As a people's teacher, teaching is one of the important tasks. With the help of teaching reflection, we can expand teaching methods. So how to write a reflection on the history teaching of grade eight? The following is my reflection on the history teaching of grade eight, I hope you like it!

The improvement of classroom effectiveness depends on the utilization of various teaching resources in the classroom. I think it is very important for teachers to tap teaching materials, students' resources, choose teaching methods and use multimedia to stimulate classroom vitality and create charming classrooms. Teachers should study teaching materials, make full use of teaching materials resources and properly handle teaching materials. This course has the following characteristics in using teaching resources:

First, combine the pictures in a thematic way.

Being able to present pictures is not a development resource. The misplacing of pictures is like extensive agricultural management, which is inefficient, so this lesson takes conception as a clue to combine pictures. For example, under the background of the New Culture Movement, Yuan Shikai's destruction of democratic republic, autocratic rule and restoration of feudal traditional order were all highlighted. When choosing the map, firstly, compare Sun Yat-sen's ideal and spirit of temporary contract with Yuan Shikai's defection, which forms a sharp contrast. Secondly, Yuan Shikai's perversion regards "kneeling" as a symbol of autocracy and "foot binding" as a symbol of persecuting women.

Second, proper editing and proper use of video and audio.

Video and audio resources can give students a strong visual and auditory impact. When choosing these materials, we should pay attention to clarity and practicality to avoid too long time. On the basis of selecting suitable materials, make appropriate editing and supplement appropriate text introduction. Orchids in this class is a well-known song with a beautiful melody. I didn't put the lyrics out directly, but typed Hu Shi's vernacular poems for students to enjoy when playing this song, and put them together with the ancient poems of orchids, so that students can think about the vernacular problems related to this song while enjoying them.

Third, highlight the key and difficult points of the textbook in tabular form with pictures.

There are many knowledge points in this class, so it is not easy to remember who and when to master. Therefore, in the process of teaching, students can focus on the key knowledge of textbooks by properly combining pictures and tables. For example, the four propositions and four oppositions of the new culture movement, combined with the table with strong contrast of pictures, enable students to master the written content and have a deep understanding of the content, which is more solid and efficient than simple mechanical memory.

Fourth, interspersed with lively classroom activities.

Classroom activities can comprehensively examine students' comprehensive ability to use knowledge and improve their attention and interest in learning. This class is interspersed with two classroom activities. First, role-playing, so that students can play the role of guardians of feudal culture and pioneers of new culture. Students must understand and ponder the characteristics of these two roles, and under the correct guidance of teachers, use their knowledge and life experience to play the roles vividly. Another classroom activity is to resurrect the historical process, participate in the historical process, and let students enter the scene as journalists. I divided it into three scenes, the new youth editorial department, the reporter's apartment and so on. Through specific scene settings, students feel more responsible and sacred.

Reflection on History Teaching in Grade Eight Part II This course takes activities as the carrier, which embodies the student-centered idea, stimulates students' enthusiasm for actively participating in learning activities, and enables students to compete with each other (among large groups) and cooperate with each other (in groups of four and large groups). In the whole teaching process, students' enthusiasm for participation is very high: after I put forward my request, students quickly and actively prepare, read the text, fill in the form, and tell about the development of national industry; The group discussion was enthusiastic; Large groups are very active in asking each other questions. I think the reasons for students' high enthusiasm for participation are as follows: first, learning in the form of activities has improved students' interest; Secondly, the way of competition enhances students' competitive consciousness and satisfies students' psychology of self-expression.

In this class, there are also some problems: first, students are not skilled in telling the national industrial development and have poor ability to combine with maps; Second, some students rush to complete the task when the specific requirements of the activities are not clear and the learning objectives are not very clear; Third, although students are very active in asking questions, the quality of asking questions is not high; Fourth, the enthusiasm of backward groups to participate is obviously not as high as that of other groups. I think this is because it is difficult for students to master the campaign courses in a short time and there is not enough time for students. It will be better if I send the short form to the students in advance.

Through this lesson, I think the direction of future efforts is: to guide students to prepare well before class; Adhere to the "student-centered" teaching method; Flexibly carry out various activities in classroom teaching and strengthen the standardization of the activity process; Before students carry out activities, they must emphasize the requirements of the activities until every student is clear; Evaluate, encourage and help in time in teaching; When designing activities, there are more ways of competition, and the ultimate goal is to let more people participate.

In our curriculum reform, we should give full play to students' own abilities and specialties, publicize students' personalities, and lay a good foundation for them to actively adapt to the future society. Therefore, students have more and more random problems in class. For example, when we were reviewing the cooperation between the Kuomintang and the Communist Party, a classmate asked such a question: "Without Chiang Kai-shek's betrayal of the revolution, can the Kuomintang and the Communist Party cooperate for a long time? Will China get rid of the fate of a semi-colonial and semi-feudal society and become a western-style capitalist country? " It shows that the problem students in the class at that time have actively reflected. So I let the students discuss it first. Some students said that without the long-term cooperation between Chiang Kai-shek and the two parties, the national revolution would be successful; Some say it won't be a long-term afterthought, and the ultimate goals of the two parties are different ... Students have different opinions. Finally, I inspire students from three aspects:

(1) The reactionary forces in China are powerful, and the imperialist and feudal forces collude with the big bourgeoisie.

(2) What are the characteristics of the national bourgeoisie in China?

(3) Is the CCP of1927 as mature as the current CCP? Finally, I didn't answer the students' questions directly. Perhaps the students did not fully grasp the relationship between contingency and inevitability in this discussion, but it is important that the students discussed the problem from different angles. This makes history classroom teaching in the interaction between teachers and students. Through the communication between teachers and students, thinking can be activated and high-quality and efficient classroom teaching results can be obtained.

Reflections on the fourth part of history teaching in the eighth grade Through the study of "entering the student-oriented efficient classroom", how to establish the student-oriented efficient classroom teaching has become the research focus of my next teaching work. In the future classroom teaching, first, we should fully implement the curriculum plan, further improve the level of curriculum implementation, and conscientiously implement the teaching plan; Second, strengthen theoretical business study, pay attention to accumulation, and effectively improve personal quality; Thirdly, students' dominant position should be effectively implemented to provide support for building an efficient classroom.

Suhomlinski, an educator in the former Soviet Union, said: "The education that can stimulate students' autonomous learning is the real education". Wei Shusheng, a modern educator, also said: "It is better to cultivate students' ability to discover truth than to teach students how to learn knowledge. "New Curriculum Standard" also points out: We must examine subject teaching from the perspective of students' learning and development, and build an effective classroom teaching model ... Based on the above understanding, how to further improve the effectiveness of the classroom, let students truly become the masters of the classroom, accumulate deeper historical knowledge, and lay the foundation for their lifelong development in the future.

In teaching practice, I feel that I still have many problems, one of which is how to make students really participate in the classroom.

Practice has proved that the enthusiasm, depth and breadth of students' participation in classroom teaching directly affect the effect of classroom teaching. The expert's point of view is: "It should be said that speaking out is participation, but on the surface, it is a kind of behavioral participation. The key depends on whether students' thinking is active, whether students' answers and questions are based on the first question, and whether each student's speech will cause other students to think; It depends on whether the participation is active and whether the students need themselves; It depends on the students' communication and thinking state. Not satisfied with what the students are saying, but depends on whether the students think independently. "

Looking back on their own classroom, students are just doing simple questions and answers, which seems to be busy, but in fact their thinking is still repeated at the same level; On the surface of the classroom, students can accurately answer the questions raised by teachers, but few students put forward their own views; On the surface, it is teacher-student interaction, but in fact, it is "watering" by asking questions until students agree with their pre-designed answers. There is no real interaction between teachers and students, which is a very noteworthy problem.

So, how to mobilize students' "thinking participation"? Experts believe that it is necessary to create situations and skillfully ask questions, which will trigger students' psychological cognitive conflicts and put students in a state of "thinking through the heart but not getting it, and speaking with words is full of energy". At the same time, teachers should delegate power to students, give them opportunities to think, do and speak, let them discuss, ask questions and communicate, and debate around a certain issue. Teachers should give students time and rights, let them think fully, give them opportunities to express their thoughts fully, let them speak freely and let as many students as possible. When the conditions are met, students will naturally get excited, and their enthusiasm for participation will be high, and their participation will be greatly improved. Only by actively, actively and excitedly participating in the learning process can individuals develop.

In the future teaching, I adjust my teaching strategy according to the opinions of experts, so that my teaching can conform to the student-oriented teaching as soon as possible. I'm going to start changing. I mainly take the following teaching countermeasures:

First, do a good job in changing their own teaching concepts and teaching methods. The change of teachers' teaching concept cannot be achieved overnight. We must constantly promote the change of teachers' ideas in the practice of promoting classroom teaching reform, and then change teachers' teaching methods, gradually eliminate the problem of relying on a lot of extracurricular time to complete teaching tasks because teachers talk too much and students participate too little, and gradually solve the problem of ignoring students' emotions, attitudes and values.

Secondly, study and training are carried out in the form of study curriculum standards, research textbooks, research methods and after-class reflection. Many times, the inefficiency of the classroom is due to teachers' lack of study and research on curriculum standards and teaching materials, which further affects and restricts their classroom regulation and control ability, and then affects the efficiency of classroom teaching. Carefully study the teaching materials before class, accurately grasp the teaching objectives, and design questions according to the actual situation of students. Every little question I ask my students is very simple and clear. As long as I find something in real life, gain something, and tell the reason, I will give affirmation and praise. Let the students think that they can still do these things and are willing to do them.

Third, do a good job in students' usual preparations. When preparing lessons, many teachers are only used to preparing teaching content, but neglect preparing students. If teachers don't study students' mastery of what they teach and their individual differences, the effectiveness of classroom teaching will be greatly reduced, let alone the efficiency of classroom teaching. Pay attention to all students' participation in learning. When students discuss their studies in groups, I often go to students who don't like to talk and encourage them to speak bravely in groups. Encourage in time to increase students' self-confidence. In the common class-wide learning exchange, I pay more attention to the participation of students who do not express their original opinions. If these students in any group speak, no matter right or wrong, I will let the whole class inspire with warm and encouraging applause. Let them feel the joy of being noticed.

Fourth, study and design classroom problems. In the real and normal classroom teaching, I often find that the questions raised by teachers have their own problems, such as invalid questions, fake questions and worthless questions. Many teachers' questions delay students' precious classroom learning time and affect the improvement of classroom teaching efficiency. Therefore, teachers must attach importance to the study of classroom questioning if they want to complete classroom teaching tasks efficiently. The questions raised must be valuable, enlightening and difficult, and the problem design of the whole classroom must follow the principle of step by step.

Fifth, strengthen the grasp and management of classroom rhythm. In class, some teachers just ask students questions and let them answer. Students haven't had time to think, which not only wastes students' thinking time in class, but also has poor results. This formalism teaching method makes the classroom full of ineffective labor, which seriously affects the efficiency of classroom teaching. Some teachers let students discuss, communicate and do consolidation exercises. Not to mention any time and standard requirements, students read and communicate aimlessly, the classroom organization is loose and the time utilization rate is low. Some teachers just put forward general requirements for students, and students don't understand what the teacher wants them to do and how to do it. In this way, students lose the effective guidance of teachers. Therefore, we should give students some time and space to think, reduce "speaking and listening", increase "speaking and doing" and try "teaching and evaluating". Teachers should teach flexibly. In the teaching method of student-based education, it is mentioned that "teaching depends on learning", which requires teachers to flexibly arrange learning activities suitable for students according to their learning situation. If we are always confined to "planning" and "progress" in teaching and don't improvise because of students' actual learning situation, then we will go back to the old road invisibly and lead students away, which will eventually lead to a blow to students' enthusiasm. In the specific teaching practice, we should adjust our plans according to the actual situation of students' learning. For the content that students are not easy to understand, we can slow down the teaching progress, arrange more time for students, truly "student-oriented" and maintain the enthusiasm and initiative of each student.

Not long ago, I took an open class "The Reform Movement of 1898" in the second grade of junior high school in our school. The Reform Movement of 1898 occupies an important position in the history of China, and it is an attempt of China's political modernization. This is a complicated, difficult and thorny course for middle school history teachers. "Effective classroom teaching" points out that the innovative theory to realize the transformation of learning methods and teaching methods is to pay attention to the cultivation of innovative spirit and practical ability. Pay attention to the guidance of students' learning methods in teaching. Actively inspire students, let them study with problems, cultivate innovative thinking, stimulate students' enthusiasm for learning, and give full play to students' potential and intelligence. In order to stimulate students' positive thinking, teachers should design questions on the basis of stimulating students' interest in learning.

In this class, I strive to be people-oriented, fully respect students' dominant position, highlight living history, and aim to guide students to understand, explore and reflect on history, with special emphasis on emotion and values education. Reflect and integrate the contents of teaching materials before class to build a more scientific and rigorous knowledge system; In the design of teaching methods, open teaching methods such as students' independent exploration and teacher-student interaction are adopted to guide students to explore knowledge independently and try research-based learning. The actual effect after class basically meets the requirements of three-dimensional goals.

Shortcomings in teaching:

First, students' thinking development is not enough, such as: insufficient discussion on the reasons for the failure of the Reform Movement of 1898; The historical significance of the Reform Movement of 1898 is abstract and difficult for students to understand. Now that I think about it, we should constantly carry out dialogues in the classroom, develop curriculum resources, actually change "teaching materials" into "using teaching materials", find the right starting point, stimulate students' interest and inspire them to reflect, instead of teachers thinking instead of students.

Second, design problems should be close to students' actual thinking. The design of problems is the premise of solving teaching problems and the core of teaching research. When designing a problem, we should first show the background of the problem and produce cognitive conflicts. Secondly, we should pay attention to the combination with students' actual experience, because students' understanding of educational content is bound to be restricted and influenced by the original experience, and students can only actively understand educational content according to their own experience and background. In teaching, I will try my best to study the emergence and development of students' marginal thinking area problems, so as to continuously improve students' autonomous learning ability.