The new round of curriculum reform makes people feel that the concept of "happy classroom" is becoming more and more important. So, how can history teaching enable students to obtain a pleasant emotional experience and achieve "enjoyment of learning and ability to learn" What's the purpose? The following is my preliminary exploration of history teaching, I hope it can serve as a starting point.
1. Prerequisites for building a happy history classroom 1. Enliven the classroom atmosphere
Affected by traditional teaching methods and exam-oriented education, history classes are boring, rigid, and boring for students. An important reason for not liking history classes. Therefore, the current teaching reform must create a relaxed and pleasant atmosphere, effectively activate the classroom atmosphere, and make "teaching" and "learning" easy and effective. For example: in the lesson "Ancient Humans in the Motherland", in order to allow students to grasp the characteristics of Beijing people and understand the differences between ancient people and modern people, the teacher can draw his profile on the blackboard according to his characteristics. As soon as the students draw, they will Laugh, why? Because it looks like a gorilla. In this way, students can easily master the knowledge and receive good teaching results. It can be seen that an active classroom atmosphere can not only stimulate students' interest in learning and desire to explore new knowledge, but also help students develop their potential.
2. Harmonious teacher-student relationship
There are few history classes and teachers teach many classes. Teachers and students usually have certain difficulties in communicating time and space, so in classroom teaching Teachers should cherish the establishment, exchange and development of positive emotions between teachers and students. For example, if a student fell asleep in class, the teacher used a green criticism: "I know why you want to sleep, because you can only talk to the ancients in your dreams." The teacher dealt with it tactfully , to achieve the purpose of respecting and educating students. It can be said that the teacher's smile, relaxed nod, and skills in handling unexpected events can shorten the distance between teachers and students, and can also achieve the good effect of "getting close to the teacher and trusting the teacher."
3. Stimulate interest in learning
Students are bored by rote memorization in history classes. If students are stimulated by giving examples, making analogies, etc. when describing a concept, event, or character. Students' interests are easy for students to grasp and can deepen their impressions. For example: When a teacher was talking about Han Yu's experience as an official, because the ancient official system was boring and difficult to understand, he used a different saying: "The seventh rank is a sesame official, and the ninth rank can only be a rapeseed official. The fourth grade is probably broad beans." The student laughed, and the teacher immediately changed the subject: "From rapeseed official to broad bean official, Han Yu's road to promotion was difficult and tortuous." The student laughed again? The teacher said vividly. The stories and interesting language lead students into a wonderful place where they will never forget to return.
2. Methods to build a happy history classroom 1. Homophony method
Use homophony to write things or words that students are interested in, which can simplify, refine and deepen the content. This is a teaching method commonly used by history teachers. For example: In order to make it easy for students to remember the names of the "Three Kingdoms", they can be read backwards as "Wu Suo" (Wu, Shu, Wei) during lectures. For another example, when referring to some villains, you can use homophones to laugh at them, such as Wei Zhongxian - "Wei" Zhongxian, etc. This can mobilize students' interest in learning and achieve the effect of "note while enjoying, and enjoy while remembering". The use of homophony method
can deepen students' impression of historical knowledge and facilitate students' memory.
2. Intentional misinterpretation method
When talking about "World War I", in order to let students deeply understand the two sides of Italy, when analyzing the reasons for Italy's participation in the war, we can take advantage of the situation: "Italy, Italy waits and sees which side is more profitable for him to fight on." In this way, students deepen their impression of Italy while reminiscing, prompting students to actively think, "Why is it like this?" The reason? "The clever use of this teaching method not only explains the content clearly, but also inspires thinking.
3. Contact with reality method
“History is solidified reality, and reality is flowing history.” Linking history with reality is the only way to reform history curriculum. For example: when introducing the two doctors Zhang Zhongjing and Hua Tuo in the lesson "Qin and Han Culture", you can first ask the students: "If these two doctors open a specialist clinic, what kind of diseases do people have and which doctor should they go to?" The students were very interested in the teacher's use of the term "expert clinic", which suddenly shortened the distance from history and made the students feel friendly. This not only allows students to understand the characteristics of two famous doctors, but also creates new teaching formats and arouses students' interest.
So the students immediately started talking and actively raised their hands to speak, achieving good teaching results. Another example: When talking about the "Qin and Han Economy", in order to allow students to perceptually understand the social economy of the Qin and Han Dynasties, students can be guided to compare it with modern society and inspire students: "You must not want to live in that dynasty. At that time, The level of productivity is so low that it is incomparable to our current life, but even so, was there anything we envied back then? Yes! For example, their food has two sides, so think about it
The development of human society has also brought about many effects, arousing students' deeper thinking, stimulating students to actively explore history and cultivate their historical thinking.
4. Use topic-based thinking.
When the teacher pauses on a certain question during teaching, his original intention is to use this question to express his other ideas. For example, when talking about "Cai Lun improved papermaking", in order to highlight Cai Lun's role, he can say: " After Cai Lun made high-quality paper, he presented it to the emperor of the dynasty. Emperor He of the Han Dynasty was very happy and ordered the whole country to use this technology to make paper. He also named Cai Lun the Wenting Marquis. His paper was called "Cai Lun Paper". If there are classmates If you are interested, you can register this trademark and then sell it to manufacturers, which will definitely bring economic benefits. "This allows students to realize the greatness of Cai Lun, and the students' patriotic emotions arise spontaneously.
"There are methods for teaching, but there is no fixed method for teaching." There are many ways to build a happy history classroom, and they are too numerous to mention. However, when using it, attention should be paid to the teaching purpose and teaching content; it should be consistent with the students' understanding and acceptance level; and it should be measured and the best opportunity should be grasped. In short, the method of building a happy history classroom should be suitable and timely. , moderate.