As a people's teacher, teaching is one of the important tasks. Through teaching reflection, we can quickly find our own shortcomings in teaching. Do you know anything about teaching reflection? The following is a 700-word (6 selected articles) reflective model essay for junior high school history teaching. Welcome to read the collection.
Reflection on junior high school history teaching 1 Classroom teaching is the main channel to implement quality education. In order to improve my professional level in an all-round way, I participated in all the activities of the "classroom teaching seminar" organized by the school and attended classes in Mamuchi Middle School. I listened carefully to two teachers' lectures: Brilliant Bronze Civilization and The Birth of America, and I was deeply touched.
In order to meet the goal of quality education, history should improve the teaching efficiency of history classroom. In order to improve efficiency, we must create a relaxed and harmonious classroom atmosphere. Both teachers have done well and are worth learning. People often think that "history is a rote lesson", students can get high marks by reciting more, and teaching and learning have basically become mechanical indoctrination and rote memorization. The two teachers used advanced teaching methods, flexible classroom link design, humorous language and timely regulation to optimize the classroom, which is worth learning.
The ancients said, "The knower is not as good as the good, and the good is not as happy as the knower." Interest is the best teacher. Only when students are interested in learning can they actively explore, observe keenly, have a solid memory and rich imagination; Be creative. Due to the huge content and long history, the prejudice of memorizing history as a minor subject has a negative impact, which makes students pay less attention to history and lose interest. In these two history lessons, the teacher ignites students' desire to explore through vivid pictures and questions, stimulates students' interest in learning history, and enables students to study in a relaxed, humorous and pleasant environment. So as to improve teaching efficiency and promote the development of students' quality.
In the practical teaching work in the future, I will not only create a relaxed and happy learning environment for students, but also find a more suitable and closer method for students to like and learn by reflecting on the teaching rules. At the same time, we should be good at capturing the advantages of students and encourage them to study with encouraging eyes and sincere beauty of saving.
Through teaching and research activities-attending lectures, I really realized the feedback guidance of reflection on classroom teaching, which is very important for the growth of teachers. In the future, I will continue to actively participate in teaching and research activities, be brave in exploring and innovating in my work, improve my teaching level in an all-round way, and make selfless contributions to education.
History teaching in junior high school reflects on the "old" of other subjects and learns new things (connecting the knowledge of various subjects). History covers all subjects in middle school. For example, the example of Shang Yang's political reform can also be related to the Chinese allusion: "the reward is to move wood" and "building a tree is a letter". In mathematics, there is a calculator of pi, such as Zu Chongzhi. The text background of Chinese is history, the development course of biology, mathematics, physics and chemistry, and it is history; The historical thinking method is that historical materialism itself belongs to the category of political science; Geography is closely related to history. Re-examine the "old" extracurricular knowledge and learn new things. Not all students understand this "truth", but it is precisely this that can stimulate students' interest and enthusiasm in learning history, give students room for self-realization, and make it easier for students to understand the inevitable and inseparable relationship between history and reality. For example, when it comes to the British occupation of Tibet, we can mention the film red river valley, which shows the simplicity of Tibetan folk customs and the backwardness of weapons. However, this kind of weapon did not make them succumb to the great powers, but aroused their noble integrity in defending their nation and country. When it comes to Washington's great achievements in founding the country and refusing to be re-elected, it can be mentioned that Bush was re-elected as president, but there is no example of being re-elected three times in American history. Speaking of "literature and art", we can mention the two sets of "treasures" of the Central Committee, let them know the value of Chinese heritage and protect Chinese cultural heritage, which is also our unshirkable responsibility.
Using this teaching method can significantly improve the classroom teaching effect, and can also make use of students' imagination to supplement teachers' shortcomings, so as to better complete the teaching task. Enable students to master new knowledge quickly. This can also improve students' interest in learning history, students' intentional attention and enliven the classroom atmosphere. It can also cultivate students' ability to think independently, acquire new knowledge and make judgments by using the mastered knowledge, which is not only conducive to cultivating students' exploration spirit, but also conducive to improving students' ability to analyze and solve contemporary practical problems. It can also help them sort out their known knowledge and correct their incorrect historical information. They can be encouraged to acquire new knowledge through multiple channels and consolidate old knowledge; You can even give them a chance to express themselves. However, using this teaching method, as a teacher, we must first make full preparations, otherwise sometimes we can't answer students' questions and sometimes we can't control the situation. As a teacher, we should know the information of the times through multiple channels. But don't quote too much extra-curricular knowledge, and be good at guiding students to answer the main points in the shortest possible time.
Reflections on history teaching in junior high school III. First, as a subject course, the new textbook pays attention to the relative independence and logical structure of knowledge, the cognitive function of teaching and the development of students' intelligence factors. Generally speaking, the logical starting point of subject curriculum organization is knowledge. The new textbook has deleted some difficult contents and merged some new information of the times, greatly reducing the dead knowledge points that students need to master. But on the whole, the integration of knowledge is not strong, mainly due to the reorganization and transformation of the internal structure of historical knowledge, and the lack of universal connection and comprehensiveness of knowledge. For example, the new textbook deletes the narrative of primitive society, slave society and feudal society, which really reduces the difficulty of teaching, but ignores the coherence and systematicness of historical knowledge.
Second, although the compilation of new textbooks has avoided the problems of "complexity, difficulty, partiality and obsolescence", due to the long time span of textbooks, covering the whole ancient history of China and all aspects of knowledge, there are too simple phenomena on some issues, which reduces the amount of information accepted by students to some extent and the depth of learning is not enough. For example, the time clues are unknown and the textbooks are too jumping. In addition, the illustrations in the textbook are too dull, which is not conducive to stimulating students' interest.
Thirdly, there are some intellectual mistakes in the arrangement of new textbooks. For example, the chapter on page 69 of the first volume of the seventh grade history textbook tells the political, economic and military situation of Qi, Yan, Zhao and Wei during the Spring and Autumn Period and the Warring States Period. Among them, when it comes to seven coins, Yan coins and the cloth coins of Zhao and Guo Wei, the textbooks all explain them. The Qi Dao coin in the illustration is right, and the image of Qi Dao coin in the illustration of the teaching material is exactly the same as the real thing. Yan Dao coin is wrong. Yandao coins are printed into five-character coins. Yandao coins should be thin and small in shape, but they are printed as thick and large Qi-Wu coins in illustrations. Moreover, in the illustration, Wei's cloth coins were printed as Zhao's cloth coins, while Zhao's cloth coins were printed as Wei's cloth coins, which made Wei coins and Zhao coins proud.
Fourthly, as far as the content of the textbook is concerned, some chapters of this textbook are applicable to large and medium-sized cities and other developed areas, but not to small towns and vast rural areas. First, there is a lack of auxiliary teaching materials, teachers' books, teaching wall charts, lamps, CDs and software. Supporting teaching materials are nowhere to be bought in the local area. Second, students' reading materials and practice materials have not been purchased. Therefore, "everything-oriented" has become an empty talk, and "people-oriented" has lost its meaning.
In a word, the arrangement of the new textbooks is not satisfactory, and it still needs further improvement.
Reflections on history teaching in junior middle schools. By studying "Emancipate the Mind, Trust Students to Prepare Lessons Seriously and Improve the Efficiency of Physics Classroom Teaching" by Mr. Wang, I understand that the teaching process is a process of participation, communication and interaction between teachers and students. Teachers should guide students correctly and give me a degree of guidance and guidance. Because class time is limited, we should give full play to students' dominant position, teachers should not pretend to be the host, and teachers' guidance should be timely and appropriate. It should be said that this puts very high demands on teachers, which requires teachers to master and thoroughly understand the teaching materials, and to clarify the requirements of curriculum standards and examinations. At the very least, what methods should we teachers use to make students better remember, understand and use what they have learned, especially some abstract and boring scientific knowledge? Teachers should consider all aspects in order to give students timely and appropriate guidance.
How to grasp the opportunity that the teacher knows? To make an inappropriate analogy, we can't let a child get up after falling, just like learning to walk. After all, our class time is limited, so we should give him a hand in time when he is about to fall to the ground and give full play to the guiding role of the teacher. For example, for a certain knowledge point, based on the actual situation of students, on the basis of giving students as much thinking and discussion as possible, the course task and content of this lesson can only be considered for 65,438+00 minutes at most. If the students have not thought and discussed the results after 15 minutes, they will continue to think and discuss. I think the teacher did not play a guiding role in time. I think if you haven't thought about the result after eleven or twelve minutes, you should prompt and prompt in time. Of course, teachers should know what to prompt and to what extent. Of course, the teacher must be clear about the reasons why students won't, so that we can have a clear goal, but the prompt is definitely not the answer to the question directly. Finally, let the students think and get the answer.
On the one hand, we should trust students, give them time to think independently, exchange and discuss in class, and let them move, but we should not let students get confused, so that the classroom can be "alive but not chaotic". We can flexibly deal with unexpected events in class, creatively use teaching materials and teaching plans, and effectively create a new realm of classroom teaching, thus improving the effectiveness of classroom teaching. As a front-line teacher, to be a good guide for students' learning, we must do all kinds of preparatory work before class, especially preparing lessons. Correct your role in classroom teaching and effectively guide students.
Reflection on junior high school history teaching 5 The new curriculum reform of junior high school history emphasizes "making the process of acquiring basic knowledge and skills become the process of learning and forming correct values at the same time" and "strengthening the connection between curriculum content and students' life, modern society and scientific and technological development". The new curriculum reform abandons the concept of knowledge-based and opposes the concept of ignoring students' feelings, experiences and needs and treating students as knowledge containers. However, knowledge itself is not excluded. On the contrary, the reform is to enable students to acquire more knowledge. Starting from the basic, universal and developmental characteristics of compulsory education, the new history curriculum requires students to master basic historical knowledge. Basic historical knowledge includes important historical facts and basic historical clues.
Some teachers pay more attention to the latter two in the process of realizing the three-dimensional goals of knowledge and ability, process and method, emotional attitude and values. Understanding of the task of history teaching from the perspective of classroom design and teaching process, some teachers ignore the teaching of specific knowledge, which shows that they don't talk about new knowledge in class or ask questions for students to discuss at the beginning.
As a result, students lack understanding and mastery of the basic knowledge of history, lack of specific feelings about history, and it is difficult to actively answer the questions raised by teachers, and even to start discussions. Teachers may think that students should be allowed to construct new knowledge, or that saying too much will put students in a passive position. But the reality is that students lack the necessary background knowledge and it is difficult to go deep into teaching activities, which makes both students and teachers in an embarrassing passive state. As we know, the task of history teaching includes many aspects, which are manifested in knowledge and ability, process and method, emotional attitude and values in the new curriculum standards. No matter how the goal of history teaching is divided, it is the concrete embodiment of the overall goal, and no aspect can be ignored. Moreover, it is precisely because of the rich connotation of history itself that history education has appeal and vitality.
Knowledge is the foundation, support, carrier and wing of students' development. Only by mastering basic historical clues and specific historical knowledge can students form their initial ability to learn history, truly learn to learn to learn, and produce patriotic feelings, sense of justice, sense of social responsibility, correct attitude towards life, and scientific outlook on life, world outlook and values. Without the necessary historical knowledge, it is difficult for students to carry out all activities and form all abilities, and the formation of thoughts, morality, emotions and attitudes will become blurred. Therefore, we should pay attention to avoid losing the overall grasp of the teaching objectives and fully and correctly understand the task of history teaching.
Reflection on History Teaching in Junior High School On Wednesday, the leaders of the county teaching and research section came to the school to attend classes and had a discussion. Through discussion and exchange, I have been greatly inspired and benefited, and have further thinking and understanding of the classroom. What kind of classroom should we build? Can the classroom become a paradise for students? Classroom is to let students' thoughts fly, and classroom is to educate people to become people and noble people. Our classroom should be further explored and improved from the following aspects.
1, all.
Only an education that allows every student to develop is a successful education, which is the premise of successful education. Is every student in our field of vision in class? Have we paid attention to every student? A few students can't participate in the learning and inquiry environment, and can't achieve their own goals, which makes classroom education for all awkward.
2. Build a knowledge system.
Pay attention to the construction of historical framework, through historical elements and their clues. Don't talk about textbooks, which lack the whole knowledge system and extension. Establish a network and pay attention to contact. The original complete knowledge system was artificially separated. After a class, people have a whole feeling.
3. All-round development.
Don't simplify classroom education. The goals of process and method, emotional attitude and values are presented and implemented with knowledge goals as the carrier. Don't turn the classroom into an intellectual classroom.
4. Strengthen teachers' lesson preparation.
From the breadth and depth of teaching materials. Emphasize the connection between ancient and modern knowledge, world history and current affairs and politics. History teachers should also learn to "merge similar items". New and old knowledge transfer, connotation extension in place, education goal implementation.
5. Learning plan is the second lesson for teachers.
The learning plan is the teacher's own teaching material, and it is the reprocessing, refining, integration and sublimation of the teaching material. This textbook is most suitable for the teacher himself and the students he teaches. Accurate design has not reduced the difficulty. Pay attention to creation, and create situations and States to solve problems. The answer to the question is not only the process of solving the problem, but also the process of thinking.
6. The group "really cooperates".
Group learning has both form and content. Explore the scientific strategy of group evaluation. Establish a group evaluation mechanism, and the footprint is clearly visible.
7. Historical thinking class.
History class also needs thinking. Remember that the discussion of problems should not be too simple, come straight to the point and discuss issues that do not need to be discussed. Integrate multimedia resources and make good use of them. Collect, integrate and make good use of network resources.
8. Enhance the situation of controlling the classroom, and let the teacher's gas field reach the corner of the classroom and reach the hearts of every student.
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