(1), many students find history class boring. Under this psychological effect, they feel very tired and unwilling to use their brains. At this time, vivid and popular language is extremely important.
(2) In the teaching process, if the teacher skillfully inserts a short story, it can adjust the students' mood and enliven the classroom atmosphere, thus achieving good teaching results.
2. Respecting students and creating a relaxed learning atmosphere are the guarantee for students to keep their interest in learning.
In teaching, I fully respect and trust students, and the teaching design should be student-centered, facing all students and giving them more opportunities to show themselves. Even when students answer wrong, calmly guide them to re-recognize and correct. In this way, from the beginning of the first history class, it is necessary to establish a harmonious relationship between teachers and students, create a good learning atmosphere, and let students build their interest in history in a pleasant environment.
(2) Pay attention to cultivating students' autonomous learning ability.
Efforts should be made to change students' original simple learning style and establish and form a learning style that fully mobilizes and gives play to students' subjectivity. In the teaching process, I mainly teach students the methods of thinking, and the answers are all summed up by myself. I pay attention to cultivating students' independence and autonomy, strive to meet the learning needs of different students, create an educational environment that can guide students to actively participate, stimulate students' enthusiasm for learning, enable students to self-control, self-regulate and dominate their own learning activities, and let them actively understand, learn and accept the influence of education, so as to achieve the expected learning goals. In classroom teaching, I will also strive to create various conditions and opportunities for students' interest in learning and the development of autonomous learning, promote their active learning and development, and give appropriate guidance and guidance, so that students can learn to question, investigate, explore and learn in practice, and constantly improve each student's autonomy. In addition, in the teaching process, we should properly handle the relationship between imparting knowledge and cultivating ability, cultivate students' attitude and ability to master and use knowledge, especially for students with learning difficulties, and strive to improve their academic performance, stimulate their interest in learning, so that every student can be fully developed. In a word, only when teachers study the contents stipulated in the new curriculum seriously, prepare lessons, treat students with an open mind, try different teaching methods, and learn the strengths of other teachers for our use with an open mind can they have a good class, constantly improve the quality and level of classroom teaching, and constantly reflect on them, so as to make continuous progress.
Question 2: What to write about "teaching reflection" in history (turn) Being good at writing history "teaching reflection" and "teaching reflection" are teachers' experiences and understandings about after-school teaching. "Teaching reflection" is the last link in history classroom teaching, but this link is often ignored by teachers. The reason is that they don't know what to write and the importance of what to write. So the author will talk about his own experience from these two aspects. First, what should I write about teaching reflection? The length of teaching reflection should not be too long. We must grasp the key points, feel it, and avoid covering everything. Generally speaking, writing "teaching reflection" should follow the principles of guidance, practicality, concreteness and reference, and focus on the following aspects according to the actual situation of history classroom teaching: 1 Remember the successful practices. In history classroom teaching, any practice that can arouse students' interest in learning and arouse their enthusiasm for learning is a successful practice. Record these practices and make a summary for future teaching. If I guide students to learn War of Resistance against Japanese Aggression and let them "immerse" (experience) in history, if you are the President of the United States, what do you think of the status and role of the battlefield in China? What if you were British Prime Minister Churchill? What if you are Stalin of the Soviet Union? Through such study, students' interest came up immediately. When the students say whatever they want, the discussion begins and the classroom atmosphere becomes lively. How can such classroom teaching be inefficient? 2. Remember the mistakes. As the saying goes, "smart people make mistakes." Teachers should face up to the mistakes in teaching, record, analyze and correct them in time, and urge themselves to strengthen theoretical study and improve teaching methods from the opposite side. For example, when I was talking about the Taiping Heavenly Kingdom Movement, some students asked, "Why can't the land system in China be implemented?" I emphasized the disadvantages of "equalitarianism" and emphasized the disadvantages of "absolute equalitarianism" in practical work. Afterwards, I explained the problem to the students. Some mistakes in teaching are perceived by themselves, and some are perceived by students after they are put forward. 3. Remember the feedback. When I first taught, I felt that I was knowledgeable and didn't speak enough. As a result, the students didn't buy it. The student said, "Teacher, you talk too much. I have no time for self-study and independent thinking." It can be seen that teachers should pay close attention to students' feedback information and collect, record and reflect on it in time. Yes, sometimes the teacher talks too much, the focus is not prominent, and there is no time to overcome difficulties. The teaching method is monotonous and easy to be boring. Why bother if students don't want to? After reflection, I adjusted the teaching structure and teaching methods, gave full play to the leading role of teachers, highlighted the students' dominant position, and formed a circular chain of "feedback-correction-adjustment-feedback ……", which really implemented the purpose of teaching for learning and really improved myself. 4. Remember the suggestions of textbook reform. Although we are teaching with textbooks now, the importance of textbooks is self-evident. When teachers re-create textbooks, they should put forward some reasonable reform suggestions according to teaching practice and its shortcomings in order to improve textbooks. For example, after the People's Education Edition wrote Feudal System and Patriarchal System, it didn't write Rites and Music System, but Yuelu Edition did. After making comments, the People's Education Edition later added this content. How to write and know what to write, we must find out the countermeasures to specific problems and write the scientific theoretical basis for doing so. Such as successful practices, where is the success? Why is it successful? What is its scientific basis? How to maintain success? If you make a mistake, you should write why you made a mistake. How not to make mistakes? It is a problem of teaching methods, which should be overcome through practice. It's a textbook problem, so we should record it in time to avoid forgetting it after a long time. Second, the importance of teaching reflection 1. Self-evaluation of classroom teaching is the central link in the teaching process and the main position for implementing quality education. The quality of classroom teaching is directly related to the improvement of education and teaching quality. Therefore, after the end of classroom teaching, teachers must be good at self-evaluation of all aspects of classroom teaching, find out the gap between advantages and disadvantages, and analyze the reasons for gains and losses in order to improve the level of classroom teaching. 2. Summarizing teaching experience and improving teaching methods and learning methods are bilateral and multilateral activities composed of teachers' teaching and students' learning. Therefore, teaching methods and learning methods have become the key to classroom teaching. Teaching is the orientation of learning and learning is the goal of teaching. They complement each other and promote each other. This is what we call "learning from teaching". Therefore, after each class, teachers should conscientiously sum up in this respect and strive to optimize teaching methods and learning methods. In this way, over time, "teaching reflection" will provide some classroom teaching in teaching methods and learning methods. & gt
Question 3: How to write a reflection on junior high school history teaching and stimulate students' interest with historical stories?
Vivid lectures and lively classroom atmosphere can attract students' attention and stimulate their interest in learning. In history class, explaining vivid historical stories can just do this. For example, when talking about the history of Shang Dynasty, the students listened with relish, but they were still wanting more after class. It can also provide students with familiar historical stories, so that students can explain them themselves, cultivate their speaking ability and expand their knowledge. . . . . . . . . . . . . . .
Question 4: How to reflect on history teaching? The new history curriculum in senior high school has broken through the previous compilation system of history curriculum content. Based on the principle of "linking the past and the present, linking China and foreign countries", the curriculum structure re-integrates the historical knowledge system of the old textbooks in the form of special topics, and constructs a new high school history teaching system. This not only avoids the simple repetition with junior high school history course, but also helps to improve students' comprehensive analysis ability. The new curriculum system requires senior high school history teachers to update and change outdated and backward educational concepts and establish new educational concepts that meet the needs of the new curriculum reform in senior high schools. A lesson plan has been used for several years. Last year and this year, the same historical knowledge was taught in this way, and the teaching ability stagnated. This kind of static history teaching without reflection is not conducive to the sustainable and benign development of history teachers. Even old teachers who have worked for many years must reflect on their own classroom teaching in the process of history classroom teaching, because many teaching experiences and teaching methods in the past are being challenged by the new curriculum.
Defining the content of history teaching reflection is the premise of teaching reflection. The new curriculum standard requires changing the current situation of "difficult, complicated, biased and old" curriculum content. However, a problem that teachers and students are generally confused in teaching is that the teaching content of the required courses in the new curriculum is too deep and complicated, and there are too many teaching materials, so it is often difficult to complete the task in teaching practice. The new textbook is written in a modular way, which aims to make the teaching content concise, highlight the key themes, and facilitate the deeper exploration and understanding of historical events, phenomena and people from a specific perspective. The original intention of adopting the style of Chinese-foreign co-editing is to let students deeply understand the relationship and mutual influence between China history and China and world history through comparison and contact. However, it led to the Great Leap Forward and weakened the basic clues of historical development. The new curriculum attaches great importance to the basic knowledge of junior high school history, and the historical structure of junior high school students appears in the form of general history at home and abroad. Junior high school is an open-book exam, and students have no habit of memorizing basic knowledge of history. Because junior high school has no foundation, it further increases the difficulty of learning. Therefore, it is really difficult to link the basic knowledge of junior high school with the special teaching of senior high school. According to the characteristics of the new curriculum, there are still many weak links in our senior high school history teaching. How to make students like history class and improve the quality of history teaching in senior high school, I think we should improve it from the following aspects.
1. Senior high school history teachers should seriously study and study the History Curriculum Standards for Ordinary Senior High Schools, learn the new edition of history education and teaching monographs for middle schools, read classic history monographs and important historical journals, and pay attention to the historical research trends. Effectively change the concept of curriculum, teaching and history, actively participate in the reform of history classroom teaching, and create a historical charm classroom. Only by learning the new curriculum standards can teachers understand the nature, basic ideas, design ideas, curriculum objectives, content standards, teaching suggestions and evaluation suggestions of the new curriculum and better master the new textbooks. Therefore, we must establish the status of the new curriculum standards, guide teaching based on the new curriculum standards, and comprehensively build high school history teaching. The new high school history course is divided into three compulsory parts and six elective parts. Several modules of the new curriculum textbook cover a wide range of fields and have a deep knowledge. Only by constantly updating and learning professional knowledge and improving their teaching level can teachers adapt to the new curriculum teaching, and teachers should grow together with the new curriculum.
2. Senior high school history teachers should integrate new historical views into history teaching, grasp the new curriculum standards and optimize the teaching material structure. The old textbooks we used in the past reflected the one-sided and dogmatic old historical materialism. Productivity determines relations of production, and economic base determines superstructure and human society, which is the main viewpoint of the old historical materialism. With the implementation of the new curriculum, teachers pay attention to the change of curriculum concepts and teaching concepts, but ignore the absorption of new historical concepts, which are out of date. Therefore, both old textbooks and history teachers lack a new view of history. The lack of a new view of history is not conducive to the progress of history teaching in senior high schools and the development of students' history examination in college entrance examination. In the college entrance examination proposition, which is the closest link between colleges and middle schools, college teachers will definitely directly or indirectly reflect their usual research ideas and research results. Throughout recent years, the history test questions of college entrance examination all over the country have integrated new historical views, such as the global historical view, the civilized historical view and the modern historical view in historical materialism. The requirements of the new era and the promotion of the college entrance examination force us to integrate the new view of history into history teaching. In the history teaching of senior high school, teachers should grasp the direction of the new curriculum according to the actual teaching situation and do a good job in the integration of subject knowledge content. When preparing lessons, teachers should delve into the textbook, study the structure of the textbook and its application in this topic ...
Question 5: How to write a reflection on history classroom teaching in junior high school? I think we can start with why we study history, for exams, or to cultivate children's interest in history.
Question 6: Reflection on history teaching in the second volume of the second day of junior high school: how to write the great historical turning point? The five-ring autonomous teaching method adopted by our school is closely related to this model in the design of classroom teaching, and I have basically implemented this point in classroom teaching. In class, I try my best to create an environment for students to study independently, stimulate their interest in autonomous learning, and thus enhance their awareness of autonomous learning. Teachers have changed from lecturers of knowledge to instructors of students' learning and activities, so that students can change from passive listeners to active participants, thus cultivating students' ability to solve historical problems, forming the habit of exploring historical problems and achieving the purpose of improving teaching effect.
Question 7: Reflection on the composition in the history class ―― Reflection on the history teaching in Grade One of Senior High School ―― The final exam is over. Looking back on the teaching work in the third year of junior high school, no matter in the middle or at the end of the year, whenever I see the grades and scores of different levels,
There are also different expressions of children after the exam. I've thought a lot ... let's share our reflections on history teaching in senior one!
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 your subject 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 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, how easy the test will be.
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. Bigger ... >>
Question 8: How to write the reflection after class and teaching reflection in the second volume of the seventh grade history teaching plan?
Up to today, I have had thirteen history classes. Based on nearly two weeks' practical teaching, I observed other teachers' classes, guided teachers to attend and evaluate classes, combined with my own experience, summed up my own shortcomings in the actual teaching process, and made clear the direction for improvement in the future.
(A) students lack of understanding.
This is the root cause of my teaching mistakes at this stage. Because I was educated in Hebei since I was a child, what I know best is the learning situation of students in Hebei. Therefore, when setting up teaching at the beginning, it more embodies the characteristics of Hebei teaching model. In this teaching mode, students must increase their investment in learning history. But in the history of Hebei, there is a senior high school entrance examination, which is the biggest difference between the two regions, but I ignored it.
In addition, I have been in contact with senior three students for a long time, so when designing teaching links, I tend to focus on senior three history courses, which are comprehensive in content, just deviating from the learning characteristics of rebirth. Limited by age and experience, junior high school students are not easy to accept some technical terms and complicated historical events, which has deepened their confusion and aroused their disgust.
(2) Insufficient preparation before class.
Preparing lessons before class is an extremely important job, which directly determines the quality of your class. At the beginning of class, due to insufficient preparation before class, I often don't know what the next courseware will show, and even the appearance of some content will even give me a feeling of being caught off guard. So that the courseware took me away later, instead of me controlling the courseware.
One more thing, when preparing lessons before class, if some extracurricular knowledge is not clear, it is necessary to investigate it in advance. I mentioned the word "blank bomb" when I was teaching the October Revolution in Russia. As a result, students raised deeper questions about this word, which I didn't expect when preparing lessons. It is conceivable that the scene at that time was very embarrassing.
(C) unreasonable class schedule
A class lasts forty-five minutes. If the class time is unreasonable, it is easy to finish the class. In the first class, I spent fifteen minutes leading in before class, which was far beyond the normal range. Explaining textbook knowledge and handling exercises often means that the content of a lesson book can only be completed with two buts, or it can't help students form a complete knowledge system.
(D) The design of teaching activities is unattractive
In the first class, I got to know my students briefly. Meanwhile, in order to enliven the classroom atmosphere, I designed a simple game. Because I didn't understand the students at first, and I didn't fully mobilize the enthusiasm of the students before, there was silence in this link, and I almost finished the whole game alone. From this, I also fully feel that a boring class is suffering for both students and teachers.
(e) The lecture was straightforward and lacked highlights.
The most important feature of my class is telling the truth. In order to avoid following the book and help students form a complete understanding of historical events, when preparing lessons, I specially strung the knowledge in the textbook into a line and tried to cover everything. This not only failed to achieve the expected results, but put me in a dilemma. I've been instilling knowledge in my students throughout the class. Although the knowledge is closely related, it is too general, so that students can't grasp the key points and find the places they are interested in, and the response is naturally not enthusiastic. Obviously, this class failed.
(6) I didn't notice the details.
Details determine success or failure, but I often get lost in small details. For example:
1, when writing, the stroke order is wrong, and both the instructor and my students have mentioned it to me;
2, leaning on the podium in class, too many small moves;
3. I often forget to write on the blackboard, or the blackboard writing is too simple and casual.
The subtleties can show a person's quality and accomplishment. Attention to detail can also convey a positive attitude to students.
Teachers are a challenging profession, and the facial expressions of students in each class will directly touch my central nervous system. A semester's internship has just begun, and everything is difficult at the beginning. I have reason and confidence to believe that everything will be fine. In the days to come, learn lessons, study hard and be a qualified people's teacher. ...& gt& gt