First, the classification and function of historical materials
Historical materials are the media for us to understand the past and establish historical knowledge. They can vividly reflect the true face of history, broaden students' knowledge horizons and help students understand history accurately. There are a lot of historical materials in history, including books, charts, notes, inscriptions, folk songs and so on. According to the classification of historical materials by historians and the reality of history teaching in middle schools, historical materials in teaching can be divided into two categories: written historical materials and picture historical materials.
Written historical materials are historical materials recorded in writing. It mainly includes all kinds of classics, inscriptions, folk songs and so on. The main functions of written historical materials are as follows: ① Supplementing teaching materials and cultivating sentiment. In general, the historical materials used in this paper are often connected with the contents of the teaching materials, which truly and vividly show the historical facts. For example, it shows the great talents of Qin Shihuang and Han Wudi in governing and defending the country. Sun Yat-sen? The revolution has not yet succeeded, and comrades still need to work hard? Fighting spirit, Wen Tianxiang? Who has not died in life since ancient times, and who has left a picture of history? Honesty and so on. These have a positive impact on the growing junior middle school students to establish a correct outlook on life and values, and are of great benefit to the formation of good moral sentiments. ② Cultivate students' interest in learning and improve their thinking ability in interest. For example, there are many folk songs, proverbs and other materials in the text, which are vivid, interesting and touching, and catchy to read, which will help to improve students' interest in learning, deepen their understanding, broaden their knowledge and improve their thinking ability.
Picture historical materials are historical materials that cannot be converted into words, such as physical objects, and are embodied in the form of pictures. Such as historical maps, photos of cultural relics, portraits of historical figures, data charts, cartoons, etc. The main functions of picture historical materials are as follows: ① Stimulate learning interest and enhance the sense of history. Historical pictures, illustrated with pictures and texts, can truly and intuitively reflect the face of history, enhance students' perceptual knowledge and stimulate students' interest in learning. ② Cultivate inquiry consciousness and form historical ability. The development of historical science develops with the excavation and textual research of a large number of original materials, which is itself a process of continuous exploration and innovation. From the discovery of a stone tool, a bone needle and an iron plow to the excavation of the Mausoleum of the First Qin Emperor and the Dunhuang Mogao Grottoes, it is enough to be an empirical study of the civilization process in China. A large number of pictures of cultural relics are selected in the textbook, which truly and vividly shows the objective laws of the rise and fall of human history and the historical development process, and plays a subtle role in cultivating students' inquiry consciousness and scientific spirit, and in historically, comprehensively and objectively understanding the formation of social ability and the improvement of subject quality.
Second, the use of written historical materials.
First, the use of historical materials should pay attention to the combination of interest and ability training. Firth said: the starting point of all historical work is to arouse interest in something. ? In other words, only after this interest is aroused will students explore and make progress in understanding the nature of history. It can be seen that interest plays an important role in learning history well and cultivating historical thinking ability. For example, in order to give students a comprehensive understanding of four great inventions of ancient china's different experiences in the East and the West in modern times, and to have a deeper understanding and reflection on the reasons why the West rose strongly in modern times and China was beaten behind, the author added an interesting sentence by Lu Xun to The Advantages and Disadvantages of Electricity. Foreign countries use gunpowder as bullets to defend the enemy, but China uses it as firecrackers to worship the gods; Foreign countries use a compass to sail, but China uses it to see Feng Shui; Foreign countries use * * to treat diseases, while China uses it as food. ? Ask the students to think: Did the four great inventions of China fully play a role in promoting social progress in modern China? What does this reveal about China society? Through such careful questioning, it not only stimulates students' strong interest in learning, but also cultivates students' profound thinking.
Second, the use of historical materials should be organically combined with the classroom teaching process. On taking history as a mirror? . Historical materials are the materials that constitute history and the traces left in the development of human history. People's knowledge and understanding of history is obtained from historical materials. Therefore, in classroom teaching, if we can rely on the classroom situation, choose typical historical materials to enrich the teaching materials, and insert them naturally and organically in the teaching process, we can better help students understand the contents of the teaching materials and demonstrate them from history. For example, Unit 4, Book 2, Grade 9, "Development and Changes of Major Capitalist Countries after World War II" describes that the United States was in absolute capitalist world economic hegemony from the early days after World War II to the 1950s and 1960s. After the 1970s, the economic strength of western European countries and Japan rose rapidly, and the economic hegemony of the United States began to shake this historical conclusion. The author made a table to prove this historical conclusion with the data of GDP changes in major capitalist countries around 1970s. Then on the basis of students' understanding, ask further questions: What impact does this change in economic strength have on the economic structure and political structure? In this way, students' ideological understanding is further deepened and improved on the original cognitive level, and their historical thinking ability is also improved accordingly.
Third, the application of historical materials should be combined with dialectical materialism view of history to realize the combination of history and theory. History is a highly theoretical humanities subject, and its compilation is guided by Marxism, so as to achieve the unity of ideology and science. When analyzing historical materials, history teaching should pay attention to the basic principles of historical materialism, such as productivity and relations of production, economic base and superstructure, form a regular understanding, and rise to theory, and then consciously use theory to solve new problems. For example, in the section "The French Revolution and Napoleon Empire" in the first volume of the ninth grade, when analyzing the inevitability and contingency of Napoleon's seizure of power, I quoted Engels' original words: It happened that Napoleon, a Corsican, became the military dictator needed by France exhausted by the war-this is an accidental phenomenon. However, if there were no Napoleon, would his role be played by another person? . By quoting this material, it is explained to the students that Napoleon's success was inseparable from the situation at that time, that is? Times make heroes? Let students know that the role of historical figures in creating history is restricted by the social history at that time, so that theoretical teaching can be organically integrated into the analysis of historical materials and the combination of history and theory can be realized.
Third, the use of historical pictures.
First, the use of historical maps. The ancients said:? Left picture and right view? ,? That is, painting is easy and reading is difficult? , pointing out the important role of historical maps. As an organic part of teaching materials, historical maps reflect the development of human beings in different periods and provide the location, spatial relationship and geographical environment of historical events. It is helpful for students to deepen their understanding and mastery of the basic knowledge of history and improve their knowledge system to organically infiltrate the historical map and excavate the tacit knowledge in the history teaching.
Second, the use of physical pictures. Physical pictures lock the truth of a certain moment of historical development on the screen, which is more vivid and delicate than written records, and helps students to have a sense of reality in history, deepen their understanding and understanding of historical facts, and form a correct view. For example, there are physical maps in the ancient history of China, such as the "Warring States Iron Plow" and "Qu Yuan Plow" in the Tang Dynasty, which respectively reflect the development and improvement of iron farm tools in different historical periods. In teaching, students should be instructed to observe relevant pictures in time, which will help students have a concrete and true understanding of the development process of productive forces and deepen their understanding of the view that productive forces are the fundamental driving force for social development.
Third, the use of comics. Cartoon is an art form that criticizes the shortcomings of the times with exaggerated analogies and simple lines. Its exposure and criticism of historical events and historical figures is more relevant than physical pictures. The use of cartoons in teaching helps students to deepen their understanding of historical facts and has the function of inspiration and education. For example, the cartoon "Germany challenges Britain before World War I" vividly depicts the face of Germany, the later imperialist country, demanding a new division of the world, and fully shows that the contradiction between Germany and Britain is the most acute contradiction among imperialist contradictions, thus enabling students to have a profound understanding of the reasons for the outbreak of World War I.
In short, in order to give full play to the role of historical materials in history teaching, it is required that teaching should adopt the methods of teaching, inspiration, self-study, discussion or multimedia courseware according to the needs of teaching content, flexibly use graphic historical materials, and always put the improvement of subject quality and ability in an extremely important position in use, which is the highest and ultimate goal of using graphic historical materials.