Many educational experts have put forward different standards and views on what is an effective classroom.
I agree with this view: in history classroom teaching, it mainly means that after a period of history teaching by teachers, students have made more or less concrete progress or development in knowledge and mind domination.
Whether students acquire, progress or develop (whether explicit or implicit) is the only indicator to measure the effectiveness of teaching.
The classroom teaching we are talking about now is a classroom that serves students and aims at their growth and development.
No matter how our teaching concept changes, no matter how our teaching ideas or teaching methods are updated, the effective classroom and effective teaching we are concerned about should always remain unchanged.
In other words, while paying attention to the efficiency of classroom teaching, we should pay more attention to the living conditions of people in teaching, especially the living conditions of teachers and students.
The process of pursuing effective teaching is essentially a process of interaction and common growth between teachers and students.
And effective classroom is an important carrier of effective teaching. To achieve effective teaching, it is necessary to make good use of the classroom for 40 minutes, put the foothold of classroom teaching on students, and let students be willing to learn, learn independently and learn to learn.
Let's talk about it in combination with my teaching practice.
First, cultivate students' interest in learning history and stimulate students' thirst for knowledge and curiosity. Einstein said: "Interest is the best teacher.
If you are interested in something, you will take the initiative to approach it and think about it, and you will take the initiative to put forward your own views and opinions.
Therefore, in history teaching, it is an indispensable and important link to cultivate students' interest in learning history.
1。
In practice, I often design leads that can arouse students' curiosity and interest according to different teaching contents, or introduce new courses in a novel way. For example, when I talked about the Taiping Heavenly Kingdom Movement, I asked students to recall their impressions after learning the Taiping Heavenly Kingdom Movement in junior high school. As a result, everyone had a discussion. When I was talking about the Reform Movement of 1898, I wrote three words on the blackboard at the beginning for students to recognize, and then introduced them, which not only stimulated the interest in learning, but also implemented the basic knowledge.
2. History itself is vivid, rich and interesting, but after being written into history textbooks, many things become very boring.
When I was teaching the modern history of China, I introduced some audio-visual materials, such as Lin Zexu and the Nanjing Massacre. Using multimedia information technology, I have created various situations for students with the characteristics of illustrated pictures, synchronized audio and video, and dynamic and intuitive images, so that students can be immersed in the scene, mobilize students' multiple senses to participate in teaching activities, and stimulate students' interest.
In this way, the classroom atmosphere is active, passive learning is changed into active and happy participation, and the teaching task is well completed.
Second, elaborate inspiring questions, create new situations and cultivate students' thinking ability. Constructivist learning theory holds that "knowledge is not acquired by teachers, but by students in a certain situation, with the help of others (teachers and students) and necessary materials, through the way of meaning construction."
The core of this theory emphasizes that students are the main body of learning.
When students build their own knowledge system and knowledge structure, teachers must fully motivate students to refine information, master methods, learn to use and create, and constantly develop themselves in the process of thinking, thinking, doing and practicing.
First of all, teachers should show their thinking process to students as a demonstration; In the process of teaching, carefully design inspiring questions, guide students to think, let students discuss in groups, summarize the discussion results, and express them in turn, paying attention to the combination of history and theory when expressing; Teachers evaluate students' thinking process, so that students can practice bilateral teaching activities in active participation and cultivate creative thinking.
Zankov, a Soviet educational psychologist, said: "Teaching students to think is the most precious capital in their life.
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Third, guide students to write study outlines, sum up historical knowledge, and cultivate students' historical learning ability.
"Giving people fish" is the crystallization of China's past teaching experience.
From the perspective of modern teaching theory, "teaching"
The real meaning of "learning" should be how teachers teach and how students learn. Only by letting students learn to read and teaching students to learn can teachers teach them the key to unlock information.
Reading textbooks is an important way to acquire historical knowledge, improve students' grades and cultivate intelligence.
An important premise.
Therefore, teaching students to read textbooks is an important part of history classroom teaching.
I ask students to preview and write a study outline before the new lesson; Summarize the knowledge of the whole class after class, and make clear the key knowledge and difficult knowledge of this section.
Because of the complexity of the history subject, there are many things to remember, which students can easily encounter when they first read it.
Obstacles, there are also some students who can't grasp the main points and the contents of memory because of their poor foundation and poor reading.
In the initial stage, I made clear requirements for students and made demonstrations, such as the May 4th Movement.
I first guide the students to read the first to third paragraphs. After reading, ask the students to summarize the central meaning of these paragraphs is background.
Then carefully analyze the central meaning of each paragraph, that is, how much sports background?
Layer.
After gradually mastering the basic knowledge of this section, guide students to analyze the key knowledge and difficult knowledge of this section.
And the knowledge system is summarized.
After a period of training, students gradually mastered this method.
Guiding students to sort out and summarize historical knowledge can help students master basic knowledge and improve their academic ability.
Because in this process, we must first read the textbook carefully and understand the knowledge points in the textbook and the relationship between them. Only by truly understanding the relationship between various knowledge points and their positions can we effectively arrange knowledge points.
This enables students to deepen their understanding of knowledge points. Once the accurate knowledge structure is sorted out, the knowledge points are firmly fixed on the branches of the knowledge structure, so that the knowledge points in students' minds form a three-dimensional tree of basic knowledge from point to line, from line to surface and from surface to surface.
Secondly, when writing an outline, students must analyze, summarize and generalize the teaching materials, and make the contents of the teaching materials orderly and meaningful through thinking, which will undoubtedly promote the development of students' thinking ability.
Students' history learning ability has been improved, including reading ability, inductive comprehensive ability and thinking ability.
To sum up, to improve the effectiveness of history classroom teaching, we should start with the cultivation of interest and let students "enjoy learning" and "want to learn"; We should take the cultivation of thinking ability as the main method to make students master procedural knowledge and stimulate their inner motivation of "being happy to learn" and "wanting to learn"; We should take the cultivation of self-study ability as the main way, so that students can master learning methods and really learn to learn.
As long as students "enjoy learning", "want to learn" and "know how to learn", the effectiveness of history teaching can be improved and the goal of history teaching can be realized.