An Analysis of History Learning in Grade Seven
First, accurately grasp the characteristics of students' thinking
Sun: Both teachers and teachers working in the front line have an understanding that as the beginning of junior middle school history, it is still difficult to carry out the teaching of ancient history in China. Because the teaching of ancient history in China is mainly carried out in the first grade, the students at this stage are in a very important transitional period. On the surface, it is the transition from primary school to junior high school. In fact, many aspects, including study habits, study methods and ways of thinking, are constantly developing and changing. The age of first-year students is generally around 12 years old. What are the characteristics of students in this age group?
Zhang: Indeed, this stage is a very important period for students to grow up. We might as well analyze the characteristics of students from the perspective of cognitive development and junior high school history teaching. From the perspective of cognitive development, according to Piaget's cognitive development theory, this is the last stage of children's cognitive development, and it is also a very important stage. Students after 1 1 and 12 are in the transition period from concrete operation stage to formal operation stage. The characteristics of students' thinking are that the form of thinking has got rid of the content of thinking; Be able to make hypothetical deductive reasoning, and be able to seek reality and find correct answers when possible. Some children are in the specific operation stage, and some children are in the formal operation stage.
Jia: The comparison of territory in Consolidating a Unified Multi-ethnic Country is helpful to understand the historical significance of the ethnic policy in the Qing Dynasty and build a step for students' concrete calculation. In this lesson, I relate the time (dynasty) to the territorial map. I designed a student activity, including three small activities. In this activity, the students experienced the course of China's territorial changes, explored the characteristics of ethnic policies in past dynasties, and realized the historical contribution of the Qing Dynasty to consolidating a multi-ethnic unified country.
The new curriculum standard of Zhang: 20 1 1 also mentions the existing historical thinking characteristics of students and the corresponding countermeasures. History curriculum gradually turns to focus on the cultivation of students' learning ability and methods? 、? Have the basic methods and skills to learn history? 、? A preliminary understanding of historical materialism? 、? Learn to observe and think about society and life from a historical perspective? .
Sun: Can I understand the two teachers' analysis of the thinking characteristics of junior one students? Our history teaching should not only impart knowledge, but also gradually guide us to perceive history through various channels, form historical concepts, and understand the characteristics and development trends of the times. On this basis, we can understand and judge historical facts. That is to create opportunities for students to transition from image thinking to abstract thinking.
Case: Ancient residents of the motherland
Jia: Teacher Sun's case is a typical example of how to combine students' thinking level to carry out teaching better in the teaching process. Of course, this is a process. In this process, teachers should constantly guide students and try to choose more vivid historical materials and teaching methods that are in line with students' characteristics. At the same time, we should also consider the differences of students in different regions, different schools and different classes, so that we can have a clear goal in teaching.
Summary: The above lesson examples and concrete analysis remind us that in the teaching of ancient history in China, the first thing to do is to accurately grasp the thinking characteristics of students. Don't let our history teaching be naive and divorced from the development stage of students' thinking, so that students can't reach it. We should consider the problem of a newly developed area.
On the one hand, from the perspective of physical and psychological development, according to Piaget's theory of cognitive development stages, we can understand the characteristics of students' transition from concrete operation stage to formal operation stage. On the other hand, according to the content and requirements of curriculum standards, students are taught in accordance with the requirements of mastering knowledge, improving ability and developing emotional attitudes and values at this stage. Of course, in actual teaching, we should also pay attention to what kind of teaching activities are suitable for the students in our class.
Second, ignite the torch of thinking with curiosity.
Sun: It seems that only by recognizing the thinking characteristics of junior middle school students at present can we better carry out history teaching. In the past, in front of the history teaching of grade one in junior high school, we always paid attention to being vivid and vivid. However, the study content of grade one is the ancient history of China, which is far from the students, which will also increase the difficulty of our teaching implementation, right?
Zhang: It is true that this problem will be faced by many front-line teachers. In fact, from another perspective, this is not a problem. For example, students are often more interested when they are far away from them. The time distance, space distance and psychological distance between the ancients and the present are just right. Before the emergence of human civilization, students were not interested because they had too little information and too far away. After the birth of human civilization, students can feel the clues of history through movies, literature, textbooks and monuments around them. Therefore, the ancient history of China is neither too close nor too far away from students. We should fully stimulate students' interest in China's ancient history study, explore more points of interest, and stimulate students' curiosity.
Sun: It seems that distance can produce beauty. We are familiar with the saying that all history is contemporary history. Teacher Zhang, can you explain to us how to use this distance to produce beauty?
Zhang: There is another sentence with similar meaning, which was said by Ge, a contemporary scholar? We all live on the extension line of history. ? In fact, this point has been fully reflected in the teaching of ancient history in China. From an epistemological point of view, Croce's words can be interpreted like this. History takes the present real life as the frame of reference, that is to say, the past can only be understood if it coincides with the present visual threshold. Therefore, we guide students to establish a channel through which they can experience and explain history.
Jia: In our survey, more than 20 samples of/kloc-0 show that? Interested in the ancient history of China? . We can make full use of students' curiosity and encourage them to explore independently. However, how do we operate in actual teaching? I have heard a lesson from Teacher Sun, that is, the prosperity of China culture, that is, the culture in the pre-Qin period, is really far from students. But in class, the students are very active, which shows that they are very interested in this part of the content, which is closely related to the teacher's design. As Mr. Zhang said, Mr. Sun built a passage. Please ask Mr. Sun to introduce this case to us.
Case "The Rise of China Culture"
Zhang: There are many such examples in our teaching. Everyone can give full play to their intelligence and stimulate students' interest in learning. For example, they can make full use of the surrounding historical sites according to their living areas, visit museums, and even let students do something by themselves. Let's have a look. Is this made by students from Beijing Normal University Experimental Middle School? Cultural relics? . Please ask Mr. Sun to introduce it.
Sun: After talking about the life in Hemudu and Banpo, we borrowed clay from the General Technology Group, and the students finished their own works. The whole activity lasts about 20 minutes, which is half a class. When students show their achievements, they should explain the purpose of the works and what historical facts and materials are used to design and make them. The starting point of design activities is also the key to open the door to the ancient history of China, which is to stimulate students' curiosity.
Jia: It seems that it is very important and effective to grasp students' curiosity. There are many contents involved in the ancient history of China. What are the students' interests? The results of the questionnaire survey show that middle school students are most interested in the ancient history of China, such as character stories, ancient wars, literature and art, etc. Judging from the history of dynasties, students are most interested in Ming and Qing Dynasties, followed by Sui and Tang Dynasties and Song and Yuan Dynasties. Of course, students with different personalities in different regions are interested in different contents. But as a teacher, it is most important to understand students' interests and develop them.
Summary: According to the conversation between the two teachers, I have compiled a paragraph that distance can produce beauty; Need to analyze the academic situation; Find interesting points before class; Take the passage above the classroom; It is more efficient to stimulate enthusiasm. I believe that if we master these key points, we can do it. Curious, light the torch? !
Third, make full use of students' original experience.
Zhang: Of course, there is another way to solve the problem we just mentioned? Ancient history is far from students. How do we deal with it in teaching? problem Is to fully understand what students already have. Teacher Sun has done this sorting work. Please talk about her practice.
Sun: Specifically, it is to investigate what ancient history students learned in primary schools. You can refer to the 20 1 1 curriculum standards for moral and social studies in primary schools (which can be combined with specific contents), and you can also refer to related teaching materials, mainly the first and second volumes of grade five. History teaching in primary schools has such a characteristic that the history course in primary schools is combined with other courses. As far as history teaching is concerned, the time sequence is chaotic and it is a theme teaching.
Zhang: Yes, this is also a problem that we need to pay attention to in junior high school history teaching. History teaching in primary schools is very important for students' history study. Most students in the survey said that they liked the ancient history of China in primary school. Next, please ask Mr. Jia to introduce what historical knowledge students have learned from the classroom in primary school.
Jia: This is a list of knowledge that we collected from several versions of textbooks. It may not be comprehensive, but it is for your reference only.
Sun: The suggestions of the two teachers can provide us with a good reference. We talked about making good use of students' curiosity, and also stressed that we should attach importance to students' existing learning experience and make full use of it. Judging from students' existing learning experience, students from different regions and schools are not only the same. In narrowing the distance between junior high school students and the ancient history of China, in fact, our front-line teachers can boldly try from many angles, learn about students' original experience from many aspects, and carry out teaching on this basis, which I believe will achieve good results. Drawing on Mr. Jia's experience, I also concluded that it is very important to understand the academic situation; Carefully look for the original experience; Constantly sum up and think hard; On a more efficient basis.
Fourth, develop resources rationally around students.
Zhang: It should be pointed out that it is not enough to be interested in historical research. Then, besides paying full attention to students' interests and mobilizing their existing knowledge, what resources can be fully utilized in teaching? Next, let's analyze the specific questionnaire results.
Jia: We designed such a topic during our research. What do you like about the ancient history of China? Many students chose these reasons. First, I have read relevant books, mainly primary and secondary school students, and a small number of students have read more professional history books. From this point of view, students have a certain knowledge reserve more or less. This is also an advantage. There are still many students who say that they are influenced by their parents, which shows that family edification is also an advantage.
Sun: After investigating this problem, I have always had a question, and I also want to ask two teachers here. Many students in the questionnaire have been influenced by popular TV dramas. We found the great influence of film and television drama in the teaching process, which is naturally an advantage. In our questionnaire survey, most students expressed the greatest interest in the history of Ming and Qing Dynasties. Later, we investigated the reasons, that is, the influence of some popular TV dramas. In class, students often say that the teacher is wrong. That's what the TV series says, and so does the book. How should I deal with this problem?
Zhang: The influence of film and television on students is inevitable. First, draw on advantages and stimulate interest. The film and television language is continuous, but the historical materials are broken. How to continue our research in the silence of historical materials? Fill in the gaps between historical materials through rational and reasonable imagination. Second, push the boat with the tide, discard the false and retain the true. Most of these TV plays are adapted from popular novels. Because it is a literary work, and the ratings after being adapted into a film and television drama, the characters of historical figures and many historical events are created by writers, so it is very popular. But many plots are quite different from the basic historical facts we tell. A lot of TV plays are on again? Historical drama? Many students think that this is the real history. Faced with many historical mistakes in film and television, students can be mobilized to find fault. Third, improve the situation and recommend good books. Some history books are as vivid as movies and as rigorous and true as historical monographs. Recommended to teachers and students. The death of Wang and Chen Feng? Gail's return, the call of the soul, and so on.
Sun: I think the second suggestion is that it is very interesting to motivate students to find mistakes. Teacher Jia, can you give an example from your teaching experience?
Jia: Let's take the costumes of the Qing Dynasty for example. Turn on the air conditioner? There are institutional requirements. As far as men are concerned, from the period of Huang Taiji, it has been stipulated that only imperial families can wear robes with four slits at the front, back, left and right. In the drama of the Qing Dynasty, from ministers to pawns, almost all were dressed in four styles. What's more, many eunuchs are wearing robes with four slits in the recurring Qing Palace drama. Moreover, the emperor does not always wear yellow clothes. The overall color of daily clothes is relatively simple, except for the belt, which rarely appears yellow. Of course, in addition, there are harem concubines or maids-in-waiting, who always throw handkerchiefs around. In fact, aristocratic women in the Qing Dynasty often wore handkerchiefs, but they were mainly plain, mainly held in their hands or put aside.
Sun: Now I know how to deal with this problem. When we were teaching related content, students were interested in it, but on the other hand, they also raised many questions. Most of these problems involve such a phenomenon, that is, the difference between historical facts and scripts. Therefore, we should also pay attention to the problems existing in the influence of film and television dramas, and guide students to pay attention to the difference between historical facts and the plots of film and television dramas. This is also a very good teaching opportunity. Besides, what other resources are available?
Zhang: There is another advantage that many students say. They say their ancient history is very good, and they often visit museums. Of course, this is relatively easy to achieve in big cities. However, in small cities and rural areas, it does not mean that there are no teaching resources of their own. We can also develop resources that are more in line with the actual situation of local students according to the local actual situation, so as to make our history teaching more colorful. For example, history teachers in rural areas have an advantage in talking about ancient agricultural production in China. For example, in Quyuanli, rollover is familiar to students. A history teacher in Daxing District once mobilized students to make models of farm tools and took a special activity class on ancient farm tools in China. The history teachers in the border areas have an advantage in talking about China's ancient ethnic relations and foreign exchanges. Teacher from Xinjiang to Linlin? Magic last name? .
Summary: It seems that in terms of resource development, we must proceed from the characteristics of our school and students and make rational development and utilization. To sum up, we should pay attention to resources; Really want to discard the false and retain the true; Develop more resources around you; Reasonable utilization efficiency is high.
Fifth, skillfully solve students' cognitive difficulties.
Sun: After listening to Teacher Zhang's explanation, I have more confidence in the teaching of China's ancient history in Senior One. However, in the teaching process of China ancient history, I have an experience that students learn this part well for different reasons, but the difficulties they face are basically the same. In our survey, students in both mathematics, foreign language experimental classes and ordinary classes said that they had more problems in three aspects. Historical reading, time memory and map recognition. Have the two teachers encountered similar problems in our specific teaching process?
Zhang: Actually, the problems that Teacher Sun talked about mainly come from students' historical consciousness. ? Historical consciousness? , can be summarized as three key points:? Sense of difference? There are many differences between ancient and modern personnel. Background awareness? (according to the understanding of the environment at that time)? Change consciousness? Understand the process and find the right direction (see John? An introduction to the history of Tosh). Let me give you an example, the ethnic relations in the Qing Dynasty. Teacher Sun, how did you handle this class?
Sun: Every round of preparing lessons is a headache. This part itself is more complicated, involving many nationalities and different methods. I always feel that it is too deep for students to understand, too shallow, and it seems that the problem has not been analyzed clearly.
Zhang: Indeed, this course typically reflects the importance of students' historical consciousness in the study of ancient history in China. I have heard a lesson from Teacher Jia. Mr. Jia used historical materials, maps and other materials, and the overall design was concise and exquisite. Please tell Mr. Jia how to deal with these problems when designing this class!
Case: consolidating a unified multi-ethnic country
Jia: As far as reading historical materials is concerned, especially classical Chinese historical materials are really a headache for students. This is true not only in junior high school, but also in senior high school. However, I don't think history is a Chinese subject. We should use historical materials in class, not for use, but for teaching. Students can train their ability to extract information and summarize, deepen their understanding of relevant historical facts through materials, and gradually cultivate historical literacy (such as combining history with theory and proving history with facts). ) I used five kinds of materials in the lesson "Consolidating a unified multi-ethnic country".
Sun: It seems that as long as our teachers pay attention to the difficulties and key points of our teaching from the perspective of students, our teaching effect will be greatly improved. In fact, in the process of learning the ancient history of China, students have many difficulties, but they mainly focus on the methods of learning history. We must attach importance to the cultivation of students' historical thinking and the training of historical learning methods from the initial stage of ancient history teaching in China.
Summary: Pay attention to cognitive difficulties; Clever infiltration of historical consciousness; Design activities to solve difficulties; The lifting method is necessary.
Analysis model of seventh grade history test paper
20 13-20 14 the mid-term exam for the second semester of grade 7 was held on April, 2065438 16- 18. The full score of this historical volume is 100, and there are five major questions: choose 20 questions, list them in combination 1 questions, and. Judging from the question type, the arrangement is reasonable and conforms to the question type of the senior high school entrance examination. Judging from the number of questions, I personally think it can be increased appropriately. After all, this is a 100 test paper. The 70-point test paper combination for the senior high school entrance examination is 2-3 questions, 10, while this test paper combination is only 1 question, with 4 points.
From the presentation of the topic, there are rich pictures, charts, historical maps and other forms. For example, choose topic 8: model map of seismograph, Quyuanli, gondola, compass needle, topic 9: basin with fish pattern on face, camel-loaded figurines, topic 20: schematic diagram of coexistence of summer in western Liaoning and Northern Song Dynasty, and topic 25: distribution map of frontier ethnic minorities in early Tang Dynasty.
Judging from the difficulty of the test paper, the difficulty is moderate and the proportion of basic questions is large, which is suitable for mid-term detection. Such as Zhao Zhouqiao, Diamond Sutra, Sun Simiao and gunpowder. Such as "My Body in Three Provinces of Six Provinces" and Li Bai's representative works.
From the specific test sites, knowledge points are widely distributed, focusing on the guidance of emotional attitudes, values and learning methods. For example, the last question of the activity and the inquiry question: What do you think is a historical symbol or method to evaluate the last question of material analysis question 24? Do you think Yue Fei is a national hero? why
Judging from the results of candidates, there is a big difference. The highest grade score is 99, and there are many people who fail, and there are also a few people who are in their twenties and thirties. It can be seen that students' individual differences and ability differences are great. In teaching, we should pay attention to the individual, make use of the situation and strengthen the guidance of learning methods for students with learning difficulties.
In a word, reading this paper has many advantages, but its disadvantages are also obvious. Such as outdated materials, too little contact with reality, or almost none. But according to the content of the textbook, there are many knowledge points that can be combined with reality, such as? Ethnic relations and foreign relations in the Tang Dynasty? Knowledge points. Due to the lack of connection between the whole test paper and reality, it is difficult to reflect the historical function of our history discipline.
Secondly, the answers to individual questions are too wide to be examined. Like what? Li Bai's masterpiece? Two o'clock.
Based on the examination papers and students' grades, the suggestions for the later teaching are as follows: First, strengthen the consolidation and training of basic knowledge and reduce the phenomenon of missing points in typos. Second, focus on cultivating and improving students' basic ability to answer questions.
Analysis model of seventh grade history test paper
First, the evaluation of test questions
This paper focuses on the examination of basic knowledge and skills, but reduces the content of rote learning; Pay attention to students' learning process and methods, and examine students' ability to simply analyze practical problems in life, production or society by using the geographical knowledge they have learned; Also pay attention to students' inquiry ability. It can be said that this article will play a positive and correct guiding role in our future junior high school geography teaching.
1, covering a wide range and focusing on the foundation.
The test center covers important knowledge points listed in junior high school curriculum standards, involving important charts (such as topographic maps and distribution maps). ), the coverage is very large. Focus on the foundation, examine the basic ability, and the ability to simply analyze problems with what you have learned. The purpose is to guide students to master the necessary geographical knowledge in an all-round way, learn the methods of learning geography initially, attach importance to the cultivation of problem-analyzing ability, and lay a good foundation for future study.
2, combined with the actual life, try to examine the practical ability.
Some topics reflect the concept of curriculum standards. Examining students' ability to simply analyze and solve practical problems in production and life by using their own geographical knowledge is conducive to cultivating students' innovative spirit and practical ability. This feature is reflected in the multiple-choice question 10 and several comprehensive questions in the test paper.
3. Create new situations and closely combine social hot issues.
Social hot issues are the focus of this exam, such as 1 1 and 20 questions, which make students feel that geography is closely related to our lives and it is very important to learn geography.
The average score of this exam is 27.55, the highest score is 80, and the passing rate is 0.273. From the results, the test paper is moderately difficult, with 95% of the questions relatively easy and 5% relatively difficult.
Second, the analysis of students' typical mistakes
The statistical data only count the average score and pass rate of the whole school, and analyze their feelings when approving papers because they don't analyze all kinds of small questions in the test paper. The reason for this is the following：
1, the basic knowledge is not solid, and the basic principles of geography are not clear. From the analysis of test papers, it can be seen that students' mastery of knowledge is superficial, and they do not have a thorough grasp of basic concepts and viewpoints.
1, 9, 15 and 19 have poor memory and many mistakes. The answers to 10 are varied, regardless of the geographical location and climate characteristics of the Middle East. Obviously, the fill-in-the-blank problem pays insufficient attention to the location of geographical things, geographical phenomena and basic knowledge of geography, and there are too many mistakes.
2. Students can't use knowledge flexibly, and their ability to solve practical problems with what they have learned needs to be improved. For example, students can't judge the question according to the outline and position of geographical things in the Antarctic and Arctic regions in the picture, which leads to inaccurate answers. It can be seen that 2/3 students can't make good use of maps and atlases, and some even answer irrelevant questions.
3, unclear thinking, unclear organization, do not know where to start answering questions. Although I answered a lot, I scored less. For example, question 29 briefly describes the main reasons for the formation of the dairy belt in the Great Lakes region of the United States. In fact, there are only one or a few correct answers, but students can't grasp the primary and secondary, and write all the useful and useless ones, which also brings trouble to the paper.
4. The ability to analyze and solve problems by reading maps is poor, especially how to read maps, how to obtain effective information (including explicit and implicit) from maps, and then use these information to solve problems by combining basic knowledge and basic principles of geography, such as 28 questions and 2930 questions;
Third, reflection and improvement.
1, to prepare teaching materials, especially the seventh grade review class, teachers should be clear about the important and difficult points of junior high school geography. Prepare materials and test questions. In the review process, I personally think it is necessary to combine oral English with practice, prepare materials for the important and difficult knowledge in the textbook, and focus on the key knowledge that often appears in the review materials. Prepare students and analyze every student in grade seven at this stage.
2. Be strict with students. Memorize knowledge points, memorize them, write them, and take notes in class, preferably from books. Cultivate students' answering skills and carefully examine questions. Such as strengthening examination papers; Use a few classes for special training.
3. Strengthen the memory of place names by closely combining maps, focusing on the memory of geographical things in several regions of world geography and several countries.
4. On the basis of grasping the geographical location of each region, we should understand their geographical characteristics such as climate, as well as the differences and connections between regions.