Teacher Hu is talking about the lesson 1 1 in the second volume of Grade 8, "Struggle for the Chinese Dream". This lesson is the most novel one since the reform of the new textbook, which is closely related to current politics. As a young teacher, Mr. Hu fully demonstrated the vigor and vitality of young people. The language is lively and humorous, the classroom atmosphere is lively, the content is clearly defined, and it is closely linked with history and reality, so that students can not only accept knowledge, but also be influenced by patriotic feelings, which fully embodies the educational characteristics of history.
Teacher Ren Peng showed us an efficient ninth grade review class. The ninth grade is facing the heavy responsibility of the senior high school entrance examination, and it is more pragmatic to show it efficiently in class. Historical materialism, time and space view and historical interpretation ability required by history discipline have been fully demonstrated in this class. Time scale and schematic diagram drive review by various means, students participate in the whole process, actively integrate into the classroom, and combine teaching with practice. Multi-pronged approach, solid review, good classroom effect.
After class, the history group conducted collective teaching and research evaluation in time.
Hu,, first stated his teaching philosophy and thinking.
Teacher Hu first stated his thoughts: I chose the content of Lesson 11 "Struggle for the Chinese Dream" in the second volume of Grade 8 of People's Education Press. This lesson is divided into four sub-topics, the grand blueprint of the Chinese dream, the "four comprehensive" strategy, the new development concept and the great achievements made in economic construction. In order to better implement the content of this lesson, I read the curriculum standards in detail and asked the experienced teachers in the group to learn. Arrange preview tasks before class, and let students have a preliminary grasp and understanding of the content of the textbook through six questions displayed by PPT. In the teaching process, arrange the textbook questions, let students answer the preview questions and test the preview effect. In order to solve the difficulties, highlight the connotation of the Chinese dream, the connection between the Chinese dream and personal dreams, and the ways to realize the Chinese dream, students can intuitively feel and summarize their knowledge points through group exploration, playing videos and reading materials. Student representatives give lectures to students, which truly reflects the students' dominant position, while teachers are only the organizers of the classroom. Through this efficient class, I feel that the so-called "efficiency" is a teaching activity that uses as little time as possible to get the maximum teaching benefit. Reduce the teaching burden of teachers and the academic burden of students, and improve the teaching efficiency of teachers and the learning efficiency of students. Finally, the purpose of improving the overall education and teaching quality of the school is achieved.
Teacher Ren Peng went on to say: In the teaching design of this class, we should pay attention to the cultivation of the ability to deal with new recruits and the cultivation of basic knowledge and summing-up ability. Learn to draw time scales and schematic diagrams; Learn to sort out the basic clues of history; Learn to summarize and generalize; Learn to cultivate hierarchical and logical expression ability; Learn to understand historical phenomena, learn to briefly evaluate history, and gradually form your own view of history.
As the backbone teacher of the history group, Mr. Wang first commented on two teachers who were in class. For Mr. Hu's class, Mr. Wang affirmed its advantages, paid attention to clues, explained it in place, was humorous, and was deeply liked by students. At the same time, he also pointed out its shortcomings, such as too much time allocation before, too little time allocation after, and the process of finding dreams was too long, which affected the theme. Regarding the teacher's class, Mr. Wang pointed out that this class is closely related to the senior high school entrance examination, which embodies the core literacy and efficient words. Teachers have a strong ability to structure knowledge, but at the same time, they put forward the relationship between high efficiency and large capacity? Does large capacity mean high efficiency? Is the question setting moderately difficult? Is the solution thorough? These problems are worth pondering by every history teacher, and they are also problems that we have been trying to solve.
Every teacher in the group made positive comments on the two teachers present.
This kind of efficient classroom demonstration has enabled teachers to further enhance their professional ability while working intensively.