How to improve students learning ability in history classroom teaching

1. History teachers should be proficient in teaching content, tell more interesting historical stories, and don't read textbooks.

2. To arouse students' interest, everyone has their own way to attract students.

3. Let students read more, memorize more, memorize more, if students are asked to read ten minutes of history every day, the effect is very good!

4. Ask questions often and enliven the class.

A Study on the Improvement of Students' Learning Methods and Ability in Senior Secondary History Teaching.

1. High school students must pay attention to the cultivation of knowledge transfer ability in the study of history.

Under the baton of the college entrance examination, the discipline of history has long become a simple retelling discipline, emphasizing memorization has become a major feature of history teaching, and there are few students' first-class and analytical thinking processes in teaching. Specifically, from the perspective of teaching methods, it is still relatively simple, outdated, and the main position of students is not prominent enough, and to a large extent, it is the "one-word hall" of teachers. From the perspective of teaching structure, many history teachers now mainly focus on the teaching structure of imparting historical knowledge and experience.

This makes it difficult for students to form a social science concept and humanistic spirit with a sense of subjectivity. From the perspective of teaching content, the content of history lessons is to tell the history of mankind. In the process of teaching, teachers often pay too much attention to the teaching of time, place, people and events, and tend to ignore the ability to collect and process information, analyze and solve problems.

From the point of view of ideological education, the teacher only gave one or several conclusions, saying that this incident was patriotic and that one character was a hero. Some students attach too much importance to the isolated, mechanical memory and understanding of knowledge individuals in their learning, and they talk about things on a case-by-case basis, cutting off the connection between knowledge points and the integrated understanding and application of the relationship between knowledge points, and suffocating the ability to solve problems. Modern learning theories attach great importance to the transfer of learning, and some people even put forward the slogan "learning for transfer".

This requires us to pay attention to the cultivation of knowledge transfer ability in our daily history study.

The key to knowledge transfer is to transform the problem context and classify the problem. A problem context is how a problem is presented. The closer a problem is presented to the constructed cognitive structure, the more conducive it is to the transfer and application of knowledge.

In addition, it is also important to overcome the influence of stereotypes and cultivate the spirit of seeking differences and divergent thinking skills. The "mindset", also known as the "mindset", refers to a state of readiness that precedes a certain activity and points to that activity. In the process of forming knowledge transfer ability, it is necessary not only to cultivate the desire to solve similar problems, to form the general laws and methods of knowledge transfer, but also to form the ability to analyze and solve problems from other angles when encountering relevant problems that are difficult to be solved by habitual methods, and to form the awareness and ability to seek different thinking and divergent thinking, which is also an important requirement for cultivating knowledge transfer ability.

Knowledge transfer requires flexibility in the context of knowledge presentation and knowledge transformation, rather than rigidity. Therefore, when applying the methods listed above, we should not be rigid, but should analyze and deal with specific problems on a case-by-case basis.