Experience in preparing lessons for junior high school history I have been teaching for eight years and have little experience in training. This provincial junior high school history training left a deep impression on me. Although the training time is not long, I feel full every day. Here, I further understand and master the development direction and goal of the new curriculum reform, and reflect on the shortcomings in my previous work. As a young teacher, I know that I am naive and immature in teaching, and there are still too many problems in the teaching process, but after learning, I really benefited a lot. The following is my experience gained through training:
In this training, I found my own defects and lack of professional and technical knowledge. Now it is far from meeting the needs of students to see which grade of textbooks to sell. In today's society, science and technology are advancing by leaps and bounds, the application cycle of knowledge is shortening day by day, and knowledge innovation is becoming increasingly distinct, which requires teachers to constantly absorb new information, new knowledge and new ideas, constantly enrich themselves and always stand at the forefront of knowledge; Only by constantly improving the knowledge structure, being knowledgeable and advancing with the times can students become talents? Kiss his teacher and believe in his way? ; Only by knowing what the topic is and why, can we grasp the essentials, draw inferences from others and use them freely, and can we stimulate students' interest in learning.
What should be taught to students in history class? For this question, I believe that the answer given by many people at the first time must be: historical knowledge. Yes, the primary task of history education in middle schools is to popularize history knowledge. However, for a long time, history education in middle schools has only attached importance to the teaching of historical knowledge, ignoring others, which is undoubtedly a misunderstanding. The ultimate goal of any kind of education should point to the development of people and the all-round development of people centered on ability and personality, and history education is no exception. The fundamental purpose of imparting historical knowledge is not to cope with exams, but to cultivate students' humanistic quality and improve their ability. A successful history lesson should make students gain something in knowledge, ability and emotion. As a history teacher, I deeply felt the pressure from the history teacher. Every history teacher wants his class to be wonderful and make every class light up. However, in the process of education, there is a standard to measure teaching? Students' grades. Your class is very bright, but your students' grades are very dark, and your future as a history teacher is also very confused. Some people don't understand why your classes are bright and students' grades are dark. Shouldn't the two be in direct proportion? Don't! Because we have to explain to schools, parents and students, our history class becomes boring for the speaker, boring for the listener and reciting before the exam. This is the regret of students and teachers. What exactly should we do?
It is necessary to reasonably determine the breadth and depth of teaching content; Clarify the key points, difficulties and emphases of teaching; Reasonably arrange the teaching order. It is necessary to link history teaching with students' real life, highlight the source and usefulness, have a sense of intimacy and realism in learning, and rely on the charm of knowledge itself to attract students. At the same time, three "extensions" should be achieved in the teaching process. First, it "extends" from imparting knowledge to guiding methods. The second is to "extend" from imparting knowledge to infiltrating emotions. Third, from imparting knowledge to developing intelligence.
Through training, I further determined my own direction and had a guide for my future work:
1. As a teacher, what should education have? Affinity? . We have the responsibility to find ways to make children feel the joy of life and live in a positive way. Let them have expectations and expectations. Care for every student with your heart, understand, tolerate and treat every student well to the maximum extent, smile at the students and try to be a good teacher in their minds.
2. Develop the habit of lifelong learning, read widely, keep making progress, and be good at summing up and reflecting. Treat the work with a high sense of responsibility, be down-to-earth, be meticulous, prepare lessons carefully and do it well with your heart.
Through this training, I learned to examine my teaching behavior from the perspective of quality education, so as to continuously improve my quality, teaching level and teaching efficiency. I will always be alert to my quality and self-cultivation. In my future work, I will definitely work harder, strengthen my study, improve my quality, improve myself and write a bright and beautiful future.
Experience of preparing lessons for junior middle school history II. Through these years of teaching, I feel that the new curriculum reform has injected new impetus into the transformation of history classroom teaching mode. The new curriculum reform requires teachers to change their teaching methods and establish a student-centered and continuous inquiry learning method. The concept, role, teaching behavior and teaching strategy of history teachers. Will change. Teachers are no longer just the transmitters of knowledge, but begin to move towards a new pattern of mutual teaching, learning and common development.
In history teaching, cultivating students' innovative thinking is to activate students' strength? Problem consciousness? This mainly comes from two aspects: one is the teacher's question; The second is students' questions. On the basis of in-depth study of teaching materials, teachers should clarify the internal relations of various parts of knowledge, carefully design and link them, guide students to think, associate and explore from the outside to the inside, then discover the essence of history, grasp the objective law of historical development, and achieve the purpose of cultivating students' innovative thinking. With these questions, teachers and students discuss and deepen their understanding of historical phenomena and events in class, and encourage students to express different views and even draw different conclusions through interlocking questions and in-depth analysis. In this way, what students get from it is the enlightenment of thinking and the broadening of their horizons.
The true colors of history are colorful, full of the drama of national rise and fall, and full of various philosophies of life. It has ups and downs, twists and turns, intriguing, and contains many thought-provoking suspense. Such a vivid and concrete history, why can't you find the fun of learning in the teaching process? Finally found the problem: textbooks? Complex, difficult, numerous and ancient? The new textbook has changed this pattern for the above four diseases. Complex, difficult, numerous and ancient? For what? Jane, Yi, Shao and Xin? Add vitality to middle school history teaching in the new century and find back the unique charm that should belong to history class.
Through this semester's teaching, I have many feelings, the biggest of which is: teachers talk less and students have more activities; There is less one-way communication between teachers and students, and more two-way communication between students and teachers and students. The new textbook sets up various forms of classroom exercises, aiming at mobilizing students' learning initiative and creative thinking ability through flexible and diverse means, and providing teachers and students with a good opportunity to reform teaching methods and learning methods. I hope I can have the opportunity to learn more from other teachers' teaching experience in the future, and constantly improve the teaching process to make it more in line with the requirements of new curriculum standards and new textbooks, so as to avoid? Wear new shoes and take the old road? The occurrence of the phenomenon.
Experience of preparing lessons for junior middle school history III. History is a memorable subject, and it is often difficult for people to remember all the knowledge they have learned. Even if they remember it several times, they will soon forget it. In fact, it should be remembered that historical knowledge has rules to follow. For example, studying ancient history can be divided into five parts: political characteristics, economic characteristics, ethnic relations, foreign exchanges and culture. For the world history and the modern history of China, we should pay attention to understanding, because many historical events are intertwined and come down in one continuous line, thus forming a relatively large memory network, and rote learning is not feasible, and it is very difficult. This needs the help of understanding, and it is easier to sort out the ins and outs of this historical event by using the method of logical reasoning in connection with the historical background at that time.
For the review of history, due to different personal circumstances, the focus will be different. Personally, I think we should pay attention to the basic knowledge of books and notes before the exam, because 30 multiple-choice questions occupy half of the country, and multiple-choice questions are often some basic knowledge. For material questions, you need to accumulate in peacetime. For example, every Wednesday, the teacher asks us to ask questions. Even if we really don't want to do it, we should look at the materials, compare the answers, and have a general impression of the materials, because the material questions often involve problems that we haven't touched or explained in detail in the books. Doing material problems can expand our knowledge.
As we all know, history is a subject that does not need high thinking ability, but it pays attention to the rigor of thinking. Therefore, if you want to learn history well, you can't just muddle along, you should be down-to-earth and step by step. As long as you build confidence and master effective learning methods and problem-solving skills, you can be in an invincible position in the examination room.
First, generate interest.
If you are interested in history, your grades will naturally get better. How to get interested in history?
First, historical events are closely related to us. For example, the issue of Hong Kong 1997 is related to the Sino-British treaties 1842, 1860, 1898; Today's Yugoslav civil war is closely related to the First and Second World Wars. Therefore, as long as we pay attention to current events and explore the source, we will certainly be able to consolidate the knowledge in books.
Second, understand the use of history. History can train the ability of thinking and analysis, and make people have the spirit of seeking truth, telling evidence and telling logic. History is of great help to life. Retirement can inspire people, and progress can make contributions. -Churchill, the famous British Prime Minister, is a historian, and the late Governor Youde also specializes in history. Therefore, don't feel inferior just because you study liberal arts, especially history. On the contrary, we should try our best to learn this subject well, and work hard on our studies, personal cultivation and understanding of the land and the future.
Second, the elements of historical events and reading and reciting skills.
Historical events have four elements: time, place, people and things; And things include cause, process and result.
(1) Time takes precedence.
As long as you read the important events in the chronology of events several times, you will naturally remember them. Except for important events, you need to know the year of occurrence (for example, the Vienna Conference was 18 14- 15, and the Revolution of 1911 was l9 1 1), others only need to know the approximate age or the sequence of different events (for example, the Vienna Conference preceded the Versailles Conference).
(2) The location is east, west, north and south.
You just need to know the approximate or relative position of each place. The best way is to confirm the political map of today's countries, especially the borders and major cities of Europe, China and Japan. In addition, we should also bear in mind the territorial transformation stipulated in several treaties.
Experience of preparing lessons for junior middle school history 42. Review methods for senior high school entrance examination.
(1) It is necessary to strengthen the research on the examination methods, grasp the trend of the senior high school entrance examination, and closely follow the examination syllabus for a comprehensive, unified and systematic review.
(2) Prepare lessons carefully, optimize the classroom and improve the classroom efficiency.
(3) review properly and prioritize clearly.
(4) Combining teaching with practice to realize the digestion and consolidation of knowledge.
(5) Learn the New Curriculum Standard and analyze the examination questions of the senior high school entrance examination in recent years.
Third, the review of the senior high school entrance examination should focus on double basics, find changes, and be targeted.
As can be seen from the description of the senior high school entrance examination, the knowledge content of the history examination paper accounts for 32% of the ancient history of China; 34% of the modern history of China; World history 34%. Question type and score ratio: multiple choice questions 40%, material questions 60%. The difficulty coefficient is 0.65, of which the easy, medium and difficult problems are 6:3: 1.
Therefore, in the process of review, we must focus on basic knowledge, grasp the foundation of each student, and let each student get basic points. At the same time, it is necessary to add new test sites in time, so that each student can understand the changes in the types and number of questions in the senior high school entrance examination, as well as the new trends in the proposition of the senior high school entrance examination, so as to know yourself and yourself.
Fourth, pay attention to and connect with real life.
According to the requirements of the new curriculum standard, history teaching activities should focus on connecting with real life, paying attention to current political hotspots and learning useful historical knowledge. In recent years, the proposition trend of senior high school entrance examination history has paid more and more attention to integrating knowledge into our lives, making the classroom full of happiness, and paying special attention to examining students' practical application ability of historical knowledge. Therefore, this requires us to contact our real life in the usual classroom, so that students can think that historical knowledge is everywhere, which can stimulate students' interest in learning and make them easily master knowledge.
The above are the main gains from this study after I attended this meeting. We have a better understanding of the explanation of the 20-year senior high school entrance examination. From this, I have more confidence in future history review and teaching. I believe that as long as we grasp the propositional principles and test sites of the senior high school entrance examination, establish a correct curriculum concept and study the review strategies in depth, we will certainly win the final victory of the senior high school entrance examination.
Experience of preparing lessons for junior high school history: We attended the seminar of Linyi senior high school entrance examination on April xx- 13, 20xx, which was a good learning opportunity for our ninth-grade teachers, and also gave me a certain understanding and experience of this year's proposition trends and trends. Now I will introduce my thoughts as follows:
First, the historical proposition basis of 20xx senior high school entrance examination
(1) New History Curriculum Standards
(2) the entrance examination instructions and review guidance
Second, the review method of the senior high school entrance examination
(1) It is necessary to strengthen the research on the examination methods, grasp the trend of the senior high school entrance examination, and closely follow the examination syllabus for a comprehensive, unified and systematic review.
(2) Prepare lessons carefully, optimize the classroom and improve the classroom efficiency.
(3) review properly and prioritize clearly.
(4) Combining teaching with practice to realize the digestion and consolidation of knowledge.
(5) Learn the New Curriculum Standard and analyze the examination questions of the senior high school entrance examination in recent years.
Third, the review of the senior high school entrance examination should focus on double basics, find changes, and be targeted.
As can be seen from the description of the senior high school entrance examination, the knowledge content of the history examination paper accounts for 32% of the ancient history of China; 34% of the modern history of China; World history 34%. Question type and score ratio: multiple choice questions 40%, material questions 60%. The difficulty coefficient is 0.65, of which the easy, medium and difficult problems are 6:3: 1.
Therefore, in the process of review, we must focus on basic knowledge, grasp the foundation of each student, and let each student get basic points. At the same time, it is necessary to add new test sites in time, so that each student can understand the changes in the types and number of questions in the senior high school entrance examination, as well as the new trends in the proposition of the senior high school entrance examination, so as to know yourself and yourself.
Fourth, pay attention to current events and connect with real life.
According to the requirements of the new curriculum standard, history teaching activities should focus on connecting with real life, paying attention to current political hotspots and learning useful historical knowledge. In recent years, the proposition trend of senior high school entrance examination history has paid more and more attention to integrating knowledge into our lives, making the classroom full of happiness, and paying special attention to examining students' practical application ability of historical knowledge. Therefore, this requires us to contact our real life in the usual classroom, so that students can think that historical knowledge is everywhere, which can stimulate students' interest in learning and make them easily master knowledge.
The above are the main gains from this study after I attended this meeting. We have a better understanding of the 20xx mid-term exam instructions. From this, I have more confidence in future history review and teaching. I believe that as long as we grasp the propositional principles and test sites of the senior high school entrance examination, establish a correct curriculum concept and study the review strategies in depth, we will certainly win the final victory of the senior high school entrance examination.
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