The hard and meaningful college life is coming to an end. Everyone is doing the graduation project seriously, and we have to write the opening report before doing the graduation project. How can I write a good opening report? The following is the opening report of "Research on the Main Strategies of Problems in History Teaching in Senior High School" that I collected for you, hoping to help you.
Opening Report of "Research on Main Strategies of Problems in History Teaching in Senior High School" 1 1. Proposing Problems
This topic is based on the concept of problem-based teaching, with the starting point of effectively promoting the all-round development of each student and the core of improving classroom teaching efficiency. Under the guidance of effective teaching theory, it helps teachers find or identify effective teaching behaviors and inefficient or even ineffective teaching behaviors, and promotes teachers to establish effective teaching concepts and their professional development. On this basis, the teaching design and teaching implementation are studied. In order to achieve the effectiveness of teaching design and teaching implementation, realize the optimization of classroom teaching, and finally explore strategies to improve the effectiveness of teachers' teaching behavior in our county, and build effective teaching behavior patterns in different stages of teaching, thus greatly improving the quality of classroom teaching in our county.
In the 1990s, the "206 1 Plan" issued by the United States pointed out that learning a science is essentially a problem-driven open process, and students must gain personal experience and understand the basic principles of the subject through scientific exploration. At the same time, the National Research Council of the United States issued the National Standards for Science Education, pointing out that students of all grades in every scientific field must have the opportunity to explore science and cultivate their thinking ability and behavior through inquiry. The release of these two documents fully reflects the importance of problem-based inquiry teaching. In 200 1 year, China's Ministry of Education issued the Outline of Basic Education Reform (for Trial Implementation), pointing out that "it is necessary to change the current situation that curriculum implementation places too much emphasis on learning, rote memorization and mechanical training, and advocate students' ability to actively participate, be willing to explore, work diligently and communicate and cooperate. "It is one of the important goals of the Ministry of Education to change the traditional teaching form of passive acceptance of knowledge by students' active participation in inquiry learning mode.
The basic concept of the course is put forward in the History Curriculum Standard for Ordinary Senior High Schools promulgated by the Ministry of Education: "Advocating students' active learning, giving full play to students' subjectivity, enthusiasm and participation in a diversified and open learning environment, cultivating students' ability to explore historical issues and seek truth from facts, and improving students' innovative consciousness and practical ability". In teaching, we should highlight students' dominant position, guide students to actively explore by creating various teaching situations, realize the integration of effective learning methods and teaching methods, and promote the development of students' innovative consciousness and practical ability. This is the need of quality education and also conforms to the new curriculum concept. On the basis of studying the educational research results at home and abroad and studying the education and teaching theories, especially the "innovative education theory", "constructivist learning theory" and "activity teaching theory", the history group of our school explores and tries to use the independent inquiry teaching mode in combination with the reality of our school, conforms to the trend of the times and makes due contributions to the education and teaching reform.
Second, the specific problems, significance and research value of this topic.
(a) Specific issues of this special study
1. Mainly focuses on the study of teachers' lesson preparation strategies, listening strategies and evaluation strategies.
2. Study the factors that improve the effectiveness of classroom teaching activities, such as interest, situation, problems, cooperation, exploration, practice, practice, experience and evaluation.
3. Explore teaching strategies to improve students' learning activities.
(B) the significance of the topic
The main line of the problem is "a psychological tendency of learners to pursue the result of the problem closely under the teacher's question setting, and it is a personal experience of the occurrence and development of knowledge." In teaching, we should create a certain learning environment for students, so that they can find, ask and solve problems on their own initiative; Let students acquire knowledge, improve their abilities, strengthen their emotions, develop their personalities, experience the joy of success and move on.
(3) Research value
1. Change students' passive acceptance of knowledge and form a learning style of "active participation, willingness to explore and good at communication and cooperation".
2. Enhance students' personal experience of knowledge generation and collaborative learning through inquiry; Cultivate students' ability to find, ask and solve problems; Cultivate students' comprehensive quality and lay a good foundation for establishing a correct outlook on life, values and world outlook.
3. Through research, teachers' teaching methods of "centralized teaching" and "centralized teaching" should be changed, so that teachers can become organizers, guides, managers and collaborators of classroom learning activities, thus establishing a new classroom teaching model and a new teacher-student relationship.
4. Improve the teaching and research level of teachers and build a high-quality teaching and research team.
Third, the research goal, research content, research hypothesis, innovation and breakthrough of this topic.
(A) the research objectives of this topic
Through research, reform the history teaching mode, optimize the classroom teaching structure, improve classroom efficiency, reduce students' excessive academic burden, stimulate students' learning ability, cultivate students' awareness of inquiry learning and cultivate students' lifelong learning ability, so that students at different levels can be fully developed.
(2) Research content
1. Learn advanced theories and change traditional education and teaching concepts;
2. Create learning space and form a classroom teaching mode conducive to students' personality development;
3. Carry out comprehensive practical activities to improve students' comprehensive quality.
(c) research hypotheses, innovations and breakthroughs
Through classroom improvement, a good learning environment and a harmonious relationship between teachers and students can be formed, and the effect of "students move, the classroom is alive, and the effect is obvious" can be achieved. The classroom is full of vitality and has become a spiritual and cultural paradise for the growth of teachers and students. Independent inquiry mode creates an environment for students to think independently and cooperate with each other, stimulates students' desire for learning, enhances students' self-confidence, and improves students' initiative and enthusiasm in learning. It not only enhances knowledge and skills, but also improves comprehensive quality and emotional attitude and values.
The research of this topic is an action research based on classroom teaching practice. The research group focuses on the implementation process of the new curriculum in senior high school, constantly exploring, boldly experimenting, reflecting and adjusting in time, and the project has a solid foundation and a broad stage. Its innovation is that it can be rooted in teaching practice and has vivid research materials.
Fourth, the research methods and implementation steps of this topic.
(A) the research methods of this topic
1. survey method: mainly investigate the current situation of effective problem teaching and the understanding of teachers and students at the beginning of this study, and conduct detailed follow-up survey during and after the study, so as to provide factual basis for the smooth progress of the study.
2. Literature research method: As the main method of learning theory and collecting information, information mainly comes from educational theory books, newspapers and magazines and related materials downloaded from the Internet.
3. Case analysis: In the process of teaching and learning, practice, exploration, testing and improvement are closely combined with research and practice, and individual cases of effective teaching with distinctive personality are summarized.
4. Experience summary method: actively summarize the theoretical and practical experience of individuals, sub-projects and general projects, and pay attention to the two wings of Qi Fei.
5. Action research method: emphasize the reflection and research on the subject, find and analyze the existing problems, take improvement measures and draw up improvement plans.
(2) Implementation steps
1, project preparation stage (March 20 18—July 2065438+08):
(1) consult the literature, collect the latest classroom teaching research materials at home and abroad, organize discussions, analyze and demonstrate;
(2) Organize the investigation on the current situation of teaching in some disciplines, analyze the characteristics of classroom problem-based teaching, complete the investigation report, establish the topic and complete the research plan of the topic;
(3) Set up a research group, organize training meetings for sub-project hosts and key members, and improve specific tasks and requirements.
2. Research implementation stage (2065438+08-June 2020 1):
(1) the implementation of division of labor;
Through various forms of teaching and research activities, such as attending lectures and evaluating classes, I walked into the classroom and learned typical cases;
(3) Through the analysis of different classes in the same class and different classes in the same class, the phased experimental report on improving the effectiveness of classroom problem teaching is completed.
3. Summary acceptance stage (65438+20201October-June 2020):
(1) Collect and sort out the sub-project conclusion reports;
(2) Write the closing report of general projects;
(3) General project summary meeting;
④ Popularizing and applying experience in teaching practice.
Introduction to the research results of verbs (abbreviation of verb)
In the process of research, this group of teachers have more innovations and ideas, mastered teaching materials more skillfully, improved their ability to integrate teaching resources, flexibly applied the theories they have learned in combination with the reality of our school, and wrote some articles on education and teaching in the practice process, which significantly improved their ability to create curriculum resources independently. Under the influence of this study, advanced individuals of classroom improvement have emerged among history teachers, which has driven the surrounding teachers to devote themselves to curriculum reform.
The second part of the opening report of "Research on the main strategies of history teaching in senior high schools" is entitled: Research on the effective teaching of history in senior high schools under the new curriculum conditions.
First, the reason and significance of the topic selection
Since the autumn of 20 19, the new curriculum reform in senior high school has been piloted in four provinces and regions such as Guangdong, and the situation of history classroom teaching in senior high school has quietly changed: the teaching material arrangement system is diversified, the arrangement content is rich and colorful, and students' interest in learning is growing day by day; Students are much more lively in class, dare to raise their hands, dare to ask questions and dare to express different opinions; At the same time, the modernization of teaching methods and the diversification of teaching resources have also brought many conveniences to teachers' classroom teaching. The implementation of the new curriculum reform should make the classroom full of vigor and vitality, and make the classroom a stage for students to display their individuality and surge their lives. However, with the deepening and advancement of the curriculum reform, we gradually feel some abnormal phenomena after the curriculum reform, especially in the classroom teaching behavior of teachers, the learning state of students and the overall efficiency of classroom teaching.
If we go deep into the high school history teaching class, we will find that inefficient, ineffective or even ineffective teaching phenomena abound. Some so-called "new classrooms" still have obvious performance of teachers and students, and many new teaching classrooms called "activities" and "research" still follow the traditional "cramming" teaching methods in essence. Some teachers blindly pursue the dynamic generation of teaching, the life-oriented treatment of teaching content and the so-called "research study", which affects the effective implementation of the new curriculum reform. The lack of classroom teaching effectiveness is still an urgent problem to be solved in senior high school history classroom teaching.
Under the new curriculum conditions, the research field of effective history teaching in senior high schools in our city is not in-depth and concrete, and a set of applicable methods can not be obtained according to the actual situation of students, so the operability is weak, and the research on this subject in our school is even more lacking. This topic is mainly aimed at the actual situation of low efficiency of history classroom teaching in senior high school in our school. Its purpose is to put forward some practical measures based on the effective teaching theory and experimental research results under the background of the existing new curriculum, which are verified in the actual classroom teaching and provide useful reference for the healthy development of the new curriculum reform in our city.
This topic is an experimental innovation based on the actual situation of our school. If the test results and students' satisfaction survey reach the expected goals, the research group suggests that the teaching and research section of Maoming Education Bureau gradually extend this teaching method to the history teaching of other similar schools in Maoming to expand the experimental area.
In addition, this experiment is also an exploration of history teaching under the new curriculum standard, which should also be of reference significance to related experiments in various places.
Second, feasibility.
The person in charge and main members of this project have participated in the research of school-level projects, and many members' research papers have won the first and second prizes of excellent papers in the city.
This study lasted for three years and was a diachronic study. It is very important to collect and archive data regularly. After the experiment, horizontal and vertical comparative studies should be conducted, including the comparative study of experimental classes and non-experimental classes in the same grade, and the comparative study of similar experimental schools and non-experimental schools. It takes at least three years to complete a research cycle (including the time to write a research report).
Third, pre-academic history.
(1) academic monograph
From Dewey to Bloom, from Skinner to Gagne, they all attach great importance to the theoretical research and empirical research on efficient teaching, and have achieved unique research results. Since the 1980s, new research achievements have emerged, such as Effective Teaching Methods by Gary Baritz in the United States, Teaching Revolution by Meryl Hamming in the United States, and Effective Teaching Practice Guide by Pell Thier.
In addition to Ye Lan, Pei Dina and others, some experts and scholars in China have conducted in-depth research on efficient teaching and achieved important results. For example, Cui Yunkuo's Effective Teaching: Ideas and Strategies, Lu Weiyuan's Outline of Effective Teaching, Chen Houde's New Concept-Effective Teaching, Zhang Qinglin and Yang Dong's Effective Teaching, and Li Shifa's Asynchronous Teaching Method of New Curriculum, etc.
There are many monographs on this subject, which more or less involve the study of effective classroom teaching of high school history, but there are few research fields of effective classroom teaching of high school history under the new curriculum conditions in China.
(2) Academic papers
To sum up, in the article "On Quality Education in Senior High School History Classroom after the New Curriculum Reform", Daniel Hsia analyzed how to liberate senior high school history teachers from the traditional exam-oriented education and realize the transformation to quality education after the new curriculum reform. Xia put forward some valuable ideas based on his own teaching practice, such as actively learning from foreign counterparts; Give full play to students' initiative and improve classroom teaching effect; Attach importance to the teaching of historical materials; Advocating social practice teaching; Don't turn high school history class into political class or something.
Zhu's On Improving the Effectiveness of History Teaching in Senior High School puts forward his personal understanding of the effectiveness of classroom teaching: students will never understand, from knowing less to knowing more, and never have a meeting; Emotionally, I have never liked it, never loved it, never been interested. Since then, Zhu has put forward methods to improve the effectiveness of the history class: first, teachers should keep learning and strive to increase their historical knowledge; Secondly, teachers need to design good teaching plans; Third, teachers should be good at stimulating students to participate in classroom teaching; Also, teachers need to learn to reflect on teaching; Finally, teachers need to optimize classroom teaching methods.
Cui Nvhong put forward measures to improve the effectiveness of high school history classroom teaching, such as paying attention to classroom language art; Focus on problems and give full play to students' main role; Use a variety of teaching methods to prevent or reduce students' fatigue; Harmonious and equal teacher-student relationship is helpful to master knowledge and achieve better classroom effect.
On the one hand, Nan Jiang's article "The Application of Asynchronous Teaching Method in Senior High School History Classroom Teaching" introduces in detail the specific operation process of asynchronous teaching in senior high school history classroom teaching: teachers make clear the theme and ask questions; Teacher-guided learning methods; Students learn and understand the learning situation; Reinforcement effect; Student internship and so on. Li Chuncai's My Opinion on Improving the Effect of History Classroom Communication in Senior High School holds that classroom communication includes teacher-student communication and student-student communication. In classroom communication, both teachers and students should pay attention to improving themselves.
How does Wu Yinchun's Let High School History Classroom Shine —— On Improving the Effectiveness of Questioning in High School History Classroom improve the effectiveness of high school history classroom from the perspective of questioning in history classroom? The article holds that in the history teaching of senior high school, classroom questioning should be enlightening and make classroom questioning activate thinking; Adhere to contact, so that classroom questions are in line with society; Insist on openness, let classroom questions improve classroom effect; Adhere to flexibility and let classroom questioning cultivate students' thinking, so as to continuously improve the effectiveness of classroom questioning and promote students' all-round and harmonious development.
Yang Yixin's article "The Application of Modern Media Technology in History Classroom Teaching Reform" not only affirmed the application of modern media technology in history classroom teaching, but also pointed out the correct application of multimedia in history classroom teaching, such as correctly handling the relationship between means and teaching objectives; Correctly handle the relationship between means and teaching content; The relationship between correct handling methods and teaching strategies.
Dong Zhihui's "How to Connect Junior High School Knowledge with Senior One History Teaching" puts forward three viewpoints to solve the problem of knowledge connection between junior high school and senior high school: interest leading, ability infiltration; Clear the main line and build a system; Random training, improving teaching, etc. Zhang Haixia's book "Using Textbook Historical Materials to Enhance Classroom Teaching Effect" focuses on how to use textbook historical materials, such as poems and songs, speeches, classic works and even fine print, to improve the effectiveness of history classroom teaching.
Xu Zengshan's "Activating the Atmosphere in History Classroom to Improve the Quality of History Teaching" discusses in detail the methods of activating the classroom atmosphere of historians, as follows: (1) Teachers improve their own quality; Teachers carefully design the introduction link of the new curriculum; Teachers introduce poetry and other art forms into the classroom; Teachers introduce emotions into the classroom; Teachers introduce domestic and international events into the classroom; Teachers should make teaching content close to students' life and reality.
Fourth, research methods.
The purpose of the study
1. Study the ways to improve the effectiveness of teaching activities of history teachers in senior high schools.
2. Study the strategies to improve the effectiveness of high school students' history learning activities.
(B) Research objects and methods
Select a class of Grade One in our school as the experimental class and a class of Grade One as the control class. In terms of research methods and statistical data, this study adopts a variety of research methods, such as quasi-experiment, questionnaire survey and literature research, to make statistical analysis of the research data.
(3) research procedures
Preparation stage: March 20XX to August 20xx, during which the following work was done:
Collect relevant information, consult the literature and determine the research topic.
Make a research plan
Organizational researchers
2. Topic selection stage: August 20XX to September 20xx.
Using the method of literature research, collect the research on the effectiveness of teaching in various journals and publications, study it carefully, make plans, refine and sublimate, and write project research plans.
3. Implementation stage: 20XX years 10 month ~ 20XX years 10 month.
1) data analysis and data sorting stage. In this paper, the effectiveness of history classroom teaching activities of senior one students was investigated by questionnaire. Literature research method, comprehensive analysis of teaching plans and teaching design in recent two years, analysis of factors affecting the effectiveness of teaching activities and behavior characterization.
2) Action research case analysis stage. Regularly carry out project research classes and conduct grassroots practical research based on the classroom; Ask the members of the research group to write a teaching reflection or teaching essay every two weeks and a topic teaching paper every semester; Organize two research experience exchanges every academic year. The members of the research group study and study the topic theory once a month, trying to explore teaching strategies to improve the effectiveness of classroom activities, and encouraging teachers to make bold innovations and propose cases under the guidance of effective teaching.
4. Summary stage: 20XX years 1 1 month ~ 20XX years 1 month.
1) sampling analysis of provincial examination results, mainly for the sampling analysis of students in experimental class and control class.
2) Analyze and evaluate the effectiveness of this study and form a conclusion report.
Verb (abbreviation of verb) reform
Since the implementation of the new curriculum reform in Guangdong on 20 19, schools all over the country have published a considerable number of related papers, but today, this topic is still the focus of discussion in many places and schools, partly because the previous papers are too theoretical and slightly weak in operability; Part of the reason is that there are different students from different places and students' quality is different, and there is no applicable method. This topic aims to solve the specific problems in the history teaching process under the new curriculum standard by combining the actual situation of local students and using the method of data presentation, so as to provide feasible reference for the promotion of the new curriculum standard.
The basic content of this topic involves:
Research on History Teaching Resources
Research on History Classroom Teaching
A Study of History Learning Process
Research on the Development of History Teachers
Study on the Learning Ability of History Learners in Senior High School: A Study on the Evaluation of History Teaching
In addition, the problems that this topic is expected to break through are as follows:
1. How to mobilize students' learning initiative according to the requirements of the new curriculum standards and make them the main body of learning when the overall quality of students is low.
2. How to change the current situation of high consumption and low efficiency in classroom teaching?
3. How to make students' happy study directly proportional to their high scores?
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