High School History Classroom Introduction Research

In the autumn of 2019,the high school general history textbook Chinese and Foreign History Outline(volume 1),which was used in some provinces,has realized innovation in writing style,integrated the core competency of history subject,and is also very different from the old textbooks in the content framework.The Chinese and Foreign History Outline(volume 1)has the characteristics of "reflecting the will of the country and conduct moral education","imperceptibly cultivating core literacy ","general history style,combining point,line and surface" and " rigorous language,highly academic ".Because of these characteristics,history teachers are faced with the difficulty of history data is difficult to understand,the content is much,difficult and trivial,the focus is not prominent,and the interest is insufficient.As an important teaching link,classroom leading-in must bear the responsibility of solving the teaching difficulties and improving the quality of history teaching.In the actual teaching,due to the influence of examination-oriented education system,and limited teaching quality and ability make history teachers unable to deal with the challenges brought by new textbooks,the history classrooms lead-in has the problem for not being really taken seriously,the quality of lead-in is not high,the method is single,and the lake of creativity and interest.Accurately finding the entry point for classroom lead-in can not only solve these practical problems,but also help alleviate the teaching dilemma of the Chinese and Foreign History Outline(volume 1).Textbook is an important basis for classroom lead-in,so the "Introduction to this lesson" column in each lesson is one of the entry points;Chinese and Foreign History Outline(volume 1)incorporates the core competency of history subject,so cultivating core competency is the second entry point;Due to the Chinese and Foreign History Outline(volume 1)has the features and shortcomings of widely content and scope,grand narrative and blurry details,the third entry point is to highlight the key points,and the fourth entry point is to supplement historical details;In view of the fact that the topic of the text has the function of pointing out the main theme and summarizing the role of the full text,clarify the new topic is the fifth entry point.In order to truly play the role of classroom lead-in,each entry point must comply with its methodological requirements,and specific introduction cases must also be practical.History teachers should constantly optimize their classroom lead-in and improve the effect of classroom lead-in from the following four aspects.First,find more entry points for classroom leadin;Second,improve the accuracy and efficiency of the leading-in language;Third,pay attention to the difficulty when designing classroom lead-in;Finally,teachers should pay attention to selfrenewal and improve "five forces",including knowledge reserve ability,textbook grasp ability,classroom control ability,students' psychological perception ability and teaching reflection ability.