Reflection on the History Examination of Grade 8 (1) To be honest, I didn't prepare well for this exam. The students didn't review carefully either. I'm a little worried about what they will do in the exam. After all, this is a new class, the foundation of students, and I still don't know much about it. Especially in class, they are always silent. After the exam results came out, although it was far from my goal, the problem remained.
A lot, but I saw hope and began to have some confidence in them.
Guo Daping, 95 points; Ji Jing, 96 points. There are several boys, all of whom are a little unexpected. There are 16 boys in the class, and 12 boys are all above 80 points, which is gratifying. Judging from their answers, it did take a lot of time and the knowledge points were clearly remembered. For them, I can boldly let them think and open their minds in the future.
Zhu, 9 1. This is a very clever girl. As far as I know, this girl gets good grades in all subjects. Of the six girls, only she entered the excellent ranks. Worthy of recognition and praise. In class, she doesn't like discussing problems very much. Judging from her grades, she also studies hard. To learn history, we should not only memorize some knowledge points, but also acquire historical knowledge from many aspects and learn to analyze history with dialectical materialism. I think, for their class, it is still necessary to strengthen training in this area.
To my surprise, he and Liu didn't do well in the exam. But according to my usual observation, these two people still have great potential and hope to enter the excellent ranks. Maybe he was too relaxed about Zhu Yongjian, which made him care less about history. Pay attention to the adjustment method in the future. And Liu is the first person to ask for reference books, which shows that the child is very enthusiastic about learning. Judging from his usual study, he hasn't made full use of this reference book, so he should strengthen tutoring in the future.
Five girls, including Qi Chen and Liu Yi, reminded me this time. Four of them are under 70 years old and very dangerous. Judging from their answers, first, they did not review well and confused the knowledge points; ; Second, the answer is irrelevant; Third, I didn't master the answering skills. Therefore, in the future teaching, first, we should strengthen the recitation training of basic knowledge; The second is to strengthen the training of answering skills. This is my initial idea.
The exam is over, but my thinking is not over. At first, my idea was to make them remember quickly, and the class requirements were very strict. Students who failed to meet the requirements were severely criticized. In the next few classes, I found that children began to be a little afraid of history. Interest is the best teacher. If I stifle children's interest in history, I'm afraid it will be counterproductive. After that, I adjusted my practice and tried to let the children discuss some issues by themselves, even if the wording was not good enough. But I think at least the children's interest has been maintained. I believe that encouragement is more useful than criticism for poor students. From the eyes of Zhong Yuqiong and Liu Yi, I can see that they need teachers' encouragement. Although the exam is not satisfactory, I am still full of confidence. In the future, I will take time to find some excellent teaching cases and materials, look at other people's classrooms, find out my own problems, and make my history class more exciting and valuable!
Reflections on the History Examination for Grade Eight (2) The annual mid-term examination is over again, and the results of this examination are not ideal for many reasons. In order to make greater achievements, it is necessary to sum up experiences and lessons. Therefore, a brief analysis of the mid-term exam is as follows:
First, students:
1. Unclear historical facts is a fatal weakness.
2. Some students have incorrect attitudes. Either they don't pay attention to it, or they think history is easy to learn, and they just recite it, so they can catch up quickly even if they fall behind.
3. Lack of ability to solve problems. How to find the best item from the four options and improve the correct rate; How to examine the questions well and answer them closely; How to arrange papers reasonably, score as many as possible and so on.
4. Reading is not detailed. I didn't listen to the teacher's advice, thinking that I wouldn't take exams everywhere, so I was lucky and suffered a heavy blow.
5. Can't read. Students are used to reading a textbook from beginning to end, but pay less attention to grasping the pulse of historical development, appreciating the connection between historical events and appreciating the profoundness of history.
6. Students' autonomous learning ability is poor and they are servile. They refused to work hard and took the initiative to reverse polarity. This is the main reason for their unsatisfactory grades. The eighth grade is the most polarized period for middle school students. Good students can get about 90 points, while poor students can only get about 20 points. The gap is too big.
Second, other aspects:
1. The questions in this exam are difficult, with a large number and a wide range.
2. The tight time before the mid-term exam, more content and less review time in the mid-term exam are also a reason for the poor exam results.
In view of the above reasons, I should strive to do:
1. In class, teachers should explain social knowledge thoroughly, have clear views and make proper comments. There can be no right and wrong, ambiguous situation.
2. Unit tests and classroom exercises should be centered on teaching materials, with appropriate difficulty, and should not be divorced from students' reality.
Students should conduct in-depth research before class in class discussion or cooperative learning, and fully grasp this point? Degree? .
4. According to the teaching progress and the actual situation of the school, as many social practice activities as possible are arranged in combination with the teaching materials.
5. The evaluation of students' classroom lectures, discussions and answers should be objective and fair, and we should not praise and say yes blindly.
In addition, it is also important for teachers to teach students some learning methods and review methods:
1. Students are assigned specific contents in each class, and then the group draws back, and the class representatives draw back, and then the knowledge systems are connected in series, so that a complete historical concept can be obtained.
2. Unify thinking and strengthen basic training; Put facts and reason, and understand the importance of history learning. Ask some students who have made great progress in history to introduce their learning experience and understand that the improvement of historical achievements is not unattainable.
3. Teach students how to read and think; Exercise evaluation is not only the reproduction of knowledge, but also the improvement of skills; Reasonable arrangement of class hours, reflecting subject knowledge and attaching importance to structural system; Pay attention to the improvement of ability.
4. Collect more information. Use a variety of teaching methods in the classroom to mobilize students' senses and make them have a strong interest in undergraduate content.
5. Communicating with other students after class, listening to students' voices and narrowing the distance between students are helpful to the smooth progress of teaching.