Xin Xia zhi

When I was studying "The Sino-Japanese War in the Sino-Japanese War of 1894-1895", I went into the classroom and opened the multimedia courseware after the bell rang. A picture of "The Battle of the Yellow Sea" appeared in front of the students-Chinese and Japanese warships were at war on the sea, and a poem "This day is full of tears and has a strong naval force" slowly appeared on both sides. Then I told my classmates. In the Sino-Japanese War, Deng Shichang led the Zhiyuan ship to be unfortunately injured and the ammunition was cut off. Calm and calm, he directed his "express train" to the Japanese pioneer command ship Yoshino, determined to mutually assured destruction. Yoshino escaped, attacked the Zhiyuan ship with fast guns and torpedoes and sank into the Yellow Sea. After the sacrifice, the whole country shook, and Emperor Guangxu wept bitterly, and personally wrote couplets for him, praising Deng Shichang's great achievements in the Yellow Sea War. This reminds me of Yue Fei, a famous anti-gold star in the Southern Song Dynasty. My mother-in-law tattooed the words "loyal to serve the country" for him (also played with animation effects). I want to highlight Deng Shichang's achievements with famous historical sentences and naturally introduce new lessons.

Just then, a student raised his hand and asked to speak, saying, "Teacher, this is not right. Loyalty is not for Deng Shichang.". Perhaps his speech inspired another classmate's courage, and the other stood up and said, "I know that Zhongjun is the word tattooed on his back by Yue Fei, a famous anti-gold star in the early Southern Song Dynasty. What do Yue Fei and Deng Shichang have in common? "

As for this "process", I boast that they can think and ask questions boldly at a slower speed, and at the same time think about ways to deal with them at a faster speed. If we discuss this problem with them, the teaching task will be difficult to complete, which is not a topic of interest to the whole class. This link is not in my lesson plan. If you use the usual means before, "can we discuss this problem after class?" Obviously, it is a "diplomatic rhetoric" to students (in fact, teachers are not allowed to discuss it) and continue to introduce students into my carefully preset teaching procedures. In doing so, students' enthusiasm, curiosity and creative thinking are likely to be stifled! I decided to give up the multimedia courseware I had made and said to the students, "When we are a trio, we must learn from each other. I don't know how to answer your question at the moment. I think as long as we study, we can find all the problems. " Now I propose to study in groups. You two (I sincerely smile at the two students who just asked questions) take a group to investigate the geographical environment of the Yellow Sea, understand the difficulties Deng Shichang overcame in the Yellow Sea War, understand Deng Shichang's patriotic feelings against Japanese imperialism, and report your gains to the students if you want; The second group examines the position of the Yellow Sea in China's coastal defense from the perspective of national security in the Qing Dynasty, so as to understand why Deng Shichang insisted on fighting Japanese imperialism with warships and survived, and the significance of this move. (players are free to match); The third group inspects the historical position of the Yellow Sea and the Korean Peninsula to see if you can use your textual research facts to tell your classmates the historical facts of Japanese aggression: The Yellow River has been China's territory since ancient times, and it is inviolable! Korea is a vassal state of the Qing Dynasty, protected by the Qing Dynasty! The fourth group, investigating the historical process of Deng Shichang in the Yellow Sea War, requires that the route, measures, process and results of the naval battle be made clear, each group forms written materials, the teacher makes necessary supplements or corrections, and appropriately affirms the students' achievements. Some places have discussed it with students again. There are only two eyes, pictures and fine print, which add up to only three pages in a class. There was more than enough teaching in one class. As a result, I took two classes, but in addition to completing the teaching task of this class, the students got a sense of satisfaction and a sense of accomplishment as a master of learning. Since then, I have found that these two students are very kind to their teachers, and many students have high enthusiasm for class.

When I was studying "Recovering Xinjiang", the first volume of the eighth grade history of China, something happened: after the bell rang, I went into the classroom with confidence and opened the multimedia courseware. A beautiful picture scroll appeared in front of the students-a willow road in the long Gobi desert sand dune (painting "Gan Tang Yi Ze"), and a poem slowly appeared next to it, "The general has not raised his blade yet", followed by my narration: "Students, looking at Zuo, who grew tenaciously on the Gobi desert, and this poem written by people to celebrate the great achievements of Zuo in leading Xiang troops to recover Xinjiang and manage the frontier, I think of Liangzhou in Wang Zhihuan in the Tang Dynasty. Why blame the willow for the flute? The spring breeze is just like Yumen Pass. "(I also use animation to make it appear at the bottom of the whole picture). I am very proud of my "creation"-comparing two poems, highlighting Left's achievements and naturally introducing new lessons.

Just then, a student raised his hand and asked to speak, saying, "No, teacher. Willow in the two poems is not the same concept. The first one refers to the willow tree, and the last one is the name of the song. " Perhaps his speech inspired the courage of another student, who stood up and said, "I seem to have seen it somewhere." The Yellow River is far above the white clouds, and later generations misunderstood Liangzhou's words. The original sentence may be that the Yellow River is far above the white sand. "

For this "process", I praised them for thinking boldly and asking questions at a slower speed, while thinking about how to deal with it at a faster speed: if I discuss this problem with them, the teaching task will be difficult to complete, which is not a topic of interest to the whole class, and there is no such link in my teaching design. If you use the usual means before, "can we discuss this problem after class?" Obviously, it is a "diplomatic rhetoric" to students (in fact, teachers are not allowed to discuss it) and continue to introduce students into my carefully preset teaching procedures. In doing so, students' enthusiasm, curiosity and creative thinking are likely to be stifled! I decided to give up the multimedia courseware I had made and said to the students, "When we are a trio, we must learn from each other. I don't know how to answer your question at the moment. I think as long as we study, we can find all the problems. " Now I propose to study in groups. If you two (I sincerely smile at the two students who have just asked questions) are willing, you can take a group to study the geographical environment of Xinjiang from the perspective of poetry, understand the difficulties overcome by Zuo's governance of Xinjiang, understand the gratitude of the people in the border areas for Xinjiang's recovery and governance, and report their gains to the students. The second group examines the position of Xinjiang in China's national defense from the perspective of national security, so as to understand why Zuo insisted on recovering Xinjiang and the significance of this move. (players are free to match);

The third group inspects the historical position of Xinjiang to see if you can tell Russian and other invaders with your textual research facts: Xinjiang has been the territory of China since ancient times, and you can't trample on it and invade it! The fourth group, investigating the historical process of Zuo's recovery of Xinjiang, asked to explain the route, measures and process of Zuo's recovery of Xinjiang. Each group formed written materials, and the teachers made necessary supplements or corrections, and appropriately affirmed the students' achievements. In some places, they had discussions with students. There are only two eyes, pictures and fine print, which add up to only three pages in a class. There was more than enough teaching in one class. As a result, I took two classes, but in addition to completing the teaching task of this class, the students got a sense of satisfaction and a sense of accomplishment as a master of learning. Since then, I have found that these two students are very kind to their teachers, and many students have high enthusiasm for class. The sentence "Teacher, Wrong" reminds me of the profound reflection on the present situation of history teaching, which leads to the misunderstanding in current history teaching:

Myth 1: Teachers pay attention to the design of teaching process, which is too specific, meticulous and rigid, leaving no room for students.

Lesson plans are subjective blueprints. At present, the focus of teachers' lesson preparation (lesson preparation) is not only the analysis and treatment of the key difficulties and teaching objectives of this class, but also the design of the teaching process, striving for perfection, how to say each subtitle, what questions students need to answer, and even how to say interlanguage. , but just ignore the students, the master of learning, and what problems students may encounter in the process of learning this lesson and what methods to take to solve them. Under the guidance of such a lesson plan, students are likely to become your "operators". Therefore, when preparing lessons, teachers should leave some room for students to think, talk about their own views and discussions, and have some flexibility so as to adjust the teaching plan in time according to the students' reactions and other classroom situations. Myth 2: Classroom teaching is teacher-centered, discipline-centered, book-centered, teacher-centered, "changing with the constant", ignoring complex educational objects, and rarely allowing students to acquire knowledge through their own activities and practices.

At present, classroom teaching still focuses on teachers' teaching and attaches importance to the teaching of basic knowledge and skills. Teachers rely on textbooks, teaching books and other teaching materials to enter the "standardized" operation through certain means (this teaching practice form has become the working procedure of millions of teachers and is stable in daily teaching concepts and behaviors), and students' enthusiasm for asking questions is low. Once students ask questions that are beyond their preset in class, they will use "after-class discussion" to prevaricate the past. Students are always led by teachers, lacking opportunities for independent exploration, cooperative learning and independent acquisition of knowledge. This step-by-step learning method cannot cultivate students who are truly realistic, suspicious and falsified, innovative and enterprising! This is also contrary to the new curriculum concept. I think to change the classroom teaching behavior, we must first establish the concept of teachers serving students and consider what services I can provide for the students in this class. Let the students express what they want to know more in class. Especially when students find problems, teachers should guide students to think, pursue and explore, and guide students to find solutions to problems and develop their creative ability, instead of thinking about how to practice your lesson plans, so as to mobilize students' enthusiasm for learning and lay a good foundation for future creative work.

Myth 3: Misunderstanding of effective classroom teaching takes whether the content has been taught or the degree of students' mastery as the only indicator of effectiveness.

Under this concept, what teachers pursue in classroom teaching is how to teach all the teaching contents of my class carefully, so irrelevant things will be discarded. However, the new curriculum concept holds that effective classroom teaching should pay attention to the progress or development of students, and requires teachers to have the concept of "whole person", and the development of students is the development of whole person. Therefore, in my opinion, we must establish students' dominant position in teaching, not only pay attention to students' learning gains in this lesson, but also consider the role of each lesson in students' future and even lifelong progress or development; It not only pays attention to the value of history teaching content, but also considers the organic integration of related subject knowledge. In a word, effective teaching aims at the development of students as "complete people".

Teaching design of history course

Title: The New Culture Movement and the May 4th Patriotic Movement.

Teaching process:

First, introduce the new course:

Show the portraits of Sun Yat-sen and Yuan Shikai, and give them a brief introduction by students. It is pointed out that Yuan Shikai is preparing for restoration politically, and also actively carries out preparatory activities for restoration in the cultural field, and implements the reactionary policy of respecting Confucius and restoring the ancients. At this time, radical democrats launched the New Culture Movement, thus introducing new courses.

Second, show the learning objectives:

1, learning new culture movement

2. Explore the footprint of the May 4th Movement.

Third, guide self-study.

The content of this lesson is divided into two parts to learn.

1, learning new culture movement

(1) Display self-study instructions:

① Summarize the causes and development process of the New Culture Movement.

② Is it realistic to advocate democracy and science in today's new culture movement? Do we still need to promote democracy and science today? How to develop democracy and science? Do you think it is easy to realize democracy and science in China?

(2) Students' self-study: Please read the first paragraph of p122-p125.

Methods: Read, remember, think and discuss, and the teachers patrol to ensure that every student reads and thinks nervously.

(3) Teacher-student communication: solve the basic knowledge points that the New Culture Movement needs to master, guide students to solve them by themselves, and determine the knowledge points; Then, after completing the thinking questions, students can freely talk about topics related to democracy and science, which can guide students to demonstrate the practical significance of democracy and science with the phenomena existing in reality.

(4) Post-teacher education: analyzing the historical significance of the New Culture Movement.

2. Learn from the May 4th Patriotic Movement.

(1) Display self-study instructions:

① Summarize the fuse of May 4th Movement and the process of its occurrence and development.

② Analysis: China was the victorious country in World War I, but why was China's reasonable request rejected at the Paris Peace Conference?

(2) Students' self-study: Please read the May 4th Patriotic Movement on page P 125.

Methods: Read, remember, think and discuss, and the teachers patrol to ensure that every student reads and thinks nervously.

(3) Teacher-student communication: answer the basic knowledge points about the May 4th patriotic movement, guide students to answer by themselves and determine the knowledge points; Complete the analysis questions and summarize the historical conclusion that "you will be beaten if you fall behind" through the students' answers, so as to cultivate students' ability to analyze and solve problems with the viewpoint of connecting historical facts.

(4) Teachers' in-service education: analyzing the historical significance of the Five-Nation Movement.

Four. Discussion:

Show a leaflet during the May 4th Movement. You can design a discussion question like this:

"Explore what is the May 4th spirit? In the revolutionary era of anti-imperialism and feudalism, what is needed is the patriotic spirit of patriotic students in the May 4th Movement. So in today's peacetime, how do you need to learn the patriotic spirit of students during the May Fourth Movement? "

Fifth, summary

Six, self-study test:

Show the exercise paper and test the learning content in class.

I have been in history teaching for more than half a year ... This half-year history teaching has made me feel that the task of history teaching is long and arduous. At the same time, I deeply appreciate the fun of history teaching.

History is no stranger to students. There are historical shadows in TV plays and novels, and students are very interested in it. But it is not easy to fully arouse students' interest and enthusiasm and participate in the study of history. History subjects, old-fashioned contents, trivial knowledge points and rote memorization in people's minds all bring difficulties to teachers' teaching. How to solve these difficulties has become the distress of many history teachers, and everyone is trying to solve this problem, because in today's implementation of quality education, fully mobilizing students' enthusiasm is the key to learning a course well. After a semester of teaching practice, I found that it is effective to study history from the perspective of connection, not only for history class, but also for other classes.

Every subject is not isolated, especially history. History covers all subjects in middle school.

The most closely related to history is the subject of Chinese. Most of the teaching this semester is related to Chinese. For example, the example of Shang Yang's political reform is related to the Chinese allusions of "moving wood to reward" and "building wood for faith"; Zhang Qian's exposition on the desolation of the Western Regions in His Journey to the Western Regions is related to the related poems in Wei Cheng Qu and Liangzhou Ci. When it comes to culture, there is a lot of knowledge about China. The background of Chinese text is history, just like the Analects of Confucius in Chinese class, and its background is the historical situation in the Spring and Autumn Period and the Warring States Period. Knowing this is of great help to understand the Analects of Confucius and Confucius. This really answers the sentence "literature and history are not separated". Geography is closely related to history. Historical maps, historical ancient and modern place names, etc. all reflect the sisterly relationship between history and geography, and there is the major of historical geography in the postgraduate major now. Historical thinking method is historical materialism, which itself belongs to the category of political science. In mathematics, there are mathematical classics "Nine Chapters Arithmetic", Pythagorean Theorem, Zu Chongzhi, and calculators of pi. These are all learned in history class. The development of biology, mathematics, physics and chemistry is history.

In addition to all subjects, students should also be taught to find and discover history from around them, because the society we live in is also closely related to history. TV plays, novels and other literary and artistic works, what are the social systems and hot issues in the world today that have nothing to do with history? For example, when studying the history of Emperor Wu of the Han Dynasty, the Three Kingdoms and the Sui and Tang Dynasties, you can show students movies related to Emperor Wu of the Han Dynasty, the Romance of the Three Kingdoms and Wu Zetian, and you can recommend books such as The Romance of the Three Kingdoms and The Legend of Heroes in the Sui and Tang Dynasties to students. There are countless movies related to history of qing dynasty. With regard to the humiliating history of modern China, students can better understand and comprehend the modern history of China by showing the Opium War and burning Yuanmingyuan. In terms of social system, the origin of modern national political system will be known by studying world history. Students can find the problems of Xinjiang, Tibet and Taiwan Province Province in the history class, and make it clear that Xinjiang, Tibet and Taiwan Province Province have been an inseparable part of our country since ancient times. However, when using literary works such as movies and novels, we should pay attention to the difference between them and historical facts, which are not the same.

It is really interesting to learn history from the perspective of contact, to let students get in touch with the history of various disciplines and the history of the world in which they live. Using this method in teaching can encourage students to acquire new knowledge and consolidate old knowledge through multiple channels, give them opportunities to show themselves, improve their interest in learning history, and enliven the classroom atmosphere, so as to improve students' participation in the classroom, become the real masters of the classroom, and significantly improve the classroom teaching effect. Using this method in teaching can also cultivate students' ability to think independently, acquire new knowledge and make judgments, which is not only conducive to cultivating students' exploration spirit, but also to improving students' ability to analyze and solve contemporary practical problems. It can also help them sort out their known knowledge and correct their incorrect historical information. At the same time, it is also of great benefit to the all-round development of students and the improvement of their comprehensive quality.