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First, change the traditional concept of history teaching to inspire students' learning initiative
一、改变传统历史教学观念，激发学生的学习主动性
Traditional teaching is called "cramming" teaching a class all by teachers talking, teachers talk too much, not enough time for students to think and teaching will be out of line, form history students do not mind, as long as you can by rote. New basic education curriculum reform to cultivate students' innovative spirit and practical ability as a priority, humanities students made the goal. To "cultivate students' innovative spirit and practical ability" alone teacher "fill" is not enough, have to let the students move up, move up thinking to enable students to encourage them to ask questions and then boldly to solve the problem. Raise more problems than they solve problems arouse students' potential, only the students to ask questions that he was thinking, thinking of possible innovations, be possible to practice. Our student base than the poor, the problem can not be found by the student alone to accomplish that teachers need guidance, students learn not only to play but also the initiative of the teacher's dominant play, so we should by teachers of the "one body "concept into a" double main concept "that is leading teachers and students' initiative, the teacher's" Guide "is to stimulate students' initiative, active learning without teachers' guide, the" dual master "organic combine, to "cultivate students' innovative spirit and practical ability," the goal. In practice, the teaching, not the test scores on the first, but the learning process first, the classroom will first set up a scenario associated with the classroom, the students thinking mobilized, and then see the machine throws a problem (usually can be found in the book) so that students are given some time to find, sometimes named answer, sometimes with students and teachers are summarized. The focus of the text difficulty, took the students to analyze material jointly arrive at the answer, never gave students to speak about the answer, such as talking about the "Democracy in Ancient Greece" a problem when there is such a thought: Socrates on by looking information, thinking what the ancient Greek democracy drawbacks. I let the students themselves to find information, arranged a week in advance. Until I check, not a few to find information, check the information that the problem can not be solved in class, I'll Socrates information collated printed copy per person, including the evaluation of Socrates, the trial Socrates several small stories, poison when a painting, and a few head picture. Let the students read the information, let the students talk about the impression of Socrates, our common impression: erudite, wise, generous mind, helpfulness, concern for others, love for the motherland and the people, simple, optimistic, unafraid of death, a great man. Obviously the students like him. We then Tip: how he died? Student said: The Jury Court sentenced 500 people to death. Then Tip: wait so beloved by his people to kill, if it is you, you are willing to do? Student: reluctant. Teacher: Which people in what circumstances sentenced Socrates to death? Students' thinking. I suggested in the book where to look. Students read and answer: being taken advantage of. Then naturally produce the "mob politics." This type of learning that students not only remember the knowledge and impressive, but also improve the ability of problem analysis, but also by the great charisma of the infection, the student leave a good psychological effect, allow students to lifelong. This also fits well with "humanism" in education, completed a three-dimensional object teaching.
传统的教学叫“填鸭式”教学，一堂课全由教师在讲，老师讲太多，学生思考的时间不够，而且教学中会脱节，学生没有形成历史的思维，只要死记硬背就可以。新一轮基础教育课程改革把培养学生创新精神和实践能力作为重点，提出培养学生的人文素养的目标。要“培养学生创新精神和实践能力”光靠教师“填”是不行的，得让学生动起来，让学生思维动起来，要鼓励他们大胆地提问题然后再解决问题。提问题比解决问题更能激发学生的潜能，只有学生提问题才说明他在思考，思考了才有可能创新，才有可能实践.
Second, adhere to both the diversity of teaching methods to inspire students to learn by analogy
二、坚持教学方法的多样并举，启发学生举一反三
Generally only ever taught teaching method, the teacher kept speaking, students passively listening. Now teaching has changed, gave us a lot of autonomous space, you can integrate textbooks, trade-offs, and more focused, and difficult, supplementary materials on important issues can be analyzed explained. All in all, around one main lines to explain, unlike the old textbooks exhaustive. So teachings on diverse and flexible, and often take a lesson and use a variety of methods, such as stresses "1787 Constitution", I first set up scenarios: U.S. plaza bristling a flagpole fluttering American flag, which What is the composition of the national flag pattern it? Students immediately replied: composed by bars and star. Such students are more interested. Asked: What's the significance of this? Student: Representative U.S. states. Lecture: This contains two American History · · · · · · · require students here to see the map on the book to find out when the thirteen states independent position and westward movement territorial obtained, allowing students to form a dynamic spatial awareness, foster development. After I added a content, students are introduced to the Indian situation, the students presented their charming culture, and then send emotion: Culture can not be copied to inspire students to love the world of emotions. Students interested in when the United States cut the text content, the students quickly into learning. After analyzing "the young American dilemma", the United States is a small to large clear from weak to strong, once again sets the concept of development, struggle perspective. In analyzing the Constitution by adding materials to help students understand the separation of powers, in dealing with materials allow students to enable students to think and speak his answer, and then analyzed by the teacher. Students http://www.ukassignment.org/essayfw/ have a good grasp on this part of the knowledge. Constitution of the authority to impose restrictions, the balance of interests is to prevent mob rule, indicating that those who want to create a constitutional ideal of human society and fair society, and their mind is vast. Here the students a humanist education. In this lesson use scenarios into law, the question heuristics, maps explain the law, image display method, analysis induction, the introduction of information law, training the students a variety of emotions, not just to talk about the knowledge and lectures. Knowledge remember, capacity-building, and emotional contrast, the basic realization of three-dimensional object.
Education long way to go. Prepare a lesson, having a good one lesson will be the current education reform success. Improve the efficiency of classroom teaching of history are still many specific methods naturally, is the best fit. As long as we have the courage to explore the practice, there must be received.
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