Teachers should interact with students in class, not instill knowledge in books. Here I have compiled a case of reflection on history teaching in junior high school for you. Welcome to read the reference!
Case analysis of reflection on history teaching in junior high school Time flies, and another semester ends unconsciously. Through history teaching, I deeply feel that the task of history teaching is long and arduous, and it is a long and arduous project. At the same time, I deeply appreciate the fun of history teaching, and there are always things that I can't dig. Below I will make the following reflections on junior high school history teaching and share them with you.
First of all, it is a key issue to mobilize students' enthusiasm for learning history. Associative teaching method is to better combine students' characteristics, mobilize students' enthusiasm and initiative through vertical and horizontal connections, and thus achieve remarkable teaching results.
Before the implementation of the new curriculum, most of the teaching is to adapt to the exam-oriented education, so most teachers mainly explain and summarize, while students are the audience. Now, after the implementation of the new curriculum, the content is more about combining the characteristics of the times of students. At the same time, teachers are required to change the past "spoon-feeding" teaching methods and give students autonomy in class and study. In fact, teaching and learning are interactive. Teachers and students inspire each other, communicate with each other and complement each other. In this process, teachers and students share their thoughts, experiences and knowledge, exchange their feelings and realize their own ideas, thus reaching a consensus and realizing the common development of teaching. Therefore, I personally follow the teaching materials and give priority to instructions, so that students can exert their imagination, get in touch with known knowledge, give full play to their initiative in learning, let students discuss with teachers step by step, and let students enjoy themselves in the ocean of knowledge life. This teaching method of stimulating students' learning initiative and discussing and communicating with teachers is called associative teaching.
This teaching method is just suitable for students' characteristics of the times. Because today's students, who grew up after the reform and opening up, accept the concept of diversity and don't have too many rules and regulations in their minds; There are many ways to acquire knowledge: movies, TV, magazines, books and periodicals, internet, etc. Therefore, the acquisition of knowledge is diversified, and there are also true and false. They know everything from astronomy to geography, and their knowledge is varied, including a lot of historical knowledge. Teaching reflection "Reflection on junior high school history teaching". They know Bush's re-election as president of the United States and the disaster caused by this tsunami, and that China is "Korean Wave" and "plunder" today ... They are diligent in thinking and often ask why the real problems are specious and easily confused by the surface of things. Their curiosity, thirst for knowledge and quick memory make them rich in imagination, broad in thinking ability and good at independent thinking.
In fact, our history is also rich and colorful. Politics, economy, military affairs, literature and natural science all have historical shadows. History knowledge is so similar to teenagers' psychology of seeking knowledge that the process of history teaching should be colorful, and the key is the correct guidance of teachers. This kind of associative teaching method. It is one of the important ways to conform to teenagers' psychology and stimulate students' interest in learning history. This method strives to make history close to students, close to the present, and let students realize that history is around us, so it is not unattainable and unattainable. This kind of associative teaching method is actually what we are familiar with as "reviewing the past and learning the new". First of all, review the "old" history and learn new things. For example, if we want to talk about China's reform and opening up, we can first analyze it through the example of Shang Yang's political reform. The fact that Shang Yang's political reform was supported by most people made students realize that Shang Yang's political reform was the need of the development of the times, the need of the great cause of Qin reunification and the interests of most people. The same is true from ancient times to the present. Combining with the great cause of China's reform and opening up today, it is precisely because of a series of lines, principles, policies and measures formulated by China in the new situation that it has won the support of the broad masses of the people and achieved remarkable achievements. In this way, we can understand and deepen the current new knowledge by reviewing the old knowledge before, and we can also consolidate the old knowledge.
Secondly, we can learn from the "old" of other disciplines (contact the knowledge of various disciplines). 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 background of Chinese text is history, and the development course of biology, mathematics, physics and chemistry 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.
These are some of my personal experiences. In a word, history teaching is not a one-off event, which requires each of our history teachers to persevere and be brave in innovation. Under the spring breeze of curriculum reform, every history teacher should seize the opportunity and make due contributions to the education of the motherland.
Case analysis of reflection on history teaching in junior middle school. It is important to make good use of historical allusions and idioms.
1. Using idioms and allusions can cultivate students' interest in learning. For example, the military idioms and allusions in the textbook of the first day of junior high school, such as "Know yourself and know yourself, and fight in every battle", "Retreat from three schools", "encircle Wei to save Zhao", "stop flogging" and "fear everything", fully reflect the vastness and grandeur of the ancient battlefield. These idioms and allusions can stimulate students' curiosity and interest, so that they can not only master scientific historical knowledge, but also help to promote the development of students' thinking activities.
2. Idioms and allusions can be used to educate students, such as Mencius' "People value the monarch" and Emperor Taizong's "Jun, Zhou Ye"; People, water also, water can carry a boat, but also overturn it ",clearly put forward the position relationship between the monarch and the people, so that students can realize the foresight and dialectical thought of ancient thinkers and politicians. An allusion and an idiom can enliven the classroom atmosphere. For example, the phrase "referring to a deer as a horse" can show Zhao Gao's ugly face of turning black and white. The word "unwarranted" can make students realize the image of a traitor like Qin Gui, and students can naturally understand all its connotations. Idioms and allusions play an important role in teaching.
Second, the use of multimedia saves time and improves efficiency.
The characteristics of history determine that there are many words and pictures in this course. It will be time-consuming for students to read the text (including printed materials) and textbook illustrations comprehensively. With the help of the existing equipment in Suijiang No.1 Middle School, such as computers, projectors, electronic whiteboards, electronic pens, stereos, etc. Using multimedia courseware in teaching can not only enhance the intuition of teaching, but also save students' time of reading materials and teachers' time of writing on the blackboard in class. For example, when I was teaching xxx, I inserted a video of Zhou Enlai struggling in the crisis, mastered the contributions made by xxx and Zhou Enlai, and made students deeply understand the harm that xxx brought to China. This not only saves time and increases efficiency, but also enlivens the classroom atmosphere. However, opposing "showing movies" when using multimedia is not to make a class lively and watch movies for entertainment, but to meet the needs of history teaching and enhance the effectiveness of the classroom.
Third, the teaching history of broken mortar and mortar removal.
1. Changing ideas: world outlook determines methodology. So what people think is very important. Change the concept that "history is a minor subject", change the concept that "I am not interested in history, so I don't (want to) learn", and attach importance to history from the heart-a subject that cultivates quality. We don't like history, but we should understand history, the history of our motherland and the history of foreign countries. It can be said that understanding history is a basic quality of modern people, because history is a mirror.
2. Cultivate interest: Interest is the best teacher. Although interest can't determine everything, it is very important to cultivate interest for learning history well. If you are not interested, you will find it difficult to study history. Only when you have a strong interest in learning can you overcome setbacks and persevere.
3. Cultivate the initiative of learning and truly understand and grasp the law of learning: What is the initiative of learning? Just don't rely on others to urge you, and don't study under the impetus of external forces. How can we cultivate the initiative of learning? One is to have a clear learning purpose. Stalin famously said, "Great perseverance leads to great goals." Only by clarifying the purpose of learning and realizing the importance of learning can we give full play to the subjective initiative of learning and study consciously and persistently. Second, we should adopt a positive learning attitude, study each course in a planned way, pay attention to careful preview before class, pay attention to what the teacher wants to say, mark difficult questions, and pay attention to the teacher when explaining.
4. The combination of "reviewing the old and learning the new" and "reviewing the old and learning the new". "Reviewing the past and learning the new" embodies the law that the learning process cannot be completed at one time, and the cognitive process is bound to be cyclical and spiral. It warns us to gradually digest knowledge and avoid swallowing it. Some knowledge should be considered from the outside to the inside. Some knowledge is learned from this to that, and it is integrated; Some knowledge should be introduced into the prophet, through analogy; Some knowledge should be combined with practice and understood concretely. However, "reviewing the past and learning the new" has congenital deficiency, narrow knowledge and difficult to go deep. Therefore, in practice, "reviewing the past to learn the new" moves towards "reviewing the past to learn the new", and finding methods and rules from the latter, which complement "reviewing the past to learn the new", has become an important principle in learning methods. "Reviewing the past and learning the new" is not limited to the old knowledge. While constantly exploring new knowledge, we should form a knowledge network system with old and new knowledge, showing the inherent logical relationship between knowledge, thus transforming our ability and improving our quality.
In fact, there is no need to learn history by rote. Just read the textbook carefully and read it several times, remember the background, process and significance of the event, and sort out historical clues.
6. Listen carefully in class, remember more, recite more, and remember some historical years in the context. When mastering questions and answers, we should first have a clear understanding of the background of historical events, and then use what we have learned to answer them, so as to understand and remember them. Reading more extracurricular history books can not only increase your knowledge, but also help you understand history texts.
7. Mastering historical knowledge, one is to have a comprehensive and in-depth understanding of the text, the other is to carefully record the key contents put forward by the teacher at ordinary times, and the third is to recite; But even if you recite, you should pay attention to the method: take time as the main axis to form clues to the evolution of historical events. Take "North American War of Independence" as an example, and string the events 1775, 1776, 1777 and 1783 into a historical clue. We can also take the nature of historical events as the central point, and compare the memories of events with the same nature together, such as the American Revolutionary War, the British bourgeois revolution, the French Revolution and so on.
8. Ability to analyze historical facts and understand. Therefore, history should be remembered on the basis of understanding and further understood and applied on the basis of memory. It is very important to clarify a clue, the relationship between historical events and the cause and effect of each historical fact in future historical research. At the same time, we should closely link history with the methodology of Marxism-Leninism and correctly evaluate every historical event under the guidance of methodology.
Fourth, some suggestions.
1. Read more, read more, read more. Books are the ladder of human progress, and books are good friends of human beings. Teacher Zhu Yongxin once wrote in "Reading, Let the National Spirit Rise": "Reading keeps poverty and mediocrity away from us; Reading, let erudition and wisdom enrich us. " Only by reading can we learn Chinese and western, learn ancient and modern, convince students and satisfy ourselves.
2. Think more and think more. Suhomlinski, an educator in the former Soviet Union, said: "There is always a deep-rooted need in people's hearts, that is, to be a discoverer, researcher and explorer." Teachers should think, use their brains and give full consideration to my class: what to teach? How to teach? Why do you want to teach like this?
3. Communicate more, cooperate more and reflect more. The great scientist Newton said, "I stand tall because I stand on the shoulders of giants." Since great men are so modest, why can't we lean down and discuss classroom teaching with our colleagues? Only by calming down to study can we improve, learn and then know less and make greater progress.
How to create an efficient history classroom? This requires teachers to explore, practice and reflect constantly in the teaching practice, aiming at making history teaching the best and making students' historical literacy by going up one flight of stairs and make continuous progress.
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