On how to carry out historical comprehensive practice activities

Carrying out comprehensive practice activities of junior middle school history can help students to develop their ability to understand and use history from perceiving history to accumulating historical knowledge. Teach students to explore ways to learn history from activities, and cultivate the habits and abilities of inquiry learning, cooperative learning and practical learning. In order to improve the teaching quality of history comprehensive practical activity class, teachers must work hard in classroom teaching, overcome the main problems and take corresponding countermeasures. At the same time, students should also cooperate with the teacher's classroom teaching and listen carefully to improve the quality of classroom learning. Only with the joint efforts of both sides can the teaching of comprehensive practical activities of history in middle schools achieve good results.

First, the significance of developing the course of historical comprehensive practical activities

Junior high school is the key stage to cultivate students' responsible life, creative life and personalized life style; It is the key stage of the education of outlook on life and values and ideological and moral education. Expanding the space and content of junior high school teaching activities, guiding students to learn in life, in practice and in application, actively participating in social life and serving the society have become the objective requirements of junior high school students' physical and mental development. Through the development of activities, students' patriotic sentiments are cultivated, a sense of historical responsibility for the country and the nation is established, a positive attitude towards life, a strong will and a spirit of unity and cooperation are established, and students' ability to withstand setbacks and adapt to survival is enhanced. Through the teaching of comprehensive practical activities, students are guided to actively participate in learning, learn to think, analyze and solve problems with exploratory and research methods, develop students' innovative consciousness, and cultivate students' innovative thinking ability and practical ability.

Second, the content of carrying out comprehensive historical practice activities

1. Living teaching form

Life-oriented teaching forms mainly include scene simulation teaching, question inquiry teaching and open teaching. For example, when talking about the victory of the October Revolution in Russia, teachers can contact someone and ask questions about the assertion that the October Revolution was not a correct historical choice because of the disintegration of the Soviet Union: "Do you think the October Revolution was a correct historical choice? Why? " Then let the students explore independently. It is best to divide the inquiry into study groups, which are surrounded by three sides, with the podium and teaching tools in the classroom aside. The teacher's duty is to patrol inside or around students and guide them, so as to create a relatively relaxed and free environment for students to study freely and cooperatively in this relaxed and free environment. After the interaction between students, the teacher can further ask: "Why did the Soviet Union, the first socialist country in the world, go for more than 70 years?" And China is still exerting the superiority of socialism? "

2. Conduct a social survey

There are many ways to acquire historical knowledge. Classroom teaching is limited by space, time and environment. After a long time, students will gradually lose interest and vitality. Therefore, in the teaching process, teachers should let students out of the classroom in a timely and appropriate manner and carry out social investigation activities. Every time you study a period of history, organize students to visit relevant places, visit historical sites and historical museums as much as possible, and also guide students to investigate some related historical situations in their hometown or around them. For example, when talking about "reform and opening up", guide students to investigate and understand the great changes in their families or hometowns before and after the reform and opening up; Or ask parents and elders, or ask relatives and neighbors; Or visit rural cadres, or visit township enterprises; Or watch the rapid development of urban street buildings, or watch the continuous improvement of rural life and education level, so that students can feel and summarize the great achievements made in reform and opening up.

3. Look for colorful classroom activities

Getting out of the classroom is welcomed by students, but the main activity of students is classroom learning, and extracurricular activities can only be carried out normally, and it is also restricted by many other conditions, so classroom is the top priority of teachers' teaching.

(1) Write historical manuscripts. Enhance the understanding of historical knowledge and cultivate students' practical ability.

(2) watch movies and TV. We can use modern teaching equipment to vividly reproduce some important historical scenes or activities, so that students can watch a movie similar to Pearl Harbor completely, or watch some movie fragments, such as Lin Zexu's Humen feat destroying opium, so that students can transcend time and space by watching movies, thus effectively developing their observation, imagination and understanding.

(3) Hold an idiom salon competition. There are many idioms and allusions in historical knowledge. Let students collect and sort out in time, which can not only deepen students' understanding of the current textbook knowledge, but also help students accumulate knowledge. For example, when talking about the peasant war at the end of Qin dynasty, I organized students to collect idioms in this class and finish the new class group competition. Students actively participated, and soon found that the uprising, referring to the deer as a horse, burning bridges, besieged on all sides, and dancing swords in Xiangzhuang, was intended to be Pei Gong, with good results.

(4) Editing historical dramas. Modern students don't like going to the theatre, but if students are allowed to play historical figures themselves, many students will jump in. Teachers should choose interesting and philosophical historical materials according to students' interests, and let students edit and perform themselves. It can not only enliven the classroom atmosphere and complete the teaching task, but also fully mobilize the students' subjectivity and improve their ability. For example, during the May 4th Movement, students were asked to play students and warlords, make simple props and show stories.

(5) hold a historical debate. For example, the evaluation of a historical figure or event, especially controversial in history, can first let students collect materials, screen materials, refine opinions, and then organize students to debate in groups. For example, was the Revolution of 1911 a success or a failure? How to evaluate Qin Shihuang? Let the students express their opinions by conducting debate activities, so that the more you argue, the clearer your impression will be. It can not only cultivate students' oral expression ability, but also cultivate their ability to look at problems dialectically.

4. Pay attention to hot spots and carry out discipline infiltration activities.

History teaching should not only impart knowledge to students, but also educate them in patriotism. Studying history serves the reality. Therefore, teachers should always pay attention to social hot issues and carry out comprehensive practical activities in combination with relevant historical knowledge. For example, during the May 4th Youth Day, a speech contest "Love My China" was held. On March 5 th, students can be organized to carry out social welfare activities of "learning from Lei Feng to do good deeds"; On July 1 day, a knowledge contest was organized to commemorate the anniversary of the founding of the Party.

Three. Matters needing attention in developing comprehensive historical practice activities

(1) should be geared to all students, so that every student can participate in their own happy activities.

(2) Activities should be diversified, avoid blindness and temporality, and be planned.

(3) Activities should be pragmatic, dynamic and orderly.

(4) We should break the boundaries of disciplines, make full use of history, geography, politics and other knowledge, and cultivate students' comprehensive thinking ability.

In short, junior high school is the key stage to cultivate students' responsible life, creative life and personalized lifestyle; It is the key stage of the education of outlook on life and values and ideological and moral education. The comprehensive practical activity course is a major breakthrough in the curriculum structure reform of basic education curriculum reform, which is of great significance for realizing the goal of the new round of basic education curriculum reform and effectively implementing this newly opened course. Therefore, junior high school history teaching should also strengthen this exploration and actively carry out the teaching of comprehensive practical activities.