won several municipal and district-level teaching awards, and its teaching level has emerged among young teachers.

whether a teacher is mature or not depends on whether he has a clear idea of what to teach his students and how to teach them. History teaching seems easy, but it is not. It's easy to regard the history class as just talking about the ancients, and to ask students to memorize only historical events and historical figures, but it doesn't accomplish the main task of history teaching. Such a class is inevitably boring and students will not like it. This is the stereotype of exam-oriented education.

Teacher Yuan Tengfei is devoted to education and devoted himself to teaching. His spirit is commendable. But he is still a young teacher after all, and I believe that with the accumulation of experience and theoretical improvement, we should not underestimate him in the future. The school will further help him and a group of young teachers like him to grow up, which is also required by the "famous teacher project" of the middle school attached to the First Normal University. Second, what is the whole teaching method of history unit

is to use educational theories and methods to reveal the objective laws of history teaching, so as to impart historical scientific knowledge to students most effectively.

In China, the most essential feature of the history teaching process is to educate students with major events and people's activities that have occurred in history, so that they can master specific and reliable historical knowledge and then understand the laws of historical development. The combination of history and theory is the basic principle followed in history teaching.

"history" refers to historical materials and facts, that is, materials for studying history and historical facts that exist objectively; "On" is the conclusion drawn by analyzing historical materials from the standpoint and viewpoint of Marxism. In the teaching process, students' correct historical views should be formed with sufficient and reliable materials, and the specific materials should be unified with the basic views, so as to cultivate and improve students' ability to observe and analyze problems.

In the process of strengthening knowledge teaching and basic ability training, students' intelligence should be developed, such as scientifically analyzing historical problems, watching historical maps and understanding the objective laws of historical development. At the same time, through the teaching of Chinese and foreign history, we should cultivate students' patriotism and internationalism and establish a scientific world outlook of dialectical materialism and historical materialism.

The specific methods of history teaching are various, including description, explanation, conversation, teaching aid demonstration, slide show, visit and so on. In teaching, we should follow the teaching rules, choose appropriate methods according to the content of teaching materials and the reality of students, so as to produce good teaching results. Third, what are the methods of historical situation teaching?

Methods of historical situation teaching

Through the practice of creating historical situation teaching, we have extracted the following effective methods of historical situation teaching:

First, the novel and unique guiding class begins, focusing on arousing a thousand waves with one stone and stimulating students' interest and thirst for knowledge. Commonly used opening forms are: direct introduction of poems, songs, stories, diagrams, films, etc., to attract students' attention and improve their interest. For example, when learning The Three Kingdoms, Teacher Hao Yingqian first introduced it with the theme song MTV of the TV series The Romance of the Three Kingdoms, and then she said, "Then let's * * * synchronize into the changing and talented Three Kingdoms era and uncover the real historical picture of that scene!" This kind of introduction has the effect of throwing stones at the waves, which makes students' thoughts seem to have returned to the Three Kingdoms era.

Second, properly and timely demonstration, properly and timely demonstration of textbook illustrations, maps, objects, etc., and playing audio-visual products and other intuitive materials, together with the teacher's explanation, can make the knowledge content illustrated, enhance the vividness and intuition of teaching, and enable students to think abstractly and logically on the basis of imagination, analysis and comprehensive image thinking. For example, when Mr. Wenhua told the Nanjing Massacre, he accompanied it with film and television materials and various pictures, so that a true historical picture could be displayed in front of the students, so that the students could quickly accept the knowledge and master the historical facts more accurately and thoroughly. Thus, a profound patriotic education was carried out.

Third, wonderful and vivid narration. makarenko once said: "The same teaching method, because of different languages, the effect may be 2 times different." Teachers should polish and process the language to make it artistic while carefully designing the classroom and creating the atmosphere. The combination of artistic language and the display of historical scenes makes students have "empathy phenomenon" with the teacher's explanation. For example, when learning "Yue Fei's resistance to gold", I showed pictures of Yue Fei, introduced Yue Fei briefly and recited "Man Jiang Hong" with emotion. In the "then" historical atmosphere, students' thoughts and feelings were transferred to Yue Fei, achieving the purpose of actively experiencing history and enhancing their ability to identify beauty and ugliness and objectively evaluate historical facts.

Fourth, skillfully set the situation, and guide the participating teachers to set the historical situation and questions skillfully in the process of telling and demonstrating, to stimulate students' motivation to explore, guide their enthusiasm for active participation, and grasp the key points to induce students' creative thinking, that is, to experience transposition, arouse doubts and ask questions, give play to their autonomy, and make students think in doubt and surprise, so as to achieve their goals. For example, when studying the Battle of Guandu, in order to reflect the scene and situation at that time, Teacher Ni Shufang asked the students to compose a short historical play of "Xu You and Cao Cao" in combination with the content of the textbook. Another example is: when studying "the rise of bourgeois democratic revolution", he asked: "If you were a warm-blooded young man at that time, in what way would you save the nation from peril?" In addition, we can also organize some short historical debates closely related to the teaching materials. Let students deeply feel history in active participation, expand their historical thinking and cultivate their creativity and deductive ability.

Fifth, the skillful and suspenseful ending historical situation teaching requires that the class summary be skillful and neat, grasp the main line, enhance the viewpoint, and give the audience a suspense by storytelling or historical drama serial broadcast, laying a foreshadowing for the next class. That is, the conclusion leaves interest and the end of thinking.

Sixth, skillfully use activity classes to arrange some activities as an extension of classroom situational teaching, so that students can spread their imagination wings, realize the link between history and reality, and deepen their understanding and mastery of classroom knowledge. For example, I once organized students to arrange the textbook drama "Zhao Jun is out of the fortress", and the whole process from script to actors and props was completed by the students themselves. After that, he participated in the performance in Weibin District, which was well received and made the students exercise and improve.

Seventh, actively and effectively carry out extracurricular activities. In order to deepen the understanding and mastery of classroom content and make up for the lack of classroom teaching, we should carry out extracurricular activities in a targeted manner to "bring" students into history. For example, visit sites and museums in combination with local history teaching; Invite revolutionary predecessors to make reports, edit short historical plays, write short historical papers and appreciate historical paintings and calligraphy; Regularly hold campus history handwritten newspaper appraisal and ancient poetry recitation competitions, so that students can "revisit" history. These activities can guarantee the content of classroom teaching, mobilize students' learning enthusiasm and initiative, and promote the development of thinking. Iv. how to embody the concept of new curriculum reform in history teaching

The new history curriculum in senior high school has broken through the previous compilation system of history curriculum content, and the curriculum structure is based on the principle of "linking the past and the present, linking China and foreign countries", which has re-integrated the historical knowledge system of the old textbooks and constructed a new history teaching system in senior high school in the form of special topics.

This not only avoids the simple repetition with junior high school history course, but also helps to improve students' comprehensive analysis ability. The new curriculum system requires senior high school history teachers to update and change outdated and backward educational concepts and establish new educational concepts that meet the needs of the new curriculum reform in senior high schools.

a lesson plan has been used for several years, and the same historical knowledge is taught this way last year, and the teaching ability is stagnant this year. This kind of static history teaching without reflection is not conducive to the sustainable and benign development of history teachers. Even the old teachers who have worked for many years must reflect on their own classroom teaching in the process of history classroom teaching, because many teaching experiences and teaching methods in the past are being challenged by the new curriculum.

Clarifying the content of history teaching reflection is the premise of teaching reflection. The new curriculum standard requires changing the current situation of "difficult, complicated, biased and old" curriculum content.

However, a problem that teachers and students are generally confused in teaching is that the teaching content of the required courses in the new curriculum is too deep and complicated, and there are too many teaching materials, so it is often difficult to complete tasks in teaching practice. The new textbook is written in the way of modular topics, which is intended to make the teaching content concise, highlight key themes, and facilitate a deeper exploration and understanding of historical events, phenomena and people from a specific perspective.

The style of Chinese-foreign co-editing is intended to make students deeply understand the relationship and mutual influence between the history of China and China and the world history through comparison and connection. However, it leads to great leap and the basic clues of historical development are weakened.

The new curriculum attaches great importance to the basic knowledge of history in junior high school, and the historical structure of students in junior high school appears in the form of general history of China and foreign countries. The junior high school is an open-book exam, and students have no habit of remembering the basic knowledge of history. Because there is no foundation for junior high school, it further increases the difficulty of learning. Therefore, it is really difficult to connect the basic knowledge of junior high school with the special teaching of senior high school.

According to the characteristics of the new curriculum, there are still many weaknesses in our senior high school history teaching. How to make students like history class and improve the quality of history teaching in senior high school, I think we should improve it from the following aspects.

1. Senior high school history teachers should seriously study and study the History Curriculum Standard for Ordinary Senior High Schools, learn the new edition of history education and teaching monographs in middle schools, read classic history monographs and important historical periodicals, and pay attention to the research trends of history. Effectively change the concept of curriculum, teaching and history, actively participate in the reform of history classroom teaching, and create a historical charm classroom.

Only by learning the new curriculum standards can teachers understand the nature, basic ideas, design ideas, curriculum objectives, content standards, teaching suggestions and evaluation suggestions of the new curriculum, and better grasp the new textbooks. Therefore, we must establish the status of the new curriculum standards, guide teaching based on the new curriculum standards, and comprehensively build high school history teaching.

The new high school history course is divided into three compulsory parts and six elective parts. Several modules of the new curriculum textbook cover a wide range of fields and have profound knowledge. Only by constantly updating and learning professional knowledge and improving their teaching level can teachers adapt to the new curriculum teaching, and teachers should grow with the new curriculum.

2. History teachers in senior high schools should integrate the new concept of history, grasp the new curriculum standards and optimize the structure of teaching materials. The old textbooks we used in the past reflect the one-sided and dogmatic old historical materialism.

five social forms, namely, productive forces determine relations of production, economic base determines superstructure and human society, are the main viewpoints of the old historical materialism. With the implementation of the new curriculum, teachers pay attention to the change of curriculum concepts and teaching concepts, but ignore the absorption of new historical concepts, which are outdated.

Therefore, both the old textbooks and the history teachers are short of the new view of history. The lack of a new view of history is not conducive to keeping pace with the times in high school history teaching, nor to the development of students' history examination in college entrance examination.

In the link of the closest combination between colleges and middle schools-the proposition of college entrance examination, college teachers will definitely reflect their usual research ideas and research results directly or indirectly. Throughout recent years, the history test questions of college entrance examination all over the country have integrated new historical views, such as global historical view, civilized historical view, modern historical view in historical materialism and so on.

the requirements of the new era and the promotion of the college entrance examination force us to integrate the new view of history into history teaching. In the history teaching of senior high school, teachers should grasp the direction of the new curriculum standard and do a good job in the integration of subject knowledge content according to the actual teaching situation.

when preparing lessons, teachers should delve into the teaching materials, study the structure of the teaching materials and their position in this topic or even in this book, and then choose how to deal with the teaching materials. We can make appropriate adjustments to optimize the structure of the teaching materials where students are difficult to understand. Third, high school history teachers should use new teaching methods and ideas to teach, and correctly handle the relationship between the content of teaching materials and teaching forms.

The new curriculum standard advocates diversified teaching forms. In the process of classroom teaching, in order to create an interesting learning environment for students to learn history and stimulate their interest in learning history, history teachers should actively explore various teaching forms, change the past situation of teaching step by step in strict accordance with the teaching process, and organize colorful teaching activities.

Classroom discussion, organizing debates, editing historical dramas, holding historical knowledge contests, idiom relay races and virtual auctions are all common teaching forms for teachers. In these activities, students can participate in teaching directly, and teachers, students and students cooperate with each other to complete teaching tasks.

Teachers use multimedia teaching as much as possible to realize the modernization of teaching methods. The New Curriculum Standard puts forward: "We should strive to create conditions, organize teaching by using multimedia and network, develop and make history courseware, and carry out computer-aided teaching of history."

in the process of developing history curriculum resources, multimedia teaching has been adopted by more and more history teachers because of its characteristics of large amount of information, conciseness and flexibility, strong sense of dynamic, rapid transmission, intuitive image and ready audio and video. Using multimedia teaching can deal with many difficult problems in history teaching, especially beneficial to history. V. How to make the history classroom alive

The national history curriculum standard for compulsory education points out that the reform of history curriculum should be conducive to the change of students' learning methods, encourage students to actively participate in the teaching process, dare to ask questions, learn methods to analyze and solve problems, and change the learning methods of students' rote learning and passive acceptance of knowledge; The reform of history curriculum should be conducive to the change of teachers' teaching methods, establish a student-centered teaching concept, encourage teachers to creatively explore new teaching approaches, improve teaching methods and means, organize colorful teaching practice activities, create a good environment for students to learn and stimulate their interest in learning history.

Make the history class present more dynamic and lively scenes, thus realizing the optimization of classroom teaching. Here is a brief talk on how to make history class alive in junior high school history teaching.

First, actively develop and skillfully use teaching resources. With regard to teaching materials, the new curriculum reform points out that teaching materials should be used instead of teaching.