Senior one history teacher's homework summary 1

As a young history teacher in Grade One, since she joined the work in September, 20xx, with the strong care of school leaders and the help of experienced old teachers in the history teaching and research group, her abilities in all aspects have been improved and her major has also grown. This semester, I teach history in class one or three of senior high school. As my teaching experience is still shallow, I dare not neglect my teaching work, seriously study educational theory, constantly study teaching methods and learn from my predecessors with an open mind. After a semester of hard work, I have gained a lot of valuable teaching experience.

The teaching reform of the new curriculum represents the development direction of education in China in the 2 1 century. Since Shanxi senior high schools entered the national experimental province of new curriculum in autumn of 20xx, the new curriculum reform in our school has gone through a year of exploration. With a brand-new concept, the new curriculum system has undergone all-round changes in curriculum objectives, structure, content, evaluation and management, which has brought a comprehensive and far-reaching impact on the reform and development of basic education.

In order to meet the requirements of the new curriculum reform, our school put forward the eight-step teaching method according to its own actual situation. The following is a brief summary of my participation in the teaching reform of the new history curriculum in senior high school.

First, in the process of studying and practicing the new high school history curriculum, we should promote the development of teachers and the change of teaching concepts.

1, development in learning practice:

Since the implementation of the new curriculum reform, I have actively participated in various new curriculum trainings at provincial, municipal and district levels, and written study notes and summaries. Through study and training, the teaching concept and quality of history teachers in the new curriculum have been obviously improved. At the same time, the school and the history teaching and research group organize history teachers to study the objectives, concepts and teaching requirements of the new curriculum in depth in the form of school-based training, open classes, collective lesson preparation and discussion, autonomous learning and inter-school exchanges and seminars. Through practice in learning, learning in practice and improving in learning practice, my new curriculum education and teaching concept, history classroom teaching ability and professionalism have been greatly improved and developed.

2. The concept change and practice of history teachers in the new curriculum study and teaching practice.

The new curriculum reform first requires teachers to change their teaching concepts. The new history curriculum in senior high school defines six curriculum concepts and points out the direction and requirements of curriculum reform. In the new curriculum reform of history in senior high school, I actively change my teaching concept, explore the laws of education and teaching, and try to guide teaching with new ideas: adhere to the guiding ideology of "for the development of every student" to promote students' all-round and healthy growth; Stimulate students' interest in learning and cultivate students' awareness of lifelong learning; Pay attention to students' development and attach importance to students' dominant position; Pay attention to individual differences and different needs to realize the common development of all students; Good teacher-student relationship and harmonious and democratic classroom are the basis for the success of new curriculum teaching; Benign, pluralistic and comprehensive quality-oriented teaching evaluation is the driving force to promote students' learning; The main function of history teaching is to guide students to learn to study, learn to survive and learn to be a man. Use diversified means and methods in teaching to strive for the unity of three-dimensional goals; Pay attention to teaching reflection. Teachers use the teaching concept of the new curriculum to varying degrees in teaching, and initially form a new classroom teaching atmosphere characterized by teacher-student interaction, cooperative inquiry, historical sentiment, situational experience, student-centered, teacher-student equality, democracy and harmony.

Second, the course teaching practice

1. Optimize classroom teaching design through collective lesson preparation and curriculum integration.

Faced with new teaching ideas and new textbooks, I am used to traditional textbooks and classrooms. At first, I was scared. How to design a classroom that meets the requirements of the new curriculum is a realistic and urgent problem before me. Confused, I discussed with other teachers in the teaching and research group when preparing lessons collectively, found out their advantages and disadvantages, and designed classroom teaching together. Collective wisdom optimizes the classroom teaching design, and everyone is both a collaborator and a mutual promoter, which promotes the development of classroom teaching in the new curriculum.

2. Strive to implement the new curriculum teaching concept, and adopt various teaching methods and means to optimize history classroom teaching.

In the teaching practice of the new curriculum history classroom, I strive to implement the new curriculum teaching concept and create a high-quality classroom. Teachers strive to create a good teaching situation in classroom teaching, encourage students to actively participate in cooperative learning, expand students' development space and develop students' creativity. Pay attention to students' inquiry process in teaching and encourage students to question boldly. Teachers abandon the old classroom teaching mode, boldly innovate and form personalized teaching. In teaching, efforts should be made to make students the masters of learning and cultivate students' problem consciousness. Teachers no longer regard the teaching of book knowledge as the main teaching task and purpose, but focus on how to teach students to "learn" and let students "learn to learn". With teaching materials as the carrier, let them see a more wonderful world, learn more extensive knowledge, master more scientific methods, cultivate their abilities and increase their talents. More two-way interactive teaching methods are used in teaching to strengthen the communication between teachers and students. Make teaching activities more democratic. Give full play to students' initiative, let students analyze their own problems and propose solutions to them, so that students can gain more experience in exploring new knowledge and gaining new knowledge. In teaching, we should pay attention to the trinity of knowledge and skills, process and method, emotion and values, and the integration of students' experience, subject knowledge and social development.

In the classroom teaching of the new history course, I have fully developed all the history teaching resources that are beneficial to students, and used teaching methods such as scene setting, question inquiry, autonomous learning, classroom discussion and debate, cooperative learning and inquiry, and developed teaching courseware as an auxiliary means of history teaching by using advanced multimedia and Internet technology, which has promoted and deepened the classroom teaching reform and effectively improved the classroom teaching effect and quality.

3. Combine classroom and extracurricular activities, consolidate knowledge with diversified and personalized students' historical exercises, and cultivate students' historical literacy and ability.

In the practice of the new curriculum, I pay attention to exploring the reform of students' history exercises. In addition to the traditional exercises, combined with students' learning situation and the local reality in Yangquan, students are properly arranged to complete some diversified and personalized historical exercises in and after class, such as historical essays, historical tabloids, historical cartoons, research topics, visits to historical sites, and investigations and studies on local history. These historical exercises enhance students' interest in learning, and at the same time help to consolidate knowledge, expand students' horizons and thinking, and cultivate students' historical literacy and ability.

4. Take benign and diversified teaching evaluation as the driving force, change students' learning methods and habits, pursue the coordinated development of teaching and learning, and let students enjoy it, learn realistically and live wonderfully.

In the process of new curriculum teaching, the original evaluation mechanism of judging students' merits by a test paper is no longer applicable. We have gradually established an effective student evaluation mechanism in practice.

(1) Count the number of students' speeches in each class and give corresponding encouragement scores (20%);

(2) Statistics of each student's original opinions (not completely in line with the text of the textbook, but in line with dialectical materialism and historical materialism) (10%);

(3) Make statistics on each student's history exercises (the quantity and quality of articles include high-quality small exercises and class display and communication, accounting for10%);

(4) Complete the basic history knowledge test with appropriate capacity and difficulty (exercises, homework or exams required by the school at ordinary times) (accounting for 60%).

Finally, according to the proportion of these four aspects, the academic achievements of each student's module history are summarized. In practice, such an evaluation is much more reasonable and comprehensive than using only one test paper as a standard to measure students' achievements, which is well received by students and can stimulate their enthusiasm for learning.

After one year's teaching, I am satisfied that the interaction between teaching and learning has entered a good state. The equal and democratic exploration and exchange between teachers and students has promoted the improvement of my teaching level, and at the same time made students feel the fun and significance of learning history.

Summary of the work of a history teacher in Grade One of Senior High School II.

Time flies, in a blink of an eye, it is near the end of the term. During this period, I have more thoughts and feelings about my work. Now I will summarize my teaching work this semester as follows:

First, the ideological aspect:

Be able to take an active part in all kinds of studies and learn scientific and cultural knowledge in depth. As a teacher, I have a clear educational purpose, a correct attitude and hard work. Actively participate in new teacher training and school-based training activities organized by the school to improve their teaching theory level. Strengthen the study of educational policies and regulations, and manage education according to law; Abide by the law, love their jobs, care about the collective, unite with comrades and care about students.

Second, teaching:

This semester, I am a teacher in four classes of senior one. In view of the fact that students have just transferred from junior high school to senior high school, this paper focuses on the solid implementation of basic knowledge, and through the explanation of specific historical facts, gradually improves students' ability to analyze historical events and evaluate historical figures by using historical materialism and dialectical materialism, and helps students complete "What is it?" Go to high school to discuss "why?" Change.

1, lesson preparation: I have spent most of my time in teaching since this semester. Among them, preparing lessons takes up most of the time. "One minute on stage, ten years off stage", it is impossible to have a good class without preparing lessons. When preparing lessons, you can carefully study the textbooks, teachers' books and curriculum standards, learn from the teachers in the same teaching and research group with an open mind, and strive to thoroughly understand the textbooks and find out the key points and difficulties. In order to have a good class, I often look up relevant information on the Internet, concentrate the advantages of others to determine my own teaching ideas, and often study teaching links with experienced old teachers in the same group. When reviewing, I asked the students to do some typical exercises together, which effectively mobilized the initiative of students' thinking. I found that if a class is well prepared and sure, I will be more confident when I start the class, and the students will respond positively. On the contrary, sometimes due to various reasons, we can't prepare lessons in time, or some teaching links are not handled in place, and the teaching effect of the whole classroom is not ideal. So in the future, I will strictly ask myself to prepare lessons in advance, and organically combine unit preparation with classroom preparation.

2. Attending classes: Attending classes is the most effective way to improve teaching. This semester, I was able to finish 15 as required. Besides listening to the tutor's extracurricular activities, I also listened to teachers of other grades and disciplines. Every teacher has his own advantages in teaching, and different teaching methods have produced different effects. Through listening to the class, I found my own shortcomings and corrected them in time in teaching; Through attending classes, I also learned a lot of old teachers' teaching experience and applied it appropriately in teaching practice.

3. Ask for help: Through the two monthly exams this semester, I got a general understanding of the historical level of students in each class. According to the exam results and the classroom performance of individual students, I made a practical teaching plan and implemented it. I mainly leave the evening self-study to students, and at the same time, I use the time of evening self-study to coach the contents and exercises that students usually make mistakes in exams, patiently explain to students who don't understand, and check for leaks and make up for vacancies in time.

Learning the sea is endless, especially as a teacher, we should study hard and strengthen our own quality. Because only in this way can we set an example and set an example. This is my biggest feeling in the past semester.

Summary of the work of a history teacher in senior one 3

This semester, under the arrangement of the school, I worked as a history teacher in Grade One (1)~(6), with a total class time of 12, and also worked as a head teacher in Grade One (1). The work of the past semester is summarized as follows:

First, political thought:

This semester, I love the party's education, study business, unite with comrades, love students, have a harmonious relationship between teachers and students, have a high attendance rate and complete teaching tasks. Seriously study the party's principles and policies, and actively promote quality education in combination with the characteristics of disciplines. As a history teacher, in teaching practice, we should not only pay attention to the ideological and political characteristics of this subject, but also pay attention to the characteristics that high school students are more keen to discuss problems from the connection between history and reality, give full play to the important role of history in patriotic education, make a moral education infiltration plan for history teaching at the beginning of each semester, give full play to the educational function of history, and improve their own quality in the teaching process.

Second, the teaching situation:

Because I haven't taught in senior one for many years, it really takes some time to master the learning situation of senior one students. In view of the poor foundation of ordinary senior high school students brought by the expansion of vocational education, this paper focuses on the solid implementation of basic knowledge, and through the explanation of specific historical facts, gradually improves students' ability to analyze historical events and evaluate historical figures by using historical materialism and dialectical materialism, and helps students complete "What is it?" Go to high school to discuss "why?" Change.

During this period, in the history teaching of senior one, in order to make students feel the pleasure of exploration and thinking in the ocean of historical knowledge and give full play to the intellectual function of history, I mainly did the following work:

First of all, study the first class carefully. Attract them with vivid historical stories full of the spirit of the times and make them feel that learning history can enrich their knowledge and broaden their horizons. Inspire them with historical humanistic spirit and dignified sense of historical responsibility, and make them realize that learning history well can improve their humanistic quality and enhance the sense of mission of modern citizens; At the same time, it also explains the characteristics and methods of history learning, so that students feel that history is not something that is difficult to remember, difficult to memorize and tasteless. As long as they have the rigorous spirit of thinking and exploring, they will certainly learn well. A good introduction to the first class can also change students' psychology of treating history as a minor subject in junior high school, and put them into learning with positive and enthusiastic knowledge-seeking psychology to promote a benign interactive cycle between teaching and learning.

Secondly, give full play to the role of class representatives and do a good job in budget study before class. In the process of students' preview, according to the requirements of the school guidance office, make a study plan, plan the whole textbook knowledge, reorganize the content, guide students to make a preview outline, and encourage students to question boldly and think positively in their study. In the past semester, most students in six classes I have taught have done this seriously. Among them, the representatives of Class 1 (1) and Class 3 of Senior High School have been consciously reminding students to complete their study plans before each class, and recording many problems worth pondering, asking teachers to participate in the discussion and solve them together. After class, students are required to finish exercises after class. This not only cultivates students' learning spirit of autonomous learning and positive thinking, but also brings a strong impetus to my teaching.

Third, implement the content of teaching routine. In the teaching process, from teaching methods to learning content, I always adhere to the student-centered principle, and take the cultivation of students' sound personality, correct outlook on life and history, and the ideas that modern citizens should have as the criteria. Delete some contents in the textbook that do not meet the requirements of the new curriculum standard; For some knowledge that needs to be supplemented, resolutely supplement it completely and explain it clearly and thoroughly. After explaining the requirements of solving problems in the college entrance examination, I encourage students to find information, introduce them to some research results in the field of history, and teach them to objectively analyze and understand history with their own minds, open their historical thinking and not be superstitious about textbooks.

Fourthly, while cultivating students' sound personality and expanding their knowledge, I also attach importance to cultivating students' ability to take exams. In the teaching process, I consciously teach students to set different types of questions from different angles on every important knowledge point, and ask students to develop the habit of asking questions in their study. In addition, after each unit, I will guide students to sort out historical clues, grasp the logical connection between historical facts and historical facts according to the writing ideas of textbooks, and sort out the historical knowledge structure in written form, so that students can pay attention to the exploration and summary of learning methods in their studies.

After a semester of teaching, I feel that the biggest deficiency is that students are not active enough in learning history. Confusion is the contradiction between students' demand for wonderful classes and the boredom of historical knowledge; The contradiction between loyalty to textbooks and the need to supplement knowledge in actual study; Supplement knowledge and expand the contradiction between class hours and class hours. These contradictions between teaching and learning need to be solved in the future history teaching. Similarly, it will be of great help to promote and improve my teaching level, and also let students feel the fun and significance of learning history under the impetus of teachers.