How to talk about historical figures in middle school history class

This is the main way to teach the activities of historical figures in history class. Because the middle school history textbook is a general history genre, this method can reflect the basic clues and laws of historical development. This determines that the main method of character teaching in history classroom teaching is to bring people with things.

Every historical event in history involves some historical figures, both outstanding figures who actively promote historical progress and reactionary figures who hinder historical progress. Teachers should consider who is an important historical figure in various historical events, which should be highlighted and what kind of educational role should be played. For example, in the fourth volume of China History, regarding the negotiation of Comrade Mao Zedong in Chongqing, the historical figures that must be involved are Mao Zedong, Zhou Enlai, Wang Ruofei, Chiang Kai-shek, Zhang Zhizhong and others. Among the first three people, Comrade Wang Ruofei is only a matter of time, with the emphasis on Mao Zedong and Zhou Enlai, Wang Ruofei, Chiang Kai-shek and Zhang Zhizhong. Among the first three people, it is only a matter of time before Comrade Wang Ruofei, with emphasis on Comrade Mao Zedong and Comrade Zhou Enlai. Among these two historical figures, Comrade Mao Zedong should be highlighted, because he is one of the two important figures in the negotiations between the two sides. Moreover, the activities of the representative of China led by him are closely related to the future fate of 400 million people in China and the future of China. When we talk about Comrade Zhou Enlai, we should emphasize that he is the closest and most effective assistant of Comrade Mao Zedong. The latter two kinds of people, focusing on Chiang Kai-shek's fake peace talks, are really prepared, collude with American imperialism, talk about covering his preparations, or put the blame for starting a civil war on the sinister intentions of China's producers. As for Mr. Zhang Zhizhong, let the students know that he is an old friend of China's * * * production party and is willing to work hard to achieve cooperation between the two countries.

In middle school history textbooks, there are many contents such as "leading people by things". Teachers must study hard when preparing lessons. On the one hand, seriously consider who should highlight what thoughts and activities, in order to make this teaching material thorough; On the other hand, we should dig deep into the educational factors in the ideological activities of these characters. Don't give up the important thoughts and activities of these people because of insufficient study and research, and turn history into a boring and empty conclusion; Don't leave the important thoughts and activities of important people in this historical fact, just talk about other thoughts and activities for the sake of "ideological education"; Not to mention the activities of minor figures; Not to mention talking too much about the activities of minor figures. Generally speaking, everything should start from the central idea of the textbook.

Second, take things with you.

Although, on the whole, things are mainly used to bring people to class in history teaching, if the activities of a historical figure are closely related to this historical development process and play a very important role, we can also use the method of "bringing people with things" to teach. For example, figures such as Qin Shihuang, Chen Sheng, Guangwu, Xiang Yu and Liu Bang in the history of China, and figures such as Ma Ken, Engels and Lenin in the history of the world can all say this; There are also many figures in cultural history. For example, Confucius, Qu Yuan, Hua Tuo, Zhang Zhongjing, Zhang Heng and Wang Chong can also say the same thing, which can enhance the teaching effect. As long as the proportion of characters in the textbook is appropriate, the materials are typical and refined, and the teaching time allows, teachers can use this method more. For example, the "Shang Yang Reform" in the first volume of A General History of China was originally intended to bring things to people, but I used the method of "bringing things to people" in my teaching.

I basically described it according to the content of the Biography of Shang Jun in Historical Records. I tell you, Qin lags behind the major countries in the East, and all countries look down on Qin. Qin Xiaogong was eager for strength, so he wrote to seek talents. I talked about Shang Yang's trip to Qin and several conversations with him. Qin Xiaogong took a nap for the first time and made up his mind. By the fourth time, Shang Yang put forward a method to make Qin rich and strong. Qin Xiaogong only talked to him for a few days. He also talked about the debate with the nobles before the political reform was realized, and Shang Yang's "building a tree for the letter". I talked about the contents of the first political reform and the crimes and punishments committed by childe after the political reform; The people moved from "three years" to "ten years of great joy". On the basis of the success of the first political reform, Shang Yang carried out a thorough political reform, abandoned the minefield and opened up a new road. After the death of Qin Xiaogong, who supported the political reform, the prince succeeded to the throne and the nobles executed Shang Yang. Finally, it is pointed out that although Shang Yang was killed by nobles, the old law cannot be repeated, the influence of nobles was defeated in the process of political reform, and the economic status of feudal landlords was consolidated. After Shang Yang's political reform, Qin became rich and strong, which laid a material foundation for Qin to destroy the six countries in the future. Interestingly, this teaching method not only aroused students' interest in learning at that time, but also had a good classroom order and atmosphere. Later, when comparing this class with other classes that did not adopt this teaching method, it was found that the forgetting rate of new knowledge by this teaching method was low, while the forgetting rate of new knowledge taught by the usual "smashing knowledge" method was actually low. This is a question worthy of our deep thought.

However, when teaching historical figures, we should pay attention to the following questions:

1, we must put historical figures in the torrent of history to talk about the internal relationship between the times and heroes, not isolated historical figures. If we talk about historical figures in isolation, it will not only explain the internal relationship of history itself, but also make it difficult for teenagers to understand that these outstanding figures are the product of the times, and make students consciously or unconsciously look at historical figures with an idealistic eye.

2. Pay attention to the historical plot. No matter how people bring things, how to bring things, we should give priority to narrative method, supplemented by explanation method to teach. In the narrative process, we should pay attention to the typical plot and highlight the key points, so as to strive for the best teaching effect. For example, in August of 1945, Comrade Mao Zedong personally went to Chongqing for negotiations. This was a great event that affected China and foreign countries at that time. After the Xi Incident, Chiang Kai-shek's vicious tactics against General Zhang Xueliang and General Yang Hucheng were known all over the world. At this moment, he suddenly invited Comrade Mao Zedong to Chongqing for negotiations three times. Is he going or not? In order to strive for all possible opportunities for domestic peace and to win over and educate the people, the Central Committee of the Communist Party of China, after careful consideration, decided to send its own leaders to Chongqing for negotiations. This is a major decision made by the CPC Central Committee to benefit the country and the people. This has certain risks. If Mr. and Mrs. Fan Wenlan rushed to Yan 'an Airport to persuade Comrade Mao Zedong not to go to Chongqing, and when Comrade Mao Zedong arrived at Chongqing Airport, the women workers in Chongqing greeted their leaders and some Kuomintang elders who had participated in the first cooperation between the two countries in the past with excited tears, the students would be infected by this fearless proletarian revolutionary spirit, deepen their understanding of the Party, and be happy and happy for their leaders to win in the negotiations. Breathing safely with one's own leadership is extremely important for improving teaching effect and ideological education for students. Don't talk about this, just say according to the script, although these characters also appeared on time, the teaching effect will be very general.

3. It is also an important method to quote the language of historical figures at that time and tell the specific actions at that time. For example, in the fourth volume of History of China, when Mao Zedong personally commanded the Northwest Field Army to smash Chiang Kai-shek's key attack on northern Shaanxi and voluntarily withdrew from Yan 'an during the third revolutionary civil war, he said: "Before he left, Comrade Mao Zedong made all arrangements, told the guards around him to clean up the caves and tidy up the books, saying," Let them (referring to the officers and men of Hu Zongnan) see what books we are reading. "At this time, the guards reported: When everyone was worried about the safety of Mao Zedong and other leading comrades of the Central Committee, Comrade Mao Zedong still calmly walked out of the cave and said to his comrades around him, "The road is long, but it's Xiu Yuan. Let's go our own way. He goes his own way and I go mine. After that, they began to lead the comrades to move to northern Shaanxi ... "Through this conversation, the students will specifically realize that this is not an escape, but a planned retreat. Moreover, they will be happy for Comrade Mao Zedong's superhuman military courage, and they will learn the following contents with confidence of victory.

4. Pay attention to the characteristics of clothes and hairstyles of historical figures. This is very beneficial to "live" historical figures and develop students' imagination. For example, when Li Chuangwang, the leader of the peasant uprising army in the late Ming Dynasty, went to Beijing, I described him in the second volume of History of China as "Li Chuangwang wore a felt hat and a blue cloth arrow suit". As soon as the students heard it, they felt that this was a mighty and tough peasant rebel leader. Another example is that students can imagine the characteristics of people in Ming and Qing dynasties just because of their different hairstyles.

5. In the narrative process, we should pay attention to the use of narrative methods and show pictures, photos and other visual teaching AIDS. This is conducive to strengthening the intuition of teaching. For example, during the "North American War of Independence", it is very useful to show photos of Washington and Cornwallis surrendering to Washington in combination with the contents of textbooks. When you do this, you should pay attention to the choice of pictures and photos, not the lack. If there are no pictures and photos in the key part of a lesson, there are photos in the secondary part and you can't use them. Also consider the number of pictures and photos used in a class, one at a time, which will dazzle students and dilute the printing angle of key parts. No matter what and how much you choose, you should obey and serve your own teaching purpose.

In short, through the teaching of historical figures, students should be educated in patriotism, noble morality and sentiment, so that students can study hard, study rigorously, be brave in pursuing truth and set up lofty ideals.