A summary of the historical history of research and writing methods: high school history memory is high, and the way of mastering history “tits” reduces the burden of memory on students, enhances their understanding of knowledge points, and truly achieves the goal of reducing high school history learning. The article was devoted to the teaching of high school history, and research was carried out on a number of historical “touching” methods with a view to contributing to the decline in high school history teaching. Keywords: high school history: participatory memory: g633. 5 catalogue number in education: a article: 1003-9082 (2016) 10-0155-01 cannot escape high school history for every subject that speaks of high school memory. On the one hand, high school history does have more points to make; on the other hand, many students are hard to remember. And this way, you can forget, remember, forget, forget
It makes it even more difficult to escape memory distress. This has turned the high school history “cure” approach into a subject of urgent need. One: the historical memory of the difference is recited, and inevitably it needs to be read, but each person has a very different way of reading. Some classmates, influenced by li yang's crazy english, prefer to read out loud to enhance the memory of knowledge points in the cortex of the brain. Some high school history teachers are also encouraged to read aloud and repeat them as often as possible in order to be active in the classroom atmosphere. Teachers and students want to read quickly and loudly for a short period of time. Of course, for some students who are used to reading loudly, this method does have a significant memory effect, but for some of the more depressed students, when a class, a group in which he lives, and even the surroundings of him, are reading with great effort, he tends to fail. It's the same for this part
In terms of education, they are more inclined to recite it quietly. At this point, this group of students can take the initiative of negotiating with their fellow students, thereby reducing a certain amount of recitation, while he himself needs to concentrate more on recitation with his usual low-level bee, creating an artificial recitation area. Cyclops ii: the historical memory of high school as a zero memory is often paragraph one. In some cases teachers, in order to increase practice time, tend to reduce memory time by rereading the content of a course within a limited period of time, especially at a time when students are more likely to learn to be in a zero form. In a zero form, for example, the memory of a section of history can be kept in sequence in order of events, in terms of context, process, cause, influence, etc., and in accordance with the degree of self-acceptance of the lessons, in order of focus, such as cause, impact, etc., while the content of knowledge can be read in a simple and quick manner in order to understand instead of mechanical recitation. Of course, even in memory of the cause of the incident
At the same time, it is not possible to recite stupidly from the beginning to the end. It is necessary to follow the teacher's lectures and make contact with the memory, so that it can be done twice as well. Three: memories of meditating memory are not simply words. There must be an exclusion and a strike before you can miss it less. Https: / how to delete knowledge points that you already know requires meditation. When the teacher finishes a certain point of knowledge, the classmates do not want to pick up a textbook or lecture to recite it, but stop to meditate
5. The manuscripts or teaching materials made during the memory process are recited, and the memory must work well. Of course, meditation can take place either sequentially or in the framework of the clues, and even in the process of meditation, it can build its own structure, such as a tree of knowledge. In addition to these dot-line, frame-type memories, students can use video and logical memories. Note four: multi-sensual memory research shows that students can only remember 10 percent of what they hear, 25 percent of what they see, and 70 percent of what they experience. Thus, we would like to emphasize the importance of multi-sensor participatory memory learning, which is particularly important for the historical memory of high school. It is mentioned here that the process of multi-sensor involvement in classroom teaching can deepen the memory of the students, while at the same time mobilizing the full range of senses, such as matching the language with the mouth, hand gestures, seeing with the eyes, thinking with the brain, and so on
The memory of knowledge points should be easier for students if there are two or more links. Count five: repeated and mutated memories, not monotonous repetition of the same phrase. Simple repetition reduces students ' interest in learning, creating inefficient or even ineffective memories. In order to avoid monotonous repetition, we can use a variety of variants to reach the memory of a key point of knowledge that is repeatedly highlighted and emphasized. For example, in order to understand the content of the roosevelt new deal, we can use direct speaking, self-analysis by students based on situational materials, self-censorship in case selection and judgmental questions, convergence in agriculture, finance, industry, welfare, etc., in the form of panel discussions, and conjecture about the possible restrictions on the content of the new deal, based on the background reasons behind its introduction, to understand memory in a position of historical ownership. Six: a tasteful memory compared to a memory
Seven, a complex text, a ten-word condensed mouth, which is more concise and concise, greatly reduces the learning burden on students. I have developed some of my own language in the light of my own teaching experience, such as when teaching about china’s ancient economic structure, some high-school history teachers will directly allow students to recite these tedious knowledge points. To that end, i summarised some of the lessons, such as the metallurgical industry, and i downsized many generations: “west sunday night iron, zhou bronze, east han drain and north and south steel” also, together with the two-hand-era high-cooked iron and steel technology, students can easily remember. In short, there are a variety of ways to “tune” the history of high school, and as long as our teachers are willing to work hard, it will certainly ease the burden of memory and improve students' understanding of historical knowledge points. Https: /ref. 1 袁芸. “friendly brain” for extra-linguistic learning in english language class j., 2012(04). 2 zhibin. Charm: efficient and interesting teaching m. Shanghai: chinese teachers university press, 2013. This document is from the dictionary documentation network. More documents are welcome
