The once-a-semester junior high school history seminar has come to an end, but the spirit of exploration and reform left behind has always inspired me. Society is developing and human beings are making progress. No model is immutable, but it is always correct. Exploring and advancing in practice becomes an eternal truth. It is really exciting to review the development of history classroom teaching in junior high schools in our city in recent years. A few years ago, the curriculum reform started with teaching materials, which disrupted the original teaching material structure. Facing the new textbooks, we learn their new ideas and think about our teaching practice. After groping, we boldly rearranged the teaching materials. For example, Song Weijuan's Journey to Arabia is an open class, which integrates the historical knowledge about Arabia scattered in four classes into one class, which is convenient for students to grasp the context of historical development, make the knowledge more systematic and receive unexpected results. It seems that we are really using textbooks, not teaching them. "Educational reform that does not touch the classroom is not a real reform." In the past two years, we have put forward the concept of "life-oriented classroom" and the classroom purpose of "people-oriented" in our exploration, and pointed the reform to the core of teaching-classroom. The form of "group cooperation" in Weihai No.9 Middle School makes us realize the potential of students. In the high-quality class of Weihai history, all the teachers showed their magical powers. In the aspects of classroom design, classroom form and teaching methods, it is not difficult to find the infiltration of the concept of "from life, achieving life and achieving life". 10 June 14, three seminars of our junior middle school history seminar pushed the "life-oriented" class to a climax, especially teacher Miao's class. It is really the burning of life, and students really become the masters of the classroom. We have changed from spoon-feeding and spoon-feeding teacher teaching to heuristic guidance for students' autonomous learning, and autonomous learning is no longer empty talk. Classroom reform is not the end of reform. Following the classroom reform, our history classroom reform is moving towards the field of class evaluation. At this academic conference, Mr. Yu first proposed to use the "classroom observation scale" to evaluate classes, so that more than 0/00 history teachers in our city were divided into four groups to participate in classroom observation. The use of "Classroom Observation Scale" has changed the form of general evaluation of classes in the past and focused on specific observation points. This evaluation of the class from the four dimensions of students, teachers, courses and classroom culture is really comprehensive and seamless. First of all, we can use this table to improve students' classroom learning. For example, in the listening part of the "student learning dimension table", after recording it with this table, we can count which students are not listening carefully and which students are not speaking actively, and then we can provide it to the teaching teacher for improvement. Secondly, this table can promote the professional growth of teachers. For example, the Table of Teachers' Teaching Dimensions clarifies the observation points that teachers should observe, such as whether the link design revolves around teaching objectives. Is it for all students? Is the explanation clear and effective? Is writing on the blackboard helpful to students? Wait a minute. After learning this table, the teacher should take these into account when preparing lessons. The "Classroom Observation Scale" involves 68 observation points. If all our teachers can consider it, then our classroom will be almost perfect. In addition, we usually ignore many things. Through the study of form, we have a new understanding, such as classroom culture, which I seldom consider or even think of at all. The Dimension Table of Classroom Culture broadens our horizons and lets us know our own classroom. Finally, the "classroom observation scale" can also strengthen the cooperation between teachers and contribute to the formation of a cooperative culture in schools. The scale covers 68 observation points, and one person can't do it alone, so it needs collective division of labor and cooperation. In the process of cooperation and exchange, we can enhance the friendship between colleagues, improve the level of school-based teaching and research, and finally promote the growth of teachers and form a United and cooperative teaching and research group culture. I believe that the exploration and reform in the way of attending lectures and evaluating classes will definitely push the reform of our history discipline to a new height. In addition, in the process of using the "classroom observation scale", I also have some doubts. For example, many observation points overlap, and some observation points may not involve a certain category. If the observation scale can be simplified, it may be more effective to use. For the observation points of quantitative evaluation, it will be more beneficial for us to use if we can give corresponding reference data. I believe that after continuous exploration and practice, the "Classroom Observation Scale" will be more perfect and practical. Reform can set off a wave and play a key role. The spirit of history teachers' active exploration, bold reform and common development is touching. I believe this spirit will inspire and lead us to continue our exploration.