Reflection on History Teaching —— As a history teacher, what should I teach my children and how should I teach them? Years of teaching have taught me that children must be interested in the subject you teach if they want to learn it well. In this fertile land of No.3 Middle School, Chinese, mathematics and foreign languages almost dominate children's time. Will they be interested in history? What should I do?
In the process of teaching, trying and reflecting, I gradually realized that only by loving students and knowing how to love them, when they are willing to communicate with you and like to listen to your lectures, it means that they are already interested in the subject you teach. The great physicist Einstein once said, "Interest is the best teacher". Stimulating interest in learning can produce high attention and relatively stable learning mood. Therefore, it is particularly important to stimulate students' interest in learning to improve the quality of history teaching.
As a teacher, it is not difficult to love students, especially students, but to love those students with learning difficulties who contradict you and don't respect classmates and teachers, you must be patient and work hard. Teachers should choose suitable entrances for different students, such as: knowing their families, caring about their school life, communicating with them, understanding their joys and sorrows, respecting them, helping them solve some problems, and making them feel the care of teachers, so that they will gradually get close to teachers and be willing to communicate with them.
To improve history achievement, we should not only make children interested in history, but also explore and improve teaching methods.
In the previous paragraph, from the perspective of classroom teaching, I intended to strengthen the situational and interesting classroom to arouse students' interest, pay attention to the analysis and explanation of basic knowledge, and let students have a certain interest. However, the history discipline pays attention to exam-oriented teaching and strengthens the memory and practice of knowledge points, which leads to students' inability to use it flexibly. In addition, students' time arrangement is unreasonable, and they generally don't review history after class. In view of this, I further strengthen the guidance and supervision of students and attach importance to the implementation of inspections; At the same time, improve the efficiency of the classroom and ask for quality from the classroom.
It is not enough to accumulate historical knowledge only by having two history classes every week. In order to get high marks in history papers, students must master the teaching materials and be familiar with them. Therefore, it is necessary to teach students to arrange the review time reasonably, so as to read more and recite more. If you can't work hard, the easy test is "it's hard to get into the sky."
In view of the flexible test questions under the background of the new curriculum, I have the following ideas in the future history teaching:
1, usually do a good job in cultivating outstanding students, communicate with them more, understand their situation, encourage them more, help them sort out their knowledge points and let them see hope; Help them build up the courage and confidence to overcome difficulties; Patiently teach them how to study history; And establish a helping object, teach soldiers with soldiers, bring good and bad. Cultivate more than 80% students into excellent students, strictly require them to master knowledge points, never miss any opportunity to study history, set a feasible goal for themselves and work hard for it.
2. Learn more and study more. Learn from each other's strengths, attend more lectures, including other subjects, and learn their strengths and good teaching methods; Understand the teaching materials thoroughly, grasp the important and difficult points, and carefully design practical teaching plans for different students and different teaching contents.
3. Teach students to study history, circle, draw, tick, point out and comment on books, learn to actively pay attention to news and social hotspots, and link the latest information with textbooks to increase their knowledge.
4. In the process of reading, consciously collect information and accumulate propositional materials. In this way, each assignment can be arranged with independent propositions to choose from. This question is flexible, so that students can see it, be familiar with the questions and enhance their ability.
5. Actively accept students' opinions and constantly improve the teaching level. For example, some students put forward the idea of summarizing and explaining more. Only the teaching method suitable for students is a good teaching method. Curriculum reform, not waiting for reform, can only be in the daily classroom teaching efforts, try and explore! ,
6. Intensify intensive training in the later stage. Through the knowledge points of each lesson, the correct rate of eugenics is required to be around 99%.
7. Pay more attention to the principle of applying what you have learned. On the basis of guiding students to master knowledge, we should pay attention to students' ability to solve problems by using knowledge.
Reflection on history teaching: only by reflection can failure become the cornerstone of success, adversity become the driving force of human progress, and a good environment can provide nutrition for human growth. Without reflection, failure will knock people down, adversity will sink people, and a good environment will make people muddle along. Because of reflection, you will never lose your goal under any circumstances, and you will make progress. Therefore, some thoughts on teaching this semester are as follows:
1, tell interesting stories about historical figures
Most students don't know or know little about the anecdotes of historical figures, and they are very interested. Teachers wear these contents properly in class, which can attract students' attention, activate the classroom atmosphere and help students master the corresponding historical knowledge. For example, when I was talking about the New Culture Movement (three compulsory courses for cultural development), I mentioned Gu Hongming, an eccentric genius in the late Qing Dynasty. I introduced his famous words defending polygamy in China feudal society to students: China men are like teapots and women are like teacups. There is only one teapot with several cups in the world. How to match a teacup with several teapots? The students couldn't help laughing when they heard this. This not only enlivens the classroom atmosphere, but also broadens students' knowledge and further understands Cai Yuanpei. Freedom of thought? 、? Compatible and inclusive? Thought of running a school.
2. Memorize historical knowledge with formulas.
A lot of historical knowledge is boring and difficult to remember. Teachers may wish to compile some vivid formulas to help students remember, so that students can accurately grasp knowledge in a lively classroom atmosphere and never forget it. When I was teaching Tianjin Treaty (a compulsory course of political civilization), I introduced two mnemonics to students. The content of Tianjin Treaty can be recorded as follows: The minister went to Beijing to lose face and opened ten new ports.
The autonomous navigation of the Yangtze River port destroyed the navigation rights of inland rivers. Going to the mainland to preach, huge compensation is a pleasure. Memory method of ten trading ports: about ten more ports will be opened in one day, namely Nancheng of the Yangtze River and Jiuhan. There are cigarettes in the coastal camp and Shantou, and there are Joan lamps on the island. Students remember this knowledge point with a knowing smile. Such a key and difficult knowledge point was solved in this way. In addition, the contents of treaty of shimonoseki between China and Japan can be compiled into a factory with 230 million islands and four mouths. Wait, the list goes on.
3. Adopt multimedia teaching.
Multimedia teaching is the inevitable trend of education development today. Through multimedia teaching, people, tables, pictures, objects, cartoons, movies and so on can be vividly displayed. Not only can students better master and understand knowledge, but also make history visible, tangible, tangible and interesting, thus greatly improving students' enthusiasm for learning history and the quality of classroom teaching.
4. Establish a discussion session
The evaluation of historical events or historical figures is subjective and there are often different views. At this time, teachers can properly organize students to discuss a historical event or historical figure, or even stick to the expression of teaching materials, which can not only form a lively classroom atmosphere, but also cultivate students' ability to analyze and solve problems. For example, when talking about the Taiping Heavenly Kingdom Movement (a compulsory course of political civilization), a question was raised: What would be the result if the Taiping Heavenly Kingdom Movement successfully overthrew the rule of the Qing Dynasty? As soon as this question was raised, it aroused students' great interest and the classroom atmosphere suddenly became active.
After a few minutes, many students volunteered to express their views. Some say that we should establish a regime controlled by the peasant class, some say that we should establish a regime of joint dictatorship of workers and peasants, and some say that we should still establish a regime of the landlord class ..... Finally, I made a conclusion: due to the class limitations of the peasant class, the peasant leaders after the victory of the revolution will become agents of the feudal landlord class, and they will still establish a regime of the landlord class like other peasant uprising leaders in history.
I want to thank the students. It is the students' evaluation that inspires me, spurs me, spurs me to forge ahead, and spurs me to take a step forward on the road of educational reform. In the later teaching process, I will constantly reflect, as the saying goes:
There is still a long way to go in Xiu Yuan, and I will go up and down!
Reflection on History Teaching: The history class in Senior Three and Senior One is about the knowledge of China's ancient history, and the students in Senior One are really exposed to history, so it is easier to make students interested in history class. But how to make history attract students, make students like history, and how to make history class a favorite class for students is really something worth thinking about and constantly trying.
When I was talking about the ancient history of China, I found that the students in Grade One of Senior High School had very little historical knowledge, and their historical knowledge was very narrow. For example, when I was talking about Yao, Shun and Yu, 80% of the students didn't know these people. They didn't even know these words and their stories. Only a few well-read students have heard of their legends. So it is very difficult for students to tell stories and competitions in history class.
Besides telling stories, there are actually many forms of history classes: performances, dramas, knowledge contests and so on. Although these forms are difficult in practice, they can still be tried in history class, especially for the children in Grade One, whose enthusiasm for participation is still relatively high. Why don't you tell me? A day's life of ancient humans? At that time, several classes tried to perform. In a short time, the students can prepare some simple lines and related actions, which really surprised me. And during the performance, they were very serious and devoted, which really pleased me.
Preparing some knowledge contests regularly in history class can also improve students' learning enthusiasm, especially the group learning form of Dulangkou model, which can enhance the sense of collective honor. After the first three classes, I prepared a small knowledge contest, about 20 minutes. In the first class knowledge contest, I prepared the required questions and the scrambled questions. Because it is difficult to control the class because it can't decide who will grab the question first, so I canceled the question grab in the later class. Although the atmosphere of the contest is a little weak, the classroom effect is still relatively good.
Whether it is a historical performance, a knowledge contest or a story telling, there is actually only one purpose: to let students learn knowledge, to enhance their enthusiasm for learning history, and not to make students feel disgusted and bored with history. Perhaps this is the history teacher's greatest wish.
The diversity of history classroom forms is itself an extension and expansion of historical knowledge, and it is also a flexible use of historical knowledge, so that history will not really become history. Of course, the diversity of classroom forms still needs teachers' careful design and preparation to make the classroom really alive, and the form is not just a form.