Time, for some people, is a poison, a poison that makes people aging.

For teachers, time is a panacea, which can make an ignorant newcomer grow into an experienced and excellent educator.

Three years is not a very short time, enough to change a person's life trajectory.

I didn't like being a teacher at first, because I believed in "a gentleman is immune to himself".

If you can't manage yourself well, let alone educate others.

However, after three years with those lively and lovely classmates, I unconsciously changed my mind.

I no longer hate this job.

I even like this job.

Whenever a student sees me and calls me "teacher", I feel that my work is particularly worthwhile.

History teaching in junior high school has its own characteristics and should be entertaining.

I used to teach in full accordance with the requirements of the teaching plan. When I went up and down, my classmates were very tired, and so was I.

After class, the students all said, teacher, talk more about knowledge other than lectures in class. We can understand the contents of the book.

Let me think about it.

So later, in addition to the necessary content, I emphasized that I made appropriate supplements according to the content of the text, and the students listened with relish.

In fact, it is not easy to have a good history class. A teacher once proudly told me that I also teach history.

I can hear you. The implication is that you are a bachelor of history. Everyone can teach history! But teaching history doesn't mean you know history.

Just as you can be an excellent Chinese teacher and math teacher, you can never be an excellent history teacher.

The so-called "there is specialization in the industry" is also.

I admit, in history teaching, I am too young to call everyone.

However, the princes will be better off. Ten years later, let's take a look.

At present, the historical status is not high, and only passing the exam is required in the middle school stage.

But the future development trend is that history, geography and other disciplines will be integrated into a big discipline, such as sociology in the west.

This urgently requires our teachers to improve their knowledge, cultivate open thinking and learn to look at problems from multiple angles.

There are many interesting people or things in history, and there are also many difficult mysteries.

History teaching not only caters to students' interests, but also has educational significance.

So how to combine the two is a big problem.

These problems can only be solved in practice.

Then, under the condition of new curriculum reform, how should teachers teach history well? I think the basic approach is as follows:

1. Renew ideas and raise awareness

School education should become a "living education", an education that really cultivates people and really promotes their development.

Therefore, in the face of new curriculum reform, new teaching materials, updating ideas and raising awareness are urgent tasks.

As a teacher, if you still blindly believe that studying history is for exams, it will violate the requirements of the new curriculum reform.

Nowadays, the teaching requirements of new history textbooks are not only at the level of exams, but also to cultivate students' ability to explore problems independently, to cultivate students' ability to contact history and analyze the cause and effect of certain events in the fields of politics, economy and culture in today's society, and to strive to improve students' quality, rather than to cultivate "nerds" who can only take exams.

2. Update the way of preparing lessons

According to the requirements of new curriculum reform and the characteristics of new history textbooks, history teachers make full use of some available materials when preparing lessons. These materials are not only textbooks, teaching reference materials and counseling materials in the traditional sense, but also make use of network resources, because the information on the network is very rich.

At the same time, teachers can also prepare some students' activities in preparing lessons, and in some classes, they can mobilize students to carry out autonomous learning and inquiry learning activities.

In fact, you can refer to the following methods to prepare lessons: (1) Before class, investigate what students want to learn in this class and what they are particularly interested in.

(2) Use the Internet to find some materials related to the teaching content that students are interested in.

(3) Changing the previous manual lesson preparation into electronic lesson preparation not only improves the efficiency of lesson preparation, but also improves the quality of lesson preparation.

(4) Strengthen collective lesson preparation and optimize individual lesson preparation.

Teams at the same level form a lesson preparation group, and all the members of the lesson preparation group get together regularly or irregularly to discuss the content to be taught collectively, such as: how to set teaching objectives and set teaching objectives at different levels according to the situation of students at different levels; What is the focus of this lesson and how to break through it; What are the difficulties and how to eliminate them; How to lead in this lesson has a good effect and can arouse students' interest in this lesson from the beginning; How to teach the teaching content can get better results; How to write the test after class and what kind of questions to write; In this class, what kind of activity plan should be made for students, and so on.

Through collective lesson preparation, the teaching framework of this class is obtained, and then teachers prepare lessons for the second time on the basis of collective lesson preparation according to the specific situation of individuals and class students.

In this way, preparing lessons not only fully realizes the teaching objectives, but also improves the efficiency of classroom teaching, thus embodying the word "live" required by the new curriculum standard.

3. Update classroom teaching methods.

The new curriculum reform and new textbooks attach great importance to classroom teaching methods, and clearly put forward that teachers should change their roles. Teachers are no longer mere disseminators of knowledge, but should become more guides of students' learning, collaborators and explorers who discuss problems with students.

Students' learning should also fully embody the concepts of autonomous learning, inquiry learning and cooperative learning.

These advanced teaching concepts and methods can't exist in cramming class.

Therefore, today's teachers should learn more about modern educational theory and technology, update classroom teaching methods, and strive to improve classroom teaching efficiency.

Applying modern educational technology to teaching and creating activity situations in classroom teaching are two better ways to improve classroom teaching efficiency.

(1) Use modern educational technology for classroom teaching. Teachers simulate and show the historical scene at that time by making multimedia courseware and integrating images and sounds.

In this way, students can have an immersive feeling, and then learn, feel and analyze history from the feeling, so as to remember history.

This is the great role of modern educational technology in history classroom teaching, which makes the classroom more vivid and easy to understand, can attract students' attention, stimulate students' interest in learning history, arouse students' enthusiasm in learning history, and greatly improve the efficiency of history classroom teaching.

(2) In the process of classroom teaching, create common forms of classroom activities in activity situations, such as group discussion, group debate, group data collection contest, classroom performance and other forms of classroom activities.

Sometimes, you can combine several forms of activities, which is more effective.

For example, when teaching the first volume of senior high school history (compulsory) and the special topic 1 the second lesson "the formation of centralization in Qin dynasty", an activity was designed: a simulation performance of the discussion on whether to adopt the county system or the feudal system.

Through activities, students not only learned knowledge, but also cultivated their own abilities of collecting information, analyzing and judging, and expressing orally, strengthened the cultivation of students' teamwork spirit, stimulated students' interest in learning history, changed their boring view of history class, and effectively improved the quality of classroom teaching.

4. Update the teaching evaluation mechanism.

In order to meet the requirements of the new curriculum reform, under the current situation, we are updating the teaching evaluation mechanism to objectively, fairly and comprehensively evaluate teachers' teaching and students' learning.

We pay more attention to the evaluation of process; In terms of evaluation criteria, it is not only limited to students' academic performance, but also pays attention to students' personality differences; In the evaluation method, we pay attention to both quantitative evaluation and qualitative evaluation.

Through comprehensive and in-depth evaluation, teachers' teaching enthusiasm can be improved, students' learning enthusiasm can be stimulated, and the teaching of new textbooks can be carried out smoothly.