1. Reflection on the teaching of historical opium war in the first volume of the second day of junior high school
In the teaching of this course, I make full use of the characteristics of teaching materials, create a knowledge reserve center, and strive to create a good learning environment for students, thus helping students to play their initiative in learning; In the teaching process, students' senses of "seeing, listening, speaking, thinking and writing" are fully mobilized, so that students' multiple intelligences are improved and developed, students' language expression ability, logical thinking ability and historical data analysis ability are cultivated, and students have mastered certain learning methods, which embodies the teaching concept of "teaching people to fish is better than teaching them to fish". The infiltration of moral education has achieved a subtle effect, without empty and boring preaching. I added nine historical materials to my thinking about the Opium War. The main angles of choosing and using historical materials include reality, history, the observation of history by the parties and historical researchers. The assignment for the students is a historical paper, "What do you think of the Opium War". In this way, students won't just stay in one class, and students will discuss it further.
In the process of implementing this class, I adopted an emotional way, and the students' emotions were mobilized under my guidance. After class, my classmates exchanged experiences with me and actively shared their feelings and ideas. I think this goal can be achieved, and this teaching and research exploration class is a useful exploration.
2. Reflection on the teaching of historical opium war in the first volume of the second day of junior high school
This lesson is the first lesson in the eighth grade textbook and the first lesson in history teaching this semester. In teaching design, we should strive to improve and develop students' multiple intelligences through history teaching. Make use of the diversified characteristics of students' intelligence and create diversified channels to improve subject teaching. The lesson of Opium War can develop students' intelligence from the following aspects. Speech intelligence. Through the "free reading card", let students read "Roller Ballad" aloud, and deepen their understanding of the social harm of opium to China.
Spatial intelligence. By reading the atlas, we can understand the three marching routes in Britain and strengthen our sense of space.
Mathematical logic intelligence. Understand the specific figures of the increase in opium imports, and gradually form a learning method combining qualitative analysis with quantitative analysis.
Self-cognitive intelligence. Lin Zexu led the victory of the people's anti-smoking struggle in China, and his outstanding organizational skills and noble personality are admirable. Understand these historical facts, consciously form a sense of identity with the Chinese national spirit-the strong will to resist foreign aggression, and strengthen patriotic feelings.
3. Reflection on the teaching of historical opium war in the first volume of the second day of junior high school
"Opium War" is one of the teaching emphases in the history experiment textbook of the new curriculum standard of People's Education Press (the first volume of the eighth grade), and it is also the threshold to guide students to learn the modern history of China. Seriously thinking about the teaching of this course is helpful to cultivate eighth-grade students' interest in further studying history, enhance their patriotic feelings and form a sense of identity with national history and national spirit. The content standard of the new curriculum standard of junior middle school history requires "telling the story of Lin Zexu and destroying opium in Humen; Briefly describe the main contents of the Chinese and English treaty of nanking and understand the influence of the Opium War on modern China society. " The lesson of "Opium War" well embodies this requirement.
The content of the textbook has permeated the methods of historical comparison, psychohistory, quantitative history and oral history.
1. Historical comparison. Britain is in a period of rising capitalism, and19th century is the largest capitalist country in the world. China is in a period of feudal decline with closed doors, blind arrogance and corrupt rule.
2. The historical method of mentality. Lin Zexu lamented the harm opium brought to China society, and took strict and effective measures to ban smoking, destroying more than 2.3 million Jin of opium in public. Lin Zexu's feat was not as rich as foreigners imagined at that time. The destruction of Humen made many foreigners completely convinced and amazed by Lin Zexu. Understanding this history also enables students to gain emotional experience in the learning process.
3. Quantitative historical method. The Table of Opium Surge from Britain to China abstracts the historical process of the described object as a numerical relationship, and designs a mathematical model to explain the reasons for the surge of opium imports intuitively and vividly, so that students can have a profound and clear understanding of the historical lesson that Britain "engaged in the opium trade of drugs can earn huge profits" ... A large amount of silver flowed into Britain, which aggravated the poverty in China ".
4. Oral historiography method. Ballad of the Roller explains the harm brought by opium import to China society, and confirms the historical fact that opium import has brought profound disasters to the Chinese nation.
4. Reflection on the teaching of historical opium war in the first volume of the second day of junior high school
As an open class, the failure of this course lies in the entrusted class, and the class time is not well grasped, which leads to the rough handling of the third class and the hasty ending. I think there are several reasons: (1) It takes up a lot of time on some issues, such as the harm of opium, the destruction of opium in Lin Zexu and Humen. I have also thought a lot about this: what is the role of history? The role of history is to enlighten future generations and learn from history, so when it comes to issues that can educate and enlighten students, it is always a pity to abandon them. Not only should we talk about them, but we will expand a lot consciously or unconsciously.
(2) Pay too much attention to the evaluation of students and the teaching of learning methods in this course. For example, the basic method of telling historical figures. Answering methods, affirmation of students' innovative ability, etc. This also takes up a lot of time
(3) Regarding the handling of the third section, I also thought before class: Is it necessary? If so, the classroom capacity will be too large, otherwise there will be a certain lack of knowledge for fully understanding the influence of the Opium War. The old textbook only talks about the influence from the harm and negative aspects, while the new textbook compiled by Wei Yuan once again deepens or helps students understand the objective and positive effects brought by this war. Therefore, this section was retained in the lecture. With regard to the knowledge capacity in the current new history textbooks, in our usual teaching, there is often a phenomenon of insufficient classroom time, because the content seems simple, but in fact the teacher has a lot to add. This is also a problem that has been bothering me. If in the actual teaching of this class, according to the situation at that time, the content of this class can be removed flexibly, and the failure of this class may be avoided.
(4) The setting of the content link of the forum is too complicated.
5. Reflection on the teaching of historical opium war in the first volume of the second day of junior high school
This lesson is the first lesson in the new semester of Grade 8. Therefore, in the design of importing language, I mainly embody the functional characteristics of importing this book, so as to stimulate students' interest and curiosity. In the teaching process, I mainly use thinking training methods such as questioning, enlightening and asking questions to inspire students to coordinate with various organs, make full use of the fine print and after-class tests in the teaching materials, and guide students to actively participate in the teaching course, so as to clarify the clues and difficulties of this course, actively mobilize students' non-intellectual factors, do everything possible to stimulate students' learning motivation and actively create thinking, and complete the course objectives and emotional education. The deficiency lies in students' ability to integrate technical terms and languages in the history of after-school homework, which needs to be improved continuously.