First, the details come from wonderful teaching materials.
Junior high school history textbooks in compulsory education stage can't describe all the specific historical events, and the content is a bit boring, but some subtle fragments, pictures and historical materials flash like beautiful stars, which makes our textbooks full of spirituality and opens a window for our teaching.
In the Renaissance class, the most striking work is Leonardo da Vinci's Mona Lisa, especially the vivid smile on Mona Lisa's mouth. What about medieval works? This caused me to think. So I collected a portrait of a medieval figure through the internet, and my teaching revolved around these two paintings.
"Students, look at the picture carefully, can you find the difference? Do you know why there is such a difference? " "By observing these two pictures, can you tell the spiritual connotation reflected by Mona Lisa's smile? You infer from this that the Mona Lisa represents which class of value pursuit? " The students gradually come to the conclusion that the characters in the first picture have dim eyes and dull expressions under the double oppression of feudal rule and church theology; In the second painting, Leonardo da Vinci stood on the position of the bourgeoisie and opposed feudal autocracy and church theology, giving the characters a heartfelt smile and showing the brilliance of human nature. The contrast between the two pictures well explains the connotation of humanism and leads students to gain an epiphany in the collision of contention and thinking with details as the carrier.
Second, details, thinking through the fracture.
Teaching is a dynamic process, and students' learning should focus on cultivating their profound thinking. Classroom should let the details pass through the cracks in students' thinking.
When reviewing the section "Three Industrial Revolutions", I found that some students were not clear about the train map and the car map. On the surface, it seems that there is something wrong with students' cognitive level, but in fact there is something wrong with students' thinking level, which is the result of students' poor understanding of energy, power machines and their working principles in the first and second industrial revolutions. So I asked the following questions about the two pictures of trains and cars:
1. Do you know why the train is called the "fire" train?
2. When the first train runs, smoke billows and heat waves attack people, which is directly related to its power machine and fuel. Can you name the engine and fuel of the original train?
Compared with the train, the car has no fireworks since its birth, because the working principle of the car power machine is completely different from that of the train. Do you know the engine of a car? What is the new energy related to it?
Through the above questions, students carefully observe the pictures, collect information about the working principles of steam engines and internal combustion engines, and deeply explore the application of coal and oil as new energy sources in the two industrial revolutions, effectively expanding and improving their knowledge and thinking.
Third, the details. Different voices in class
The classroom is a vibrant life. In the classroom, when students are stimulated to have wonderful ideas in the "excited" learning state, when students make mistakes in understanding or are confused in cognition, when students randomly generate wonderful sparks of thinking in the interaction between teachers and students, when students' expressions change subtly, and when teachers put themselves in others' shoes, all these become valuable details in classroom teaching.
Learning "A Hundred Schools of Thought Contend", I asked students to discuss the question of "how should we govern the country" in combination with what they have learned. A classmate and the monitor sit at the same table. "How should you manage the class?" The classmate asked calmly. This sentence inspired me, so I changed the topic to "If you are a class cadre, please talk about your handling of littering in the class." Students talk about Kan Kan in combination with Confucianism and Legalism, and put forward various governance schemes. Their brilliant opinions and suggestions deepened their understanding of every thought, and I once again felt the charm of details in teaching.
When teaching "Understanding the Silk Road", teachers seize the opportunity and skillfully fabricate presuppositions. "The Silk Road is in ruins, but what is buried under it? The ancient Silk Road led directly to Central Asia, West Asia and Europe, and China was closed for more than a century in modern times. Is there any reference on the Silk Road now? " These problems have ignited the sparks of students' inspiration, so new ideas such as "Now we can use the Silk Road to develop tourism", "The Silk Road is a powerful foundation for studying the ancient history of China" and "The Silk Road has brought us an open consciousness, and reform and opening up is the road to a strong country" have emerged one after another, and students' thinking has been effectively expanded.
Fourth, details, in the silent emotional waves.
History lives in details. Without the details of life, history loses its vitality. For example, when learning the knowledge point of "Long March", students can talk about the spirit of the Long March according to the textbook. The spirit of the Long March is a spirit of hard struggle, perseverance, unity and cooperation, courage to advance, positive optimism and so on. , but this is a scripted interpretation, is to take doctrine. I don't think it's enough to stop here, so I introduced a poem "God Horse" that describes the details of the Long March:
A horse/a horse that will sink/a horse that won't sink in the mud/Struggle/Struggle in vain/Struggle to accelerate death/Walk past the Red Army team nearby/A small battle happened unexpectedly/A few blue-eyed soldiers/Cut and dig on the horse with a knife/Pieces of bloody horse meat/Pieces of attractive live horse meat/A bonfire burning in the distance/It seems to be saving people. /No balls! /Are you hungry? /Scold and touch/Stand upright and shake the horse's mane/shed sad tears:/"We/this horse has gone too far ..."
A song "Shen Ma" not only interprets the spirit of the Long March and the national spirit, but also shows the details that blue-eyed soldiers are hungry to stop their comrades from cutting horse meat, witnessing the brilliance of human nature that life is facing life-and-death challenges and difficult choices. Students are speechless after reading, which is not only a wave of emotion in the silent place, but also the purification and sublimation of emotion after a cruel realistic impact.
A winding stream, winding, will arouse the refreshing crisp; A spray, when the tide rises and falls, can sing more thrilling and tragic; A little aftertaste, you can wrap around the beam for three days after the string is finished; A detail, when dancing with thinking, can make a wonderful classroom!
(Author: No.3 Experimental School, Wudi County, Shandong Province)