How to learn history well?

2008-03- 16 12:07:07

From: Pingdingshan City, Henan Province. Why study history?

This is a funny joke:

In history class, the teacher is talking about the lesson of "burning Yuanmingyuan". Xiao Ming has been dozing off, so the teacher asked, "Xiao Ming, who burned the Yuanmingyuan?" Xiao Ming was so scared that he was completely sleepy that he replied in a panic: "I didn't burn it!" "

On the second day's home visit, the teacher talked about it: "I asked Xiaoming, who burned the Yuanmingyuan?" He said it wasn't burned! At this time, Xiaoming's mother quickly replied: "My Xiaoming has always been honest. He said he didn't burn it, so of course he didn't! "Xiaoming's father, a well-known local entrepreneur, stood up and said unhappily," burn it and pay for it. "

This story tells us a truth: history is not good, and some jokes will often be made in life. People who don't know history will hardly become qualified parents in the future, nor will they become outstanding entrepreneurs who are concerned about the interests of the country and the people everywhere.

The state stipulates that history is a compulsory course in compulsory education. History course is the basic course of national quality education.

Second, a preliminary understanding of the history class

(1) What should I learn in junior high school history class?

I study the ancient history of China in grade one, the modern history of China in grade two, and the history of various countries in grade three. The first two days of junior high school should also be interspersed with the study of local history in Zibo.

Each textbook is generally divided into several units, and history learning is basically based on lessons, and one lesson is learned in one lesson.

(2) Each class consists of 10:

1. Import box: Start with vivid stories, legends, poems, folk songs or cultural relics, places of interest, etc. Then ask questions, introduce new lessons, stimulate interest in learning history, and at the same time enhance the inspiration of teaching materials.

2. Text (Song Dynasty): Focus on the vivid process of historical development and strive for simplicity. This is the basic content of classroom learning.

3. Reading the text (italicized part): Its function is to stimulate learning interest, shallow the content of the textbook, expand the knowledge and cultivate good moral character. This part of the content generally does not need to be memorized, and there is no uniform requirement for the exam.

4. Column literature (vertical typesetting): basically one for each lesson. The purpose is to expose you to some simple documents, enhance the sense of reality of history and improve your ability to read ancient prose and poetry.

5. Charts: including pictures, tables, maps and notes, are an integral part of the text, so as to increase your understanding of archaeological relics, enhance the realism of history, and enhance the clarity of the text, which is conducive to the image and vividness of the teaching materials, and also plays a role in making the teaching materials shallow and stimulating students' interest in learning.

6. Use your head: insert 1-3 in the middle of the text to enhance the inspiration and inquiry of the textbook, facilitate your participation in classroom teaching, develop your imagination and creative thinking, and make the conclusions that are not spoken in the text come from your own thinking and analysis.

7. The purpose of annotation and phonetic notation is to simplify teaching materials, facilitate students' self-study and expand their knowledge.

8. Self-test: Test your understanding and grasp of the core knowledge of this lesson through different forms of practice.

9. Arrange activities and inquiry after each lesson. 1-3 items are optional. Enlighten your thinking ability, especially creative thinking ability, cultivate your practical ability, the ability to cross other disciplines, and the ability to learn from real life. Others can consolidate what they have learned. There are many kinds of activities, such as small discussion, small games, comparison, looking for idioms, looking for changes, judging, analyzing materials, tabulating, drawing and thinking, analyzing pictures, guessing words from pictures, story meeting, recitation contest, short play, small production, hands-on, small experiment, appreciation and taking a look.

10. Free reading card: set after activities and inquiries. The content mainly introduces the material civilization and social life in the same period as the text, combined with some problems involved in real life. It helps to broaden your knowledge, make history closer to life, improve students' reading ability and stimulate your interest in learning history.

1 1. Activity class: mainly to guide you to carry out inquiry learning and cultivate your various abilities, especially creative thinking and practical ability; At the same time, it also enables you to learn the methods and skills of studying history, such as understanding the methods of history, reading maps, calculating the age, etc., so as to lay a good foundation for studying history in the future.

Third, how to learn history well

Many students, parents and even teachers have misunderstandings about history learning, mistakenly thinking that memorizing historical knowledge is the only way to learn history. I believe that you can do well in history by drawing lines and recording, reciting and practicing before the exam. In fact, the fact is not that simple. The painful lesson that many students were eliminated in the exam has proved this point.

So, what can we do to learn history well?

(A) learn to preview

Preview is very important.

The so-called preview is to read the content of the new lesson by yourself before the teacher gives a lecture, to get a preliminary understanding and prepare for learning new knowledge. Preview will directly affect the effect of listening to lectures.

Preview can eliminate the "obstacles" in class in advance; Preview is conducive to cultivating and improving self-study ability; Preview can improve independent thinking ability and reading ability; Preview is conducive to improving the efficiency of attending classes; Preview is conducive to consolidating the knowledge learned; Preview is conducive to reversing the passive situation of learning. Students generally don't pay enough attention to preparation before class, not only because they don't understand its benefits, but also because they feel that they don't have enough time to prepare. Students with learning difficulties, in particular, have no habit of previewing. In fact, preview helps students with learning difficulties to reverse the situation of passive learning.

It is worth pointing out that preview is particularly important for students with learning difficulties. In fact, the root cause of this classmate's poor performance may be that he can't preview. Preview, class, homework and review constitute a time period of each class, because the preview of one link is "in debt", which affects the smooth progress of the following learning links. Busy with homework all day, such a vicious circle ... these students have to suffer more in a short time, and after completing their daily study tasks, they have to work overtime for several hours to preview. Although it takes time to do this, I can understand it in class, which reduces the time wasted because I can't understand it in class, and the time spent sorting out digestion and homework after class can also be reduced a lot. After a long time, I will work normally, and the passive situation of study has changed, so I don't have to work overtime.

2. Preview strategies and methods

In terms of time and content, preview can be roughly divided into three categories: preview before class (preview the content of the next class before class), preview by stages (preview the content of the next stage), and preview by semester (preview the content of the next semester before school starts).

(1) Steps of semester preview and unit preview

Step 1: Read the preface for the students.

In the textbook, the preface mainly tells the structure and learning methods of the history textbook. So, don't miss this opportunity.

Step 2: Read the book catalogue.

Someone has done an experiment: in a school, students who are about to study history are divided into two groups. The first group formally studied history from the first day; The second group first gave a general explanation of history textbooks, read through the catalogue, and then entered the formal study. As a result, the second group, which was one step behind from the beginning, achieved better results than the first group on the whole. Please make good use of the textbook catalogue, although you may not fully understand it after reading it. However, every time you open a book, look at the catalogue first, and you can grasp the lessons you have learned in the past and where you live as a whole; What is the relationship between them? From here, we can understand where the focus of reading should be and have a good idea about learning.

Step 3: Introduction to Reading Unit

The preface talks about broad and general problems, while the introduction before the unit talks about narrow and specific problems. Have you noticed that there is a representative illustration in front of each unit?

Step 4: Reading the chronology of events at the back of the book will help you master the time series structure of history.

(2) the basic procedure of preview before class

Usually, previewing new lessons can be carried out according to the following steps:

1 browse the teaching materials; (2) Write a summary of this section; ③ Determine the key points and difficulties of this section; (4) Find out the problems that should be solved in class, especially those you don't understand in the new textbook, and tick them out with colored pens.

For example, learning lesson 10 "Qin Wang Sweeping Liuhe" can be previewed according to the above four steps, and the following contents can be filled in when previewing:

① Initial impression of browsing the textbooks: The textbooks in this section are more important and difficult. There are many spatial concepts involved in this course, and it is difficult for junior one students to form accurate spatial concepts because of their limited knowledge and experience. )

② Summary of this section:

Qin Wang swept Liuhe

First, Qin unified the six countries and established centralized politics.

1. Qin unified the six countries

2. Strengthen centralization (central and local)

Second, measures to consolidate reunification.

1. Economically: unified currency, weights and measures,

2. Culturally: unify writing, ban books and bury Confucianism.

Third, build the Great Wall in the north and develop the frontier.

1. Qin Changcheng

2. Develop South Xinjiang

3. The territory of the Qin Dynasty

(3) The emphases and difficulties of this section:

The key points of this lesson: the core issue running through this lesson is "unification": Qin destroyed six countries and established a unified country; Qin Shihuang took a series of measures to consolidate and unify the country; Build the Great Wall in the north, develop southern Xinjiang and safeguard national unity. Therefore, the unification of Qin and its role are the focus of this lesson.

Difficulties in this lesson: burning books and burying Confucianism is the difficulty in this lesson. Hard to understand. In addition, this lesson also involves many concepts of space.

④ Problems that should be paid attention to in class:

First, master the establishment of centralized rule in Qin dynasty and the measures and functions of Qin Shihuang to consolidate unity; Understand the territory of the Qin Dynasty and the two ancient projects of Qin Changcheng and Lingqu. Secondly, by guiding students to sum up and try to comment on "the reason why Qin completed reunification" and "the main measures taken by Qin Shihuang to consolidate reunification".

(3) Preview should generally pay attention to the following questions:

First of all, we should arrange the time reasonably. It's best to preview the new lesson to be taken the next day the night before, which is very impressive. If the new lesson is difficult, you should preview more time; If it is difficult, you should spend less time previewing. You can also use Sunday to concentrate on previewing the courses to be taught next week to reduce the burden of previewing every day.

② The second is to define the task. The general task of preview is to be familiar with the teaching materials first, so as to clear the obstacles for the smooth progress of the new curriculum. Specific tasks generally include: a. What is the basic content of the course? What about the structure? B. Find out the key points, difficulties and puzzles in the book C. Try to do the exercises later in this lesson. If you can't do it, you can preview it or write it down, and wait for the teacher to attend the class or bring it up.

③ The depth of preview should be controlled. Preview to prevent excessive deviation. Some students just browse and preview. This can't achieve the preview effect. Preview should also prevent the tendency of being too detailed.

(4) The third is the combination of seeing, doing and thinking. Look, usually read the new lesson through, and then mark the important contents in the book with a pen. Check what you need, think about what you need, and remember what you need. Do a good job in preparing for the viewing process and do the exercises after class. Think when thinking and pointing, so that you can read with your head down, think with your head up, write with your hands and think with your head. After preview, you should close the book, summarize and recall the contents of the new textbook and deepen your impression.

(5) Preview should be conducted after the homework of the day. If you have more time, drill deeper; Otherwise, drill a little shallower. Don't be busy previewing before you finish your study tasks every day, which will disrupt the normal learning order.

It is very important to actively seek the guidance of history teachers. Don't be ashamed to meet the teacher if you are poor at school. Let the teacher know that you want to learn history well. The teacher will be happy to tell you the basic procedures you should have in preview and will answer the "obstacles" you encounter in preview.