How to improve students' interest in learning history.

Interest cultivation is a principle of teaching by applying the principles of pedagogy and psychology, which is particularly important in quality education today. According to the teaching objectives, teaching materials and students' psychological characteristics, the cultivation of interest should start with the contents, methods and means, and be implemented inside and outside the classroom, especially in the introduction of new courses, the treatment of teaching materials, the guidance of learning methods and teaching evaluation, which plays a key role in cultivating students' interest in learning history. The principle of educational psychology shows that interest originates from motivation, reflects the intensity of tendency, and affects the result of behavior with the process of action, which is of great significance to the shaping of new talents. So over the past year or so, I have paid more attention to the cultivation of students' interest. Through theoretical study, bold practice in class, timely feedback from teachers and students inside and outside class, and frequent exchanges between peers. I have gained a little harvest and experience, please give me your advice. /kloc-in the 0/7th century, John Locke, a famous British educational thinker, said in his book "Random Talk on Education": "Children's curiosity is a desire to pursue knowledge; Therefore, it should be encouraged, not only because it is a good phenomenon, but also because it is a good tool prepared by nature for them. " History is an important task of patriotism and socialist education, and it is of great significance for history educators to cultivate students' interest in learning history. Without interest in this knowledge, they can't acquire it. Therefore, cultivating interest is a necessary prerequisite and condition for cultivating intelligence and ability, and an important way to improve teaching quality. Especially middle school students, their physical and mental development is in a transitional period from naive to mature, with simple enthusiasm but poor self-control and willpower. Coupled with the utilitarian expulsion of society, there are many teaching contents and it is difficult to learn. If teachers' teaching methods are dull and monotonous, it will be difficult to motivate students to learn history well. Therefore, how to improve students' interest in learning history is still an eternal topic, and I will talk about some experiences based on my own teaching practice. First, guide students to study history correctly. Interest arises from need. High school history teaching is not only reflected in the needs of students' examinations and college entrance examinations, but also should find its irreplaceable value from the historical function of the times. As pointed out in the history syllabus of senior high school in 2002, the purpose of history teaching is to master knowledge, cultivate ability, and more importantly, to form a sense of historical mission, cultivate international awareness, and form a "sound personality with civic awareness and humanistic quality that meets the needs of social development." The ultimate goal of history education is personality education. Moral education and history education are important ways of history education. In this way, students are introduced to the door of seeking knowledge, and the psychological stereotype of learning attitude is corrected, which lays a solid foundation for the smooth development of teaching work in the future. Second, establish a harmonious and cooperative relationship between teachers and students. Educational psychology tells us that harmonious teacher-student relationship directly affects students' learning mood, and psychological harmony between teachers and students can improve teaching effect. Students like this teacher, believe in what the teacher teaches and are willing to learn what the teacher teaches. Naturally, they show great interest in the lessons taught by their teachers. This is what we often call "love me, love my dog". If students don't like or even fear the teacher, it is difficult for them to be interested in the courses taught by the teacher. It can be seen that to stimulate students' interest in learning, teachers should be students' intimate friends, cultivate the close relationship between students and teachers in teaching, create a good environment for teachers and students' psychological compatibility, and establish a good relationship of mutual trust, respect, help, unity, friendship and progress. Only when students are close to their teachers can they believe in the Tao and enjoy it. In teaching, I have lubricated students' minds through kind and kind body language, and put myself in class to ask questions and communicate with friends. In extracurricular activities, I often participate in students' activities, which harmonizes the feelings of teachers and students and understands the learning dynamics of students. Thirdly, it is uncertain to use appropriate teaching methods to teach. The key is to get the right method. There is no distinction between good and bad teaching methods. The key lies in whether the teaching purpose can be achieved. Teachers' teaching style and personality are reflected in the teaching methods they choose. Only the modernization of human beings can realize the modernization of history teaching. Facing the ever-changing new century, with the pace of curriculum reform, teachers should follow the trend, take advantage of the situation and strive to change their teaching concepts. According to students' "zone of recent development", choose the best teaching method, try to stimulate students' interest in learning, and strive to get twice the result with half the effort. 1, a novel and interesting introduction. As the saying goes, "Everything is difficult at the beginning". And "A good beginning is half the battle". Speaking well at the beginning of a class is the first step to arouse students' interest in learning and attract their attention. If students can concentrate on the class at the beginning, they can continue to listen carefully. Otherwise, it will affect the learning effect. As a teacher, we should have an accurate grasp of teaching materials and students' reality and design novel leads that can arouse students' interest in learning. Take teaching as the leading factor, through a joke, an action, a social phenomenon, etc. , which aroused students' curiosity and attracted their attention, thus enhancing their initiative and consciousness in learning. As mentioned above, when the teacher plays a song "Rolling the Yangtze River and the East Flowing Water" before class, the students' thinking can be immediately brought into a magnificent historical picture of the Three Kingdoms dispute, which also lays a good foundation for understanding the content of this class and creating an active classroom atmosphere. As mentioned above, in the lesson of "Struggle against the rule of Beiyang Warlords", we can tell a story about why Yuan Shikai proclaimed himself emperor, and students will feel the absurdity of Yuan Shikai claiming to be emperor in the story, which will be opposed by the people. When talking about "Border Crisis and Sino-French War in the Middle and Late Period of19th Century", the teacher read a poem passionately: "The general has not returned to the border, and Huxiang disciples have spread all over Tianshan Mountain, and newly planted willows for three thousand miles, which attracted the spring breeze." Poetry, let students walk into the beautiful scenery step by step with curiosity in poetry and painting. 2. Grasp the difficulty of the course. The difficulty of the course should be suitable for different students' levels. If the degree is too difficult, students will not learn, and there will be no interest in learning without a sense of accomplishment. The worse their grades, the lower their interest in learning, forming a vicious circle. Teachers should explain this in simple terms and make it easy. For example, when talking about the modern history of China, the concepts of "semi-colony" and "semi-feudalism" are very abstract and difficult for students to understand. The teacher can naturally introduce it by comparing it with the historical changes of China's politics and economy before and after the Opium War. After the Opium War, a series of unequal treaties were signed, which seriously damaged China's territorial sovereignty, customs sovereignty and judicial sovereignty, and the sovereign part of a country could not be independent. This is a "semi-colony"; From an economic point of view, "semi-feudalism" means that before the Opium War, China's self-sufficient feudal economy gradually disintegrated, while capitalist factors developed, and feudal economy and capitalist economy coexisted, which was "semi-feudalism", so that students could understand it more easily. Of course, appropriately increasing the difficulty of teaching can also stimulate intellectual development. Stimulation is the nutrition of brain development, which can increase students' intellectual load, drive students to use their brains, and thus stimulate students' interest in learning. On the contrary, the degree is too easy, tasteless and easy to get, and there is no interest in learning. Therefore, while using the students' "zone of proximal development" for teaching, teachers should appropriately increase the difficulty of teaching content according to the syllabus and teaching materials and students' original knowledge, tap students' "potential level", and make students feel "jumping" when picking fruits, which is both difficult and interesting. 3. Cultivate students to dare to ask questions and questions, and enhance students' interest in inquiry. Suhomlinski said: "In people's hearts, there is a deep-rooted need to expect themselves to feel like discoverers, researchers and explorers. In the spiritual world of children, this requirement is particularly strong. " If we ignore it, "this need will wither and interest in knowledge will die out." I attach great importance to letting students ask questions and questions in and out of the classroom, and compete who asks valuable questions. Students are also very welcome to this, and their participation enthusiasm is very high. At this time, students' thinking will often spark brilliantly in generate. For students' questions, I always let those students who can't ask questions answer them, so as to arouse the enthusiasm of more students; I don't simply deny the different opinions expressed by students, even if they are wrong, but state my views, compare, identify and judge them; For students' opinions, either encourage them or publicly correct them, not afraid of losing face; Sometimes I can't answer students' questions I always come down to look up information or consult my peers to give students a clear answer. I will never falter. Referring to the Taiping Heavenly Kingdom Movement, some students asked: Is worshipping God a cult? First of all, I highly affirmed the high quality and exploration spirit of the questions raised by my classmates, and then answered them seriously, which deepened their understanding of the textbook. For example, some students also put forward their personal opinions on the behaviors of Ji Xiaolan, Li Hongzhang and Sun Yat-sen in TV dramas, so I also discussed with my classmates patiently and carefully. Through students' questions and doubts, teaching and learning get timely feedback, which strengthens the relationship between teachers and students, cultivates their enthusiasm for exploring teaching materials, and especially stimulates students' interest in learning history. 4. Use homophonic memory method to reduce students' burden and increase their interest in learning. Homophonic memorization is a quick and simple way to learn history by using the same or similar pronunciation to turn a single boring historical content into a concrete, vivid and close language, so as to quickly and skillfully remember a certain knowledge point. Concise, vivid, catchy and immediate. Memorizing some historical knowledge is quick and effective. If students can master the five trading ports in Sino-British treaty of nanking (1842): Fuzhou, Xiamen, Shanghai, Ningbo and Guangzhou, they can remember them in homophones as follows: "Shanghai, Xiamen, Fuzhou, Ningbo and Guangzhou." Students can quickly remember this knowledge point in laughter. Another example is that in the Taiping Heavenly Kingdom Movement, Hong Xiuquan named five kings: East King-Yang, West King-Xiao Chaogui, South King-Feng Yunshan, North King-Wei Changhui, and Wing King-Shi Dakai. The image can be remembered by homophonic memory method as: "East, west, north and south wings, Yang (Feng) lost (stone)." It can be seen that homophonic memory method can integrate music learning and shorthand, and can also develop intelligence and cultivate interest. This method is also particularly effective in the review class. If the students review and master the Second Opium War, Russia invaded the northern territory of China, and in 1858, the Sino-Russian Huan-Hui Treaty was passed, occupying the territory south of Xing 'an Mountains outside the northeast of China and becoming the treaty occupying the most territory, I will guide the students to use "My father (58 years) loved (occupied the most territory) the northeast. Another example is the memory of the "Six Gentlemen of the 1898 Movement". I used the saying that "six gentlemen eat food at the market, and Yang (Yang Rui) and Liu (Liu Guangdi) look at (Kang) Ling (Xu Lin) Hall (Tan Sitong)". This not only cultivates interest, but also introduces students' imagination into a vast and novel world. Achieve a better review state. 5. Editing historical plays is an effective way to stimulate students' interest and improve their quality. Only by strengthening the practicality of history teaching and combining historical knowledge with real life can students have interest in learning in activities and really improve their ability in practice. For example, in the lesson of "Three Kingdoms", the teacher instructed the students to write a paragraph of "Visiting the Maolu", and the students' vivid performance won the students' bursts of applause. This brand-new teaching method, entertaining and entertaining, has changed the traditional teaching method of teachers in the past. Students are extremely novel, naturally interested and eager to give full play to their potential. There are a thousand hamlets in a thousand audiences. If we can make reasonable arrangements according to the content of teaching materials and the actual situation of students, and strive to create more opportunities for performance, then history teaching will not be unpopular with students, and we will be one step closer to the educational goal. At the same time, curiosity is one of the characteristics of middle school students, and the stimulation of novelty can arouse their directional inquiry activities. If a teacher's teaching is stylized in form and always follows the same pattern, it will make students feel bored. On the contrary, if we can constantly update and change, we can effectively stimulate students' new control activities and maintain and develop students' strong thirst for knowledge. Therefore, I always ask myself to constantly "seek novelty" and "seek difference" and strive to give students new stimulation in every class. Due to the frequent changes in various methods, students often listen to new things in class, thus effectively maintaining and consolidating students' interest in history classes. Fourthly, using the effect of knowledge to motivate students' teaching evaluation is an important link in the teaching process and curriculum implementation. The research of educational psychology shows that interest originates from motivation, accompanied by the process of action, and is implemented in the satisfaction of action results. In other words, students have ambitions and actions in their studies, but the results of their actions are not satisfactory and it is difficult to generate interest. Students get some enlightenment, lessons and real skills through learning, and get the affirmation, appreciation, praise and encouragement of all teachers and students in time, which will greatly improve students' enthusiasm. The intrinsic motivation of learning has been actively strengthened, thus generating the desire for further learning and improving students' interest in learning. In academic evaluation, teachers should not only praise students generously in class, but also pay attention to giving a short written encouraging evaluation in homework correction or unit exercise, which will better stimulate students to stand up and raise their hooves. The research of educational psychology shows that vivid things still occupy a dominant position in the minds of middle school students, which determines that our classroom teaching must pay attention to interest. " Teachers should always put the intrinsic motivation of learning and development, that is, personal interest and thirst for knowledge in the first place. " As a necessary means in teaching, interest can not only actively and consciously develop students' learning wisdom and enhance their thirst for knowledge, but also cultivate students' historical consciousness, respect the objective laws of history and correctly establish the basic viewpoints of historical materialism and scientific thinking methods with the help of this dynamic role of developing and conducting intelligence. So as to achieve the educational purpose, complete the educational task and improve the learning effect. There are various ways to stimulate students' interest in learning. As a cross-century history teacher, he chewed the nourishment of a state of benevolent governance and etiquette for two thousand years, inherited the influence of Chinese cultural heritage for thousands of years, and accepted the infiltration of advanced cultural information in the world today. He should be brave in exploring and make due contributions to the reform of education foundation in the new period. Conclusion: Interest cultivation is an important educational principle that affects the quality of education and teaching throughout the ages, and it is also the primary factor of teachers' concept change in today's curriculum reform. As far as the present situation of history teaching in middle schools is concerned, it is mainly implemented in the modern methods and means of classroom teaching, and extends to both inside and outside the classroom. Although I have made some attempts against the students' reality and gained some results, I feel that the effect is not satisfactory. If we can constantly improve our own quality and use modern multimedia and other teaching methods in teaching, we will certainly increase students' endless learning fun. I am willing to fight for it!