With the progress of history review teaching in senior high school entrance examination, I have more and more deeply realized the importance of guiding students to review and lay a good foundation. The key point for students to learn well and like history from the beginning is to make them interested in this subject.
First of all, I think that in class, teachers are no longer simple knowledge givers, but instructors. The overall framework of each class is designed by the teacher, but the specific process is explained by the actors-students. The teacher is the director. The more fascinating the suspense you set, the more students who are actors can blend in and enjoy it. Here, the teacher's task is no longer to keep talking, but to keep setting suspense that students are interested in, and then guide students to answer them one by one. In the process of solving them, on the one hand, students will have a sense of achievement in learning, on the other hand, students' real integration will make them remember deeply. Therefore, suspense setting is a skill in classroom teaching, which can turn students' unintentional attention into intentional attention, improve students' interest in learning history class and enhance students' enthusiasm for analyzing problems.
Secondly, more historical stories should be interspersed. In the film, some plots that have little to do with the main line can adjust the atmosphere of the film and reveal a little humor in seriousness. Sometimes relaxing a nervous audience can make the finishing touch. In class, students also like to listen to stories. In the whole classroom teaching, one or two small historical allusions can be interspersed to ease the tense atmosphere in the classroom and make students not feel too much pressure. It can also deepen their impression of this class. Of course, the story only serves as a bridge and can't take up too much time. At the same time, it should be related to the text, so that the main content of the text runs through the story. In this way, students can not only win, but also master knowledge.
Third, use more music and historical clips. For a movie, the soundtrack is also very important. Some experts have done experiments. On the premise of music, people's attention will be more concentrated than usual. Therefore, in the teaching process, there will be more class-related concerts to concentrate students' attention. In history teaching, we must pay attention to the following aspects: controlling the number of songs and the time of movie clips in a class to prevent history class from becoming a music class or a movie class; It is necessary to combine the teaching content with the content of music and clips, and put forward some questions for students to think or discuss, so that students can think rationally from the emotional factors caused by songs and movies through discussion. Only in this way can we give full play to the positive role of music and historical fragments in history teaching.
Therefore, in history teaching, how to improve students' interest in learning is very important, and there are many methods. I hope that the peer teachers will point out the shortcomings and make great progress.
The reflection on history teaching is excellent. This lesson is the key content of the first volume of the ninth grade in junior high school. The textbook of People's Education Edition introduces the largest civil war in American history from two aspects: the outbreak of war and the victory in the North. The text is easy to understand and the clues are clear. However, the textbook is limited by the layout, so it is impossible to carry out the scale and details of the war. Therefore, when designing this class, I started with the development of teaching resources to make the slightly boring learning content lively and interesting. Lincoln's role in the Civil War is the focus of this lesson. Lincoln represents the national interests of the United States and embodies the spirit of American freedom and democracy. Through Lincoln's story, students can learn more about the American Civil War. Lincoln's kindness, integrity, honesty and self-improvement are also the materials of emotional education, so I designed the teaching with Lincoln as the main line.
This teaching design is designed by using the idea of story, material and question design teaching. I don't think there is much problem with the design, even it feels a little new, but the quality class competition has never been successful. After comments from colleagues and peers, as well as my own reflection, I think that besides the ability to control classroom teaching, the main problem lies in the handling of historical materials.
In order to enhance the teaching effect, stimulate students' interest in learning, enliven the classroom atmosphere, enhance the appeal of ideas, make the history class lively and expose students to historical events, teachers must supplement some historical materials when necessary to highlight the characteristics of the history class. Some people say that there is no history without materials. In addition, teaching materials are also a bridge between teachers and students in teaching.
When designing teaching, the first difficulty I encountered was my lack of knowledge. In order to solve the three problems mentioned above, especially to understand the civil war in the eyes of Americans, I have done a lot of reading, which has given me sufficient research and learning experience.
Teaching with stories, materials or questions is a very common teaching method. However, this is the first time to try to run stories, materials and questions through the whole classroom, which ignited my passion. When designing the teaching process, the second difficulty I encountered was how to choose stories and materials and how to design problems carefully. After the experience, I know that when students' understanding of historical knowledge needs to be expanded and deepened, and their understanding of historical phenomena needs to be deepened and systematized, if students want to have a profound perceptual understanding of historical phenomena, they need to provide some materials and change the traditional method of teaching only by teachers. Pay attention to the following issues when supplementing materials: First, the selected materials should be targeted and convincing. There are many materials, so choose the one that best illustrates the problem. Second, the selected materials should take care of students' cognitive level.
Excellent reflection on history teaching: 4 parts, 3 parts, 1. Judging from the completion of the three major tasks of history teaching,
First, knowledge transfer is generally good, but there is still room for further improvement. Specifically:
First, in the teaching of implementing the overall knowledge structure, teachers should pay attention to grasping the basic structure and development context of teaching materials as a whole, especially making appropriate provisions on the depth and breadth of content, so as to carry out targeted teaching;
Second, we should attach importance to the transformation of students' knowledge structure, that is, the basic knowledge structure of textbooks should be transformed into students' own cognitive structure and learning ability.
Second, in terms of cultivating students' intelligence, although there is some emphasis, it is still far from the goal of cultivating students' intelligence in quality education. This is also an important part of the transition to quality education. The author believes that in order to truly achieve the goal of quality education, we should start with further improving classroom teaching, specifically:
First, teachers should set aside more time for students to read textbooks, think about problems and have speculative discussions;
Second, the focus of teachers' teaching should shift from the historical process to the logical connection of historical development;
Third, history teaching should be combined with reality, and it is necessary to talk about both the past and the present, and give play to the role of history in understanding, drawing lessons from and educating people.
Thirdly, in terms of ideological education, it is a common phenomenon that ideological education is not implemented enough in history class as a whole. Of course, the position and role of ideological education in the discipline is far from being fully exerted. Generally speaking, the content of ideological education should focus on patriotism education and cultivate national pride and pride in China history teaching; In the teaching of world history, it is mainly the education of aesthetics, world outlook and the law of social development. In contrast, the ideological education of China history is better than that of world history. The reason why this happens is directly related to exam-oriented education, and history teachers should take it as a warning and pay attention to it and further implement it in future teaching activities.
Second, from the perspective of teaching methods, it is still relatively simple and outdated, and students' dominant position is not prominent enough. Many teachers, especially in remote areas, are still traditional and single in the use of teaching methods. That is, the combination of explanation and narration is the main method, and the mobilization of students is not enough, but the leading role of teachers is outstanding.
The guiding ideology of teaching that we advocate is heuristic teaching. According to statistics, there are 72 teaching methods in 14 category at present. Teachers should adopt different teaching methods according to different teaching materials and students' actual situation, especially pay attention to the embodiment of students' dominant position, fully mobilize students' learning enthusiasm and subjective initiative, and let students learn actively rather than passively. It is also necessary to teach students to analyze the positions and viewpoints of historical figures and events, guide students to master good learning methods, and enable students to better master, use and control knowledge. Judging from teachers' basic teaching skills, teachers' basic teaching skills still need to be further strengthened. Here, let me talk about my personal thoughts from three points:
First, about the knowledge structure of history teachers. As a middle school history teacher, one must first have a solid professional foundation and a sound knowledge structure, which directly affects the depth and breadth of teaching. This knowledge structure should include three aspects:
First, there must be a general history knowledge structure that runs through ancient and modern times;
Second, we must have a knowledge structure of global history that is familiar with China and foreign countries;
Third, we should have a multidisciplinary knowledge structure that goes beyond the scope of historiography.
Second, about the language problem of history teachers. History teaching has its disciplinary characteristics, and it also has corresponding requirements for teachers' language:
First, it should be vivid, concrete, accurate and correct;
Second, it should be easy to understand and have a sense of the times;
Third, it is necessary to have literary talent without losing the simple style; Fourth, we should be logical and have a sense of rhythm. But to achieve the above requirements, teachers must pay attention to the cultivation and training of teaching language.
Third, about the blackboard writing and drawing of history teachers. Writing on the blackboard is an important part of history teaching. The process of teachers designing blackboard writing is not only the re-creation process of teaching art, but also the process of teachers grasping, concentrating and transforming teaching material analysis. The requirements and forms of blackboard writing are not detailed here. I just want to explain the writing time of blackboard writing, which is easily overlooked. The appropriate writing time is when the teacher finishes a certain knowledge and then turns to write on the blackboard, instead of writing on the blackboard while talking. I just want to talk about drawing maps by myself, which is a basic skill for history teachers. Unfortunately, in teaching practice, its implementation is not satisfactory. Therefore, the author suggests that the guidance department of history teaching and research should strengthen the supervision and guidance on the basic skills of teachers' self-drawing maps. In addition, in the current middle school history classroom teaching, the author believes that there are still some problems such as untimely feedback of teaching information and unscientific teaching evaluation, which need further discussion.
Reflections on excellent history teaching 4 1. Pay attention to the accumulation of teaching experience and improve the teaching level.
I have been engaged in history teaching in senior three since 1998. I have a little experience because I am familiar with the teaching materials. After teaching for a long time, I naturally have some experiences and feelings. The teaching practice in recent years can basically grasp the key and difficult points of the textbook and let me impart knowledge to students in class.
Second, grasp the routine teaching, do a good job in each class, and strive to improve classroom efficiency.
This is the most basic requirement for teachers, but also the highest requirement for teachers. Prepare lessons carefully, read textbooks, reference books and teaching AIDS, and try to prepare all the knowledge that teachers understand the most, all the key points contained in textbooks, the key points, difficulties and related points of knowledge points, and teach them to students in an orderly manner. Grasping the main position of classroom teaching, carefully organizing classroom teaching and stimulating students' learning intention, we must seize the classroom for 40 minutes to improve classroom teaching efficiency, which is the key to improve teaching quality.
Third, do a good job in the customs inspection of students' knowledge points, give timely feedback, and make achievements in peacetime.
Good class, pay attention to improve the efficiency of classroom teaching, but also timely feedback on students' knowledge, check, before each class, the teacher will review the students' old knowledge and ask questions, which not only checks the students' previous knowledge, but also plays a role in linking up the old and new knowledge. You can kill two birds with one stone. It is what we usually call "reviewing the past and learning the new".
Fourth, strengthen the collection and processing of information such as recruitment and new curriculum reform, pay attention to the trend of recruitment proposition, and infiltrate the awareness of recruitment in the usual classroom.
The teaching work of grade three is to directly deal with the entrance examination. As a junior high school teacher, you can't just stare at the present, close the door and not learn new information. Therefore, teachers should browse the latest teaching reference materials and magazines, pay more attention to the information about the senior high school entrance examination, so as to better grasp the trend of the senior high school entrance examination, try to infiltrate the consciousness of the senior high school entrance examination in the usual teaching, and teach students some basic skills and methods to do problems. In the usual teaching, we should seize the opportunity to cultivate students' comprehensive potential, so as to achieve rapid progress and form a habit.
Five, teach students some learning methods, so that students can develop good study habits, which can get twice the result with half the effort in teaching.
In the usual teaching, while imparting knowledge, we should also teach students some learning methods, such as generalization, induction, comparison and decision-making, so that students can develop good study habits such as diligent review of old knowledge, being good at summing up and solving problems clearly and standardly, which are all necessary skills for graduates. Teachers are generally well-trained, so they won't attend to one thing and lose sight of another during the exam.
Finally, I ended with the famous saying of Van Gogh, a famous Dutch painting master: "Believe me, the following sentence is the best way to solve artistic problems. I would rather take the trouble to study it seriously than be opportunistic and grandstanding."
I took a course called Brilliant Sui and Tang Cultures (II)-literature and art with eternal brilliance. This lesson is carried out according to the teaching design in preparing lessons. By creating the situation, the learning theme of this lesson is drawn out, and then the learning goal is achieved through inspiration and inquiry. Finally, expand ideas and test standards. Reflecting on this lesson, I think the biggest regret is that students' learning mood changed from high to calm, and finally fell into depression.
At first, I introduced the theme of this lesson through an audio-visual material. When talking about the first question "the golden age of poetry", I asked a question "What do you know about poets in the Tang Dynasty?" The students were in high spirits and rushed to answer: "Li Bai, Du Fu, Bai Juyi, Wang Wei …" Then I let them enjoy the pictures and introductions of three key poets respectively, and carried out activities of reciting poems and finding poems in paintings in the form of competitions. The students were very attentive in class and raised their hands enthusiastically. When talking about the second question, "Wonderful Prose", I ask students to read textbooks and answer questions prepared in advance. The students immediately began to read the book calmly and answered questions with the words in it. There is no cheerful expression, no argument, no doubt, and the air seems to have solidified.
Thinking quietly, I think the reason for this situation is that the starting point of organizing teaching activities is biased: I only think about "how should I teach" and ignore "how do students want to learn". The class is completely in accordance with the default when preparing lessons. Although I will also consider students' factors when preparing lessons, there is no room for students' independent activities in actual teaching. I just regard students as walkie-talkies in my pre-programmed program, and teachers and students are like "playing table tennis". When I communicate with teachers such as the head of the teaching and research group, they remind me that you didn't let students follow their own ideas when their thinking was the most active, that is, you didn't let students talk about unknown knowledge from familiar knowledge around them, nor did you give them time to read, think and ask questions independently, so students' mood plummeted? ? What you said made me more aware of the failure of this lesson.
Classroom teaching should leave room for students' activities, and we should always grasp "how students want to learn" in specific teaching. Students' thinking cannot be led by their own problems, and students have no room for self-thinking activities at all. Teachers can give students "the right to serve" by creating problem situations, and accomplish learning goals through students' self-study, questioning and debate. Students are also very active and thoughtful in this open and relaxed environment, and put forward some problems outside the teaching design to achieve teacher-student interaction and student-student interaction.
This unsuccessful history class made me realize that when we are carrying out teaching design and teaching activities, we should really change the roles of teachers and students: if I am a student, how do I want to learn and what problems do I want to understand? ? Instead of just thinking about how to teach, students can answer the teacher's questions by asking themselves according to the teacher's preset, that is, they have completed the learning task. I think the reason for this deviation is that my teaching philosophy is divorced from teaching practice. Although students' factors are considered in teaching design, they unconsciously fall into the "old-fashioned" teacher-centered approach in actual teaching. This is also the place where I should pay great attention to correction in the future, that is, to put the concept of the new curriculum into teaching practice, not just to talk about it.
Through this lesson, I realized a truth: only when the teacher stops telling in class can students really think, and only when students are given a space in teaching can students move forward and find themselves.