How to Improve Students Ability to Read Effectively in High School History Teaching

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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 Specifically, from the perspective of teaching methods, it is still relatively simple, outdated, and the main position of students is not prominent enough, and to a large extent, it is the "one-word hall" of teachers.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.

Teachers should pay more attention to the teaching of reading, optimize teaching methods, cultivate students' interest in reading, help them master the correct reading methods, and promote the improvement of their writing skills. In this way, they will be able to achieve a satisfactory result and improve the overall level of language teaching.

1. Read the text intensively and look for the "golden key" to reading

Many teachers do not have an in-depth analysis of the textbooks when they use them, do not give full play to the role of the textbooks, and most of the textbooks are at a level of "general reading", and the analysis of the texts, words, sentences and paragraphs of the texts is not thorough enough. As a result, the effective teaching of students' reading is poor, and the reading level cannot be effectively improved. In Chinese teaching, teachers need to lead students to learn and analyze these articles and read the texts intensively, which can help students find the "golden key" to reading, so that they can continue to obtain spiritual food and improve their reading ability.

For example, when teaching the text "Moonlight on the Lotus Pond", the teacher should set clear teaching goals and guide students to read the text intensively. First of all, you can introduce the background of the writing of this essay to the students, and let them read the essay on their own in combination with the creative background, so that they can have a preliminary understanding of the main content of this essay. Next, lead students to analyze the prose and experience its writing characteristics, so that students can appreciate the situation described in the prose and improve their ability to appreciate the prose.

In the process of appreciating and analyzing, students are led to appreciate the use of metaphors, overlapping words, synaesthesia, and appropriate verbs in prose, and guide them to understand, understand, and analyze the meaning of sentences in the text, understand the structural level, and appreciate the artistic conception of prose. In addition, teachers should also set moral and aesthetic education goals: to help students analyze the author's complex thoughts and feelings, guide them to establish a correct world view, and let them feel the artistic beauty of prose while analyzing the characteristics of prose, so as to improve their aesthetic appreciation ability.

In this way, the door to reading can be opened for students, and the effectiveness of their reading can be significantly improved. It can be seen that teachers should guide students to read the texts intensively in an all-round and multi-angle manner, start from the details, help students understand the texts, let them master the methods of reading in the process of appreciating the texts, and lay the foundation for future reading and learning activities.

First of all, to establish the teaching concept of students as the main body of learning, teachers should strengthen the training and guidance of basic reading skills. In the process of teaching reading, students will be guided accordingly on their reading methods, including the speed of reading and their word guessing skills. In order to improve the reading speed, students can be guided to try and train various reading methods such as extensive reading, speed reading, skimming, and searching.

Only by attaching importance to cultivating students' comprehensive language use ability and experiencing the teaching mode of participation, can the learning process become a process for students to form a positive attitude, the habit of active thinking and the learning attempt of bold practice, and improve their independent learning ability.

Secondly, the discourse is taught to the students. The teaching process of reading class should be carried out first with the whole text, and then with partial fine reading, that is, according to the method of "whole-part-whole", students should be guided to read and train as a whole. The discourse teaching method is used in the teaching of reading, and the overall understanding of the whole text is achieved through the reading of whole sentences and whole paragraphs.

By guiding students to read through the whole text, they can understand the general idea of the whole text, and at the same time speculate on the meaning of words with the help of context, understand the implicit meaning of sentences, and understand the text in detail. Specifically, students are required to read the texts thoroughly and adopt a holistic learning mode. After understanding the full text, the partial learning mode is used to refine the understanding of some words and sentences in the text, which helps students to understand the whole text in more detail, which can also help students better solve some deep reading problems.

In addition, in reading, questions are used as a bridge, and various questions are carefully designed and the question reading mode is adopted. In fact, teaching begins with asking questions and furthering the reading of the text. Asking questions can help students engage in class faster.

Teachers carefully set reading questions of different levels of difficulty to test students' ability to grasp the main idea, understand the details, and reason and judge. Help students understand the passage step by step, guide students to think creatively, cultivate students' ability to solve problems independently, cultivate students' good reading habits and skills, and help improve students' ability to comprehensively handle reading articles. Of course, the difficulty of the teacher's reading questions should be hierarchical, the content should involve the whole and details, the form should be based on the direction of the test, involving four options of multiple-choice questions, and the details should be examined in the setting of questions, and more attention should be paid to the testing of students' reasoning and judgment ability.

In short, in order to improve the effectiveness of English reading teaching, teachers should continuously optimize the teaching concept, play a good role as a guide, and attach importance to and strengthen the training of students' reading skills. Do a good job of effective introduction before reading, adopt the problem teaching mode in the reading process, set questions from points to areas, shallow and deep, and set questions from multiple angles, so that questions and answers can run through the whole reading process, and the follow-up consolidation of reading is carried out in the way of translation and writing after reading, so as to enhance the after-effect of reading teaching through this multi-dimensional reading teaching mode.

Teachers need to create situations to activate students' prior knowledge.

Often students are not interested in texts or reading, mainly because they have little prior knowledge. Therefore, teachers need to pay special attention to students' previous experience, connect the learning strategies with the knowledge that students already know or agree with, stimulate the prior knowledge as a solid learning foundation, open up the connection between new and old knowledge and information, and guide students to be interested and expected to learn new strategies on the basis of the original cognitive structure, and actively participate in classroom learning. Teachers can help students review and summarize old knowledge through review and exercises; Through multi-**, networking, etc., a real learning situation related to the student's experience can be created; Through vivid narration, students can be aroused to understand and interest in the importance of learning new strategies; By setting challenging problems or carrying out practical activities, students can discover that existing strategies cannot solve problems, and they must learn new skills and ...... on the basis of the originalIt is only when students have an intrinsic need to learn reading strategies that strategic learning led by positive thinking becomes possible.

2.Teachers should be clear about the teaching objectives of reading strategies.

The learning of reading strategies should not be divorced from the actual learning of students' language and should not deviate from the curriculum objectives of language teaching. Teachers should not only teach reading strategies, but turn Chinese lessons into training and indoctrination of students' relevant strategies, and mechanically learn reading methods according to the steps, while discarding the comprehension of the rational interest of texts, the taste of language and writing, and the acquisition of expression methods, etc., such classroom teaching loses the "flavor of language". Teachers should make it clear that the purpose of reading strategies is to promote students' deep thinking, develop high-level understanding, and analyze, evaluate and reflect on the content of the text, so teachers must accurately formulate the teaching objectives of reading strategies on the basis of studying the text, determine what kind of reading strategy to choose, and how to organically integrate the use of strategies with the in-depth understanding of the text, so as to complement each other.

Teachers can inform students in a timely and appropriate manner what the learning strategy is, how it works, and how important it is for reading comprehension. Only when students have a clear idea of what they are up against will they be prepared for the strategic learning that is to come.

Just come up with a worksheet with questions on it, and the teacher will use the key content as the test point, and let the students read the history textbook with questions.