The harvest and enlightenment of the second study: a summary of the training and research of teachers' classroom skills in history classroom teaching. Classroom is the main position of teaching, the stage of teacher-student interaction and spiritual dialogue, and the space for knowledge exchange, wisdom and passion generation. We should open our warm arms to every soul present. The curriculum advocated under the new curriculum concept is, in short, a classroom that integrates life, development and life, and it is the highest pursuit to make the classroom glow with vitality! Whether it is poetic education, happy teaching, root-seeking education or magnetic field classroom, it must be the crystallization of human wisdom and the reproduction of the essence of life! First, advocating a new relationship between teachers and students and building a harmonious classroom is the main space for teacher-student communication; Harmony is the theme of the whole social development. The new relationship between teachers and students, in a harmonious classroom, will certainly produce a wonderful realm! The new teacher-student relationship refers to: respecting individual differences, being good at appreciating, encouraging, smiling and encouraging; Let students have a relaxed sense of democracy, equality, freedom, cooperation, pleasure and security. Makarenko, a Soviet educator, said: What is education? Education means respecting children as much as possible. Respecting children means listening to their voices, respecting their ideas and trying to enter their spiritual world. As an educator, we should first put our position right and play our role well. In other words, teaching is to serve learning, and should not pretend to be the master, but should focus on service, actively create a democratic, equal and harmonious teaching atmosphere, and respect, trust, appreciate and care for children. Imagine that in such an environment, students' mentality is free and relaxed, their thinking is active and open, their communication is independent and pleasant, and they must be talking about their own voices! If a certain teaching situation can be created, the teaching effect will be better. For example, when teaching the activity class "Solving the Mystery of Painted Pottery", let students discuss the use of these painted pottery in the text by observing the illustrations in the text. In a relaxed classroom atmosphere, students actively discuss and express their opinions. For example, when observing the humanoid pottery jar unearthed in Huangling, Shaanxi, some students said it was a urinal, some students said it was a jar for holding water or storing food, and some even thought it was a piggy bank. After the students express their opinions, I first appreciate their rich imagination and opinions, and then let the students discuss which of their opinions is more in line with the history at that time and why. After some discussion and communication, the students finally thought that it was probably a clay pot for storing water. Because the productivity of Neolithic Age was still very low and people's quality of life was not high, it was very unlikely to use such a beautiful clay pot as a urinal, and the money in people's hands at that time was generally food or daily necessities, and it was unlikely to be stored in such a small pot. Finally, the teacher made a summary and added it. In this way, students can learn about the interesting functions of ancient pottery and feel the wisdom of our ancestors in a relaxed, harmonious and intelligent class. At the end of the teaching, in order to improve students' interest in learning and deepen their understanding of knowledge, I asked students to refer to the illustrations in the text and try to draw an imaginary pottery and mark its function, so the students finished their homework with great interest, and then I posted some good works in the classroom to stimulate students' creative thinking. Second, experience the joy of participation. Suhomlinski said: Everyone has a deep-rooted need to be a discoverer, researcher and explorer. In the spiritual world of students, this desire is even stronger. However, when a question or knowledge is not put forward by a teacher, but by a colleague, the collision is often more intense, which can cause deeper thinking and stimulate the desire for exploration and innovation. Here, their ideas are adopted, their wishes are satisfied, their talents are displayed and their wisdom shines here. This is their real understanding and real experience! Just think, how can such a class not make people happy physically and mentally, but also make people unforgettable? To achieve this goal, only by creating a relaxed teaching atmosphere can we truly communicate and interact. If you can be good at creating situations in the classroom, reappearing life pictures and scenes, allowing teachers and students to communicate through dialogue in near-real situations, and further exploring and understanding the text in dialogue and communication, you can further experience life and enjoy fun! For students, this kind of communication means the opening of mind, the prominence of subjectivity, the publicity of personality and the release of creativity! For teachers, it is to share happiness, to change roles, to sublimate their education and to realize their self-worth! In teaching, I often let students feel and experience history by performing historical stories in texts, and show their personality and talents in historical drama performances, so that students can quickly integrate into the learning atmosphere in the classroom. For example, in the lesson "Harmony for One Family", in the part where Princess Wencheng entered Tibet, there are illustrations and related materials of Emperor Taizong meeting with the marriage proposal emissary of Tubo Songzan Gambu. I ask students to observe the characters in the illustration and expand their imagination, and then let them talk about the thoughts of the characters in the picture first. Why? After students analyze and express their opinions, they will assign the characters in the picture to various study groups, and let the students choose actors in the groups to combine and show this scene in history. After the students' performance, let the students continue to discuss why Emperor Taizong married Princess Wencheng to Songzan Gambu. What kind of democratic policy does this reflect? What role did Princess Wencheng play in Tibet? Students actively participate in this learning process. The classroom is full of happy atmosphere, and students are also learning history knowledge in happiness. Third, encourage questioning and develop different thinking. As the saying goes, learning is expensive and there are doubts, small doubts and small progress, big doubts and great progress. The teaching process is actually a process of arousing, generating, analyzing and solving questions. Students should be encouraged to ask questions in class, learn to ask questions, dare to question, and then solve doubts and doubts. However, this process of solving doubts often leads to different learning processes and results, because different students have different learning experiences, different personality characteristics and different life experiences, and their answers are likely to be varied. Usually in teaching, I encourage students to ask questions that they don't understand boldly and let the whole class help him answer them. For some texts that are not very difficult, I usually divide the text into several parts, and then divide the students into several study groups, and each group chooses a part of the content. Then, each group chooses a student to go to the stage to explain this part of knowledge. Students from other groups can ask him questions, be answered by him or his group, or ask the whole class for advice. This teaching method has greatly mobilized students' learning enthusiasm. Students have problems in their studies and rely on the wisdom of the whole class to solve them continuously. This kind of classroom teaching has greatly improved the teaching effect. Fourth, from life, return to life, and tap the beauty of human nature. It can be said that every class is the generation of passion and wisdom that cannot be copied between teachers. This passion and wisdom comes from life, from thinking and experiencing life. It can be said that people's food, clothing, housing and transportation, emotions, everything in nature and the universe are all substances that we can extract. We should be caring people in life, be good at observing and thinking, be true, kind and beautiful, and we will bow our heads. In class, teachers and students can learn from each other, which is great! This is also the realm we want to pursue! For example, the lesson "Colorful Social Life" introduces the situation of all classes, rural life and the style of citizens in the Song Dynasty. In my teaching, I let students connect with life, read the text carefully, connect with the riverside scene at Qingming Festival in Song Dynasty, and develop their imagination, assuming that they are a role in the ancient literati, agriculture, industry and commerce (they can also be divided into four study groups to represent the four classes of literati, agriculture, industry and commerce, and the members of the group can exert their imagination according to the roles selected by this group). Through students' imagination, they actively expressed their feelings from rural life, urban life and major festivals in the Song Dynasty. In the classroom, students have rich imagination, high interest, unique opinions, personality display, active classroom atmosphere, students complete their studies in happiness, and the teaching effect is excellent. In short, my ideal classroom is: teachers and students talk on an equal footing, no one laughs when he makes mistakes, no one accuses him when he raises objections, and someone cheers for him when he is unconventional! Classroom is the communication between hearts, the space for students to fly their hearts, the paradise for students to learn happily, and the classroom is full of vitality everywhere. However, classroom teaching is only a part of curriculum reform. As a front-line teacher of education, I think that in teaching, we should be creative everywhere, every day is creative time, be creative people everywhere and contribute to the new curriculum reform!