Basic Teaching Methods of History Classroom in Middle School
1. Narrative method: It is a teaching method for teachers to impart knowledge to students in spoken language. It includes three specific types: narrative, description and overview. Through the teacher's narration, students can master the knowledge of historical development process more systematically, thus laying the foundation for cultivating imagination, creativity and comprehensive analytical ability.
2. Interpretation: It is a teaching method to analyze and demonstrate historical terms, concepts, viewpoints and laws. It includes explanation, analogy, analysis and synthesis, comparison and other specific forms.
3. Narrative method: In history teaching, teachers teach historical facts comprehensively and systematically according to the time sequence of historical events or activities of historical figures, which is called narrative method. Its most prominent feature is that it completely and clearly describes the whole process of the whole historical event.
4. Summary method: a teaching method in which teachers introduce the non-key contents of historical knowledge in concise and general language. Teaching suitable for historical facts, although secondary, must be made clear.
5. Conversation: a teaching method of teaching and learning activities through oral communication between teachers and students in history teaching. Including the teacher? Life, life? Students, teachers? Healthy? Dialogue between students and other forms.
Application of Several History Teaching Methods
First, the history of Chinese teaching methods
Since ancient times, literature and history are interlinked, and the relationship between history and literature is the relationship between content and form. Any literary work is produced under a certain historical background, which reflects a certain social reality. Similarly, any historical content is recorded by literary form (a few are physical forms). Therefore, I adopted the Chinese teaching method in history teaching and achieved 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 figures, 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 relics, and use the methods of discussion and explanation to put facts and reason, so as to achieve clear views, sufficient arguments, rigorous argumentation and strong logic. Practice has proved that it is very beneficial to draw lessons from Chinese teaching method in history teaching.
Second, the debate teaching method of history class
For a long time, how to organize and carry out classroom discussion has always been a difficult point in history teaching. Inspired by the college students' debating contest program broadcast on TV, I introduced this form into class discussion, which was very popular with students.
Before each discussion, I design a topic that students are interested in, and divide the students into two groups: for and against, so that everyone can write a short paper or debate draft according to the meaning of the topic, and then discuss it separately according to the debate group to complement each other and improve their views. In the debate stage, the pros and cons each elected four representatives to debate in the class. The procedure is: state your opinions separately? Free debate? To sum it up. Finally, the teacher judges and analyzes in detail the gains and losses of the debate between the two sides. In the teaching of ancient history in China, the class discussion topic I organized was "War in the Northern and Southern Dynasties", with the positive view that "War promoted the development of social culture" and the negative view that "War hindered the development of social culture". In the teaching of modern world history, I designed the topic "The Role of War". The positive view is that "war promotes social development" and the negative view is that "war hinders social development". This kind of discussion has the characteristics of competitive mechanism and is suitable for students. In order to refute each other, they read a lot of books, which not only consolidated their knowledge, but also organically linked China with the history of the world, which was conducive to solving similar problems.
Third, the history class draws lots for questioning method
Classroom questioning is an effective means to improve teaching efficiency, but how to ask questions should pay attention to artistry. I draw lots for questioning method, which is divided into five steps: the first step: setting doubts, that is, asking questions and creating suspense; The second step: reading, guiding students to read and think with questions and find answers; Step 3: draw lots to ask questions, let several students answer them and list different opinions; The fourth step: discuss, speak freely and analyze the problem; Step 5: The teacher summarizes. The key is the first step and the third step. The first step of "setting doubts" should be easy and appropriate, and it should be attractive to arouse students' thinking. The third step is to draw lots, with equal opportunities, so that everyone feels that they may be drawn, so read carefully, think positively and dare not slack off.
The selected labels can be made of pieces of paper, with only one topic written on each piece of paper, face down, and students can choose freely. Make sure that each student can answer two questions? Three times. In order to attract students' attention, each question should be graded (not published) according to students' learning attitude and answering level, and recorded in their usual grades. Asking questions can not only make students answer orally, but also make students answer in writing or write on the blackboard, thus improving students' oral and written expression ability of history.
Fourth, the knowledge series method of history class
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 connect relevant historical knowledge with these basic clues.
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 the activities of people as clues, an important historical figure (positive or negative) often runs through the whole era; 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, based on certain social contradictions, we can distinguish the main and secondary contradictions in the two historical development stages, the main and secondary aspects of contradictions, the basic ways to solve contradictions (reform and revolution), and the process of contradictions' emergence, development, intensification and disappearance. This method is very conducive to improving students' learning system and consolidating knowledge.
V. Intersection of Points and Faces in History Class
To broaden students' knowledge, the most important thing is to find the right "point" and bring "face" with "point". The so-called "point" is the intersection of historical vertical and horizontal relations, that is, coordinates. In class, I often grasp a certain knowledge point and talk about today and the past, or talk about China and foreign countries, or talk about foreign countries and China. For example, when talking about a certain section of world history, I asked, "What is China like at this time?" . Speaking of the current "Middle East peace talks", let's start with the history of Jewish suffering and several modern Middle East wars to help students distinguish right from wrong and introduce some bibliographies for students to borrow. This cross method greatly enriches the information of classroom teaching.