The exam has been done twice, but neither exam was as good as expected, especially the second one. After the two exams, I reflected and summarized the following points, hoping to improve in the future exams.

First, the examination paper seems simple, and there are no particularly difficult questions, but each question has a lot of thinking. There are also some questions that are the key content of the exam, but the questions are relatively biased, which makes students lose more points and the A rate is not high.

Second, subjectively, students are not active enough to learn and do not have a good grasp of the knowledge points they have learned. Even if you stay in the open-book exam, you can pass the concept by "checking" and "copying". This is also an important factor in the unsatisfactory exam.

In view of the above problems, I am going to do the following work in the next stage of teaching:

First, grasp the progress, pay attention to teaching methods when imparting new knowledge, strengthen the usual training of examining questions, and find the foothold of knowledge around the problem. The proposition basis and answer orientation of open test questions are textbook-oriented. It is necessary to teach students to take textbooks as the basis, take questions as the center, find the "root" of questions, find out relevant historical knowledge to answer questions, and don't just answer them if you want.

Second, pay attention to the cultivation of students' divergent thinking. The correct use of divergent thinking is the most important ideological weapon to answer open questions. This requires students to pay more attention to current affairs and politics, watch more news, read more books, and have a further grasp of textbooks with the help of extracurricular knowledge. The usual dribs and drabs of accumulation and constant exercise, perseverance will be rewarded.

Third, teach students to master regular knowledge, draw inferences from others and transfer knowledge.

Fourth, emphasize listening to classmates' speeches and teachers' summaries with an open mind and constantly reflecting.

Five, passing the two monthly exams also put forward higher requirements for my personal quality. Lectures should be attractive, so that students can always pay attention to teachers, knowledge in the classroom and keep thinking about problems. In particular, the design of each question should be well thought out, taking into account the level of students, rather than asking questions hastily, which is worthless. Teachers' thinking can ignite students' desire for learning. Teachers' thinking can stimulate students' irresistible yearning for books. This requires me to constantly "charge" myself.

In short, in the future teaching, I will pay attention to the above issues one by one, and gradually let students adapt to my teaching methods. I will also adapt to them, form a harmonious classroom atmosphere, and reverse the misconception that students only know where the knowledge points are. Qi Xin, a teacher and student, worked together to bravely accept challenges again and again.

I think history is not too difficult, but I must study hard. I didn't get the ideal result in this mid-term exam, and there are many mistakes in the information I can find in the book.

I didn't know until the test paper was handed out that I regretted not studying hard at ordinary times. Glancing at the examination paper, I found that I was neither careful nor bad. There are several wrong choice questions, each with four options, and I can't get all 25% correctly. Every problem in the material problem can be found in the book, and I have made many mistakes. The last question was originally written correctly, but I changed the answer because I was uncertain, which proved that my foundation was too poor.

A failure is not terrible, but a failure again and again. I must get the best result in the next exam.