Narrative model essay on junior high school history education 1
Frontier Crisis and Teaching Narrative of the Sino-Japanese War of 1894-1895
When I was teaching this lesson, something happened: after the bell rang, I went into the classroom and opened the multimedia courseware. A picture of the Battle of the Yellow Sea appeared in front of the students? Chinese and Japanese warships were fighting at sea, and a poem appeared on both sides: "This day is full of tears and there is a strong naval force." Then I told my classmates, "Students, this elegy was written by the people to mourn the national hero Deng Shichang. In the Sino-Japanese War, Deng Shichang led the Zhiyuan ship to be unfortunately injured and the ammunition was cut off. Calm and calm, he ordered his men to rush to the Japanese pioneer command ship Yoshino, determined to die together. Yoshino escaped, attacked the Zhiyuan ship with fast guns and torpedoes and sank into the Yellow Sea. After the sacrifice, the whole country shook, and Emperor Guangxu wept bitterly, and personally wrote couplets for him, praising Deng Shichang's great achievements in the Yellow Sea War. At this time, I remembered Yue Fei, a famous anti-gold star in the Southern Song Dynasty. His mother-in-law was tattooed with "loyalty to the country". I want to highlight Deng Shichang's achievements with famous historical sentences and naturally introduce new lessons.
At this moment, a student raised his hand and asked to speak, saying, "Teacher, I know that loyalty to the country is the word tattooed on the back of Yue Fei, a famous anti-gold star in the early Southern Song Dynasty. What do Yue Fei and Deng Shichang have in common? "
For this "Cheng", I commend them for their quick thinking, bold questions, slow speed and quick response. If we discuss this problem with them, the teaching task will be difficult to complete, which is not a topic of interest to the whole class. This link is not in my lesson plan. If you use the usual means before, "can we discuss this problem after class?" Obviously, it is a "diplomatic rhetoric" to students (in fact, teachers are not allowed to discuss it) and continue to introduce students into my carefully preset teaching procedures. In doing so, students' enthusiasm, curiosity and creative thinking are likely to be stifled! I decided to give up the multimedia courseware I had made and said to the students, "When we are a trio, we must learn from each other. I don't know how to answer your question at the moment. I think as long as we study, we can find all the problems. " Now I suggest studying in groups. If you like, you can take a team to start with the elegiac couplet, and inspect the geographical environment of the Yellow Sea, understand the difficulties that Deng Shichang overcame in the Yellow Sea War, understand Deng Shichang's patriotic feelings against Japanese imperialism, and report their gains to the students. The second group examines the position of the Yellow Sea in China's coastal defense from the perspective of national security in the Qing Dynasty, so as to understand why Deng Shichang insisted on fighting Japanese imperialism with warships and survived, and the significance of this move. The third group inspects the historical positions of the Yellow Sea and the Korean Peninsula to see if you can tell your classmates the historical facts of Japanese aggression with your textual research facts. The fourth group, investigating the historical process of Deng Shichang in the Yellow Sea War, requires that the route, measures, process and results of the naval battle be made clear, each group forms written materials, the teacher makes necessary supplements or corrections, and appropriately affirms the students' achievements. Some places have discussed it with students again. In this way, teaching one class is more than enough, but as a result, I spent two classes, but after completing the teaching task of this class, students gained a sense of satisfaction and a sense of accomplishment as a master of learning. Since then, I have found that these two students are very kind to their teachers, and many students have high enthusiasm for class.
The design and organization of teaching is flexible, which provides space and opportunities for teachers' creative work. Our history teachers should dare and be good at making use of this space and opportunity, "think big and start small", make overall consideration, make overall plans, make specific arrangements and organize carefully, and they will certainly be able to handle the use of new textbooks, embody the concept of new curriculum reform and show their teaching expertise and characteristics. In the current experiment of new history curriculum, what is needed is what teachers teach, what students learn, what textbooks to use and what to do in teaching.
Narrative model essay on junior middle school history education II
Who doesn't want to develop? Who doesn't want to get professional growth in education and teaching practice? In order to explore the real significance of daily history teaching to the professional development of history teachers in rural junior middle schools, I adopted the methods of discussion, questionnaire survey and on-site lectures to find out to what extent their teaching behavior has been updated, trying to analyze the "root" and "root" of the problem, and get some enlightenment from it, so as to promote the pace of self-renewal and professional development of rural history teachers. To my surprise, in the discussion and interview questionnaires, it seems that the teachers are very tired and helpless. Many rural junior high school history teachers only regard education as a profession, and think that their history teaching activities are very tired and passive, and there is little internal demand for emotional input and development of history teaching activities.
one
Education is changing with each passing day, which is reflected in the following trends of teachers' professional development: from pursuing the number of teachers to pursuing the quality of teachers, from maintaining the status quo of teachers to pursuing teachers' Excellence. On the one hand, educators generally believe that lasting and high-quality teacher training is the basis for the success of a school's development and reform. On the other hand, the majority of history teachers think that teachers' lives are too bitter, too tired and too boring, which seems to be a new contradiction. Based on this development trend and new contradictions, how to promote the professional development of history teachers in rural junior middle schools and how to realize their professional development have become new problems faced by teacher education under the background of new curriculum reform. Many scholars believe that the realization of teachers' professional development must rely on teachers' educational practice. However, due to many reasons, the quality of history teachers in rural junior high schools can't catch up with that in urban junior high schools. How to guide junior high school history teachers to rely on their own teaching practice to promote professional development? In my opinion, we must take the study of "educational narrative" as the driving force, guide the internal professional structure of rural junior middle school teachers to be constantly updated, evolved and enriched, and enable them to form the ability of "self-summary, self-development and self-improvement" in the process of "educational narrative" research.
two
The so-called narrative of education and teaching refers to the way to describe education and teaching events through the narrative of the story of the subject of education and teaching, so that the writing of one's own education and teaching stories, the writing of education and teaching logs and the recording of education and teaching traces gradually become a part of teachers' life and an important part of teachers' growth files.
It is true that the professional development of junior middle school history teachers not only refers to the necessary quality of teachers' professional development, but also depends on how to further improve the historical quality structure in practice. Practice should not avoid education and training, but we should see that the study of "narrative of education and teaching" can not only promote the common professional development of rural junior high school history teachers in the education and teaching practice with school-based characteristics, but also lead the vast number of rural junior high school history teachers to further generate educational wisdom with these vivid education and teaching examples. However, it needs to be emphasized that teachers don't write educational and teaching stories to show off some research results, but their fundamental purpose is to make the majority of rural junior middle school history teachers reflect on their classroom teaching and seek a breakthrough in improving teaching and developing themselves by constructing their own educational and teaching stories.
three
Then, how to promote the narrative research of history teachers' education and teaching in rural junior middle schools? We must straighten out the relationship between dripping water wears away the stone and self-renewal, and at the same time form a new view of teaching and students, and in the process of practical education and teaching, make the reform concept of the new curriculum "zero distance contact" with education and teaching practice, so as to effectively improve students' ability. The key lies in the repositioning of history teachers in rural junior middle schools.
1. Examine the new concept of the new curriculum from a brand-new perspective. "For the development of every student" is the soul of this new curriculum reform, which fully embodies the people-oriented educational thought. To transform the ideas advocated by the new curriculum into the beliefs of every rural history teacher, it takes a step-by-step process from ideological understanding to thinking habits, which cannot be achieved overnight. How to advance? We can use the narrative research method of education and teaching, reform the history classroom teaching by reflecting our own teaching behavior, promote our own curriculum consciousness, student consciousness, opening consciousness and problem consciousness, and influence and change students' learning methods. Why? Because the new round of curriculum reform is not only a simple change of a set of teaching materials, but also an innovation of educational ideas and a thorough change of talent training mode, classroom teaching methods and students' learning methods. Under the background of the new curriculum reform, the role of history teachers is not only to teach students ready-made knowledge, but more importantly, to guide students to actively explore and help them build hard. It is to cultivate students' multi-level and multi-angle thinking, give them more appreciation, and satisfy the most essential "demand for respect and appreciation" in students' "potential".
From this point of view, if the majority of junior middle school history teachers can consciously participate in the narrative research of education and teaching, they can gradually form new educational ideas in updating their thinking mode and value orientation, which will not only make the history curriculum reform truly successful, but also urge students to change their history learning methods, inspire them to become masters of history classroom learning activities, and enable students to learn to recognize, think and use, and develop good study habits that will benefit them for life.
2. On the basis of "making good use of" teaching materials, try to surpass them as much as possible. The new round of curriculum reform advocates that schools and teachers become an important force in the development of curriculum resources, and textbooks are no longer the only curriculum resources. The new curriculum provides a platform for teachers to play their initiative and creativity, which is convenient for teachers to use teaching materials creatively in teaching. The vast number of rural history teachers consciously participate in the narrative research of education and teaching, so that they can give full play to their wisdom, make the teaching materials more lively in the process of continuous expansion and supplement, and make history teaching more colorful in the process of bold transformation. Baoying, located in the hinterland of central Jiangsu, is entering a high-speed era from the canal era under the dual nourishment of canal culture and Yangtze River culture. If rural history teachers ignore these changes around them in teaching practice and just teach textbooks step by step and put aside rich history, it will inevitably lead to the waste of fresh and excellent historical resources, and over time, the enthusiasm of middle school students for learning history will slowly lose.
3. Ask yourself to be an expert in history education, and keep learning and pursuing. The majority of history teachers must seriously study the new curriculum standards, so as to master the most cutting-edge educational theory and the most effective teaching methods. Once the vast number of history teachers devote themselves to the narrative research of education and teaching under the background of the new curriculum reform, they will obviously feel a significant change in the new textbooks, that is, on the surface, the difficulty is reduced, but the coverage is wider, requiring teachers' own knowledge reserves to adapt to this change and try their best to meet the learning needs of students.
There are many pictures, words and expositions in history textbooks, and every history teacher must think about the problem of "how to teach history". Under the new curriculum concept, middle school history teachers must constantly enrich their knowledge reserves and expand their subject knowledge, in order to master the increasingly open classroom with ease, which means that teachers should not only have solid professional knowledge, but also understand related disciplines and even natural sciences. Every teacher will face some problems after teaching, such as age growth, emphasis on tasks, lagging educational concepts, aging knowledge, conservative teaching methods and means, etc. No matter let nature take its course or pursue it constantly, we need to learn "educational narrative" to urge more rural junior middle school history teachers to have modern educational concepts, master modern educational technologies, have a reasonable knowledge structure and become expert history teachers as soon as possible.
Therefore, the majority of junior high school history teachers must pay attention to the ever-changing society, make the history class close to the vibrant life as soon as possible, so as to promote the synchronization of history teaching and life, and actively participate in the research of "educational teaching narrative", which will make the majority of history teachers imperceptibly in their daily history teaching work and accelerate the pace of self-renewal.
The times require the majority of history teachers to re-learn, and this re-learning is not only the expansion of the general level, but also must stand at a certain height. The vast number of rural junior middle school history teachers can completely reflect on their own history classroom teaching practice through the narrative research of education and teaching in the process of "re-learning"; In the process of perseverance, we should seize the opportunity and meet the challenge, make our own history teaching practice a process of continuous improvement, make the history classroom more full of humanistic spirit, and let students have more innovative thinking.
Narrative model essay on junior middle school history education III
I learned a special lecture on "Difficulties and Teaching Strategies of China History Teaching in Junior Middle School", and I was deeply touched. Especially this sentence: "The teaching difficulties should be determined according to the actual level of students. The same problem is difficult for students in some schools and classes, but not for students in other schools and classes. "
Below I will talk about my own experience in teaching the first-grade history "Development of Jiangnan Area" before and after learning "Difficulties and Teaching Strategies of China History Teaching in Junior Middle School".
Teaching methods before national training;
1. The teacher can ask: What was the final outcome of the Three Kingdoms? Ask the students to answer the questions according to the hearsay or the narration in the textbook. Attention should be paid to correcting the rumors that do not conform to historical facts in students' answers. After the students answer, teachers can add some interesting stories according to the actual situation in teaching.
2. The decline of the ruling group in the Western Jin Dynasty, the disputes of the royal family, the internal migration of the northern minorities and other issues can be handled by teachers. When talking about immigration, we should pay attention to using maps to let students know the situation of immigration intuitively. Then ask the students to summarize the reasons for the short life in the Western Jin Dynasty. The teacher summarizes the reasons according to the students' answers, and points out that the reasons for the short life should include three aspects: the decay of the ruling group in the Western Jin Dynasty, the civil strife of the ruling group, and the opportunities for the ethnic minorities who moved in.
3. Teachers can make their own maps or mark them on the existing maps to introduce the pattern of the sixteen countries in the Eastern Jin Dynasty and the unification of the north by the former Qin Dynasty. Teachers can introduce the teaching content about the battle of water by asking students whether they know the idioms "flogging to cut off the flow" and "every grass and tree is a soldier". Students can also be encouraged to find out the meaning and origin of these two idioms from the textbook itself.
4. The teaching of the Battle of Feishui must be lively and interesting, so as to adjust the classroom atmosphere and cultivate or protect students' interest in learning history. According to the actual situation, we can use imagination map, map, multimedia courseware or storytelling to teach. The most important thing is to encourage students to think independently and express their opinions fully when analyzing the reasons for the defeat of the former Qin Jun Feishui War.
5. About the development of Jiangnan, you can enter the teaching from the guide frame of this lesson, so that students can explain the situation of Jiangnan in Han Dynasty first, and then explain the situation of Jiangnan in Southern Dynasties. Then ask: "Why are these great changes happening?" Students are required to master the conditions and reasons for the development and changes in Jiangnan. Because this part is the core content of this lesson, teachers must not ignore the necessary narration and guidance in the process of students' thinking, activities and inquiry.
6. Finally, the teacher can make a simple summary and refer to the basic context of this lesson and the corresponding major events analyzed in "Emphasis and Difficulties", so that students can form an overall understanding of this lesson.
Although the review and explanation are detailed and the teaching level is clear, the old teaching concept of teachers leading students to learn has not been shaken off. Students have no self-awareness in class and are in a passive acceptance state. To awaken students' self-awareness in teaching, students must be prepared when preparing lessons.
When preparing lessons, teachers should think about how students learn, not how teachers teach. In teaching, we should use a variety of strategies to give students the opportunity to learn independently and improve their autonomous learning ability.
The teacher clearly pointed out in the lesson "Difficulties in China History Teaching and Teaching Strategies in Junior High School" that "the teaching difficulties are not static." "The difficulty of teaching should be determined according to the actual level of students. The same problem is difficult for students in some schools and classes, but not for students in other schools and classes. " "The main basis for determining teaching difficulties is students, and teachers should know their teaching objects." "Students are the masters of learning and the main body of teaching activities. In order to determine the teaching difficulties, teachers must know their own teaching objects, students' cognitive characteristics and learning basis. "I think the above four points are the most important, so teachers' teaching must be closely combined with students' learning. Students should think, so should teachers.
I learned a special lecture on "Difficulties and Teaching Strategies of China History Teaching in Junior Middle School", and I was deeply touched. Especially this sentence: "The teaching difficulties should be determined according to the actual level of students. The same problem is difficult for students in some schools and classes, but not for students in other schools and classes. "
Below I will talk about my own experience in teaching the first-grade history "Development of Jiangnan Area" before and after learning "Difficulties and Teaching Strategies of China History Teaching in Junior Middle School".
Teaching methods before national training;
1. The teacher can ask: What was the final outcome of the Three Kingdoms? Ask the students to answer the questions according to the hearsay or the narration in the textbook. Attention should be paid to correcting the rumors that do not conform to historical facts in students' answers. After the students answer, teachers can add some interesting stories according to the actual situation in teaching.
2. The decline of the ruling group in the Western Jin Dynasty, the disputes of the royal family, the internal migration of the northern minorities and other issues can be handled by teachers. When talking about immigration, we should pay attention to using maps to let students know the situation of immigration intuitively. Then ask the students to summarize the reasons for the short life in the Western Jin Dynasty. The teacher summarizes the reasons according to the students' answers, and points out that the reasons for the short life should include three aspects: the decay of the ruling group in the Western Jin Dynasty, the civil strife of the ruling group, and the opportunities for the ethnic minorities who moved in.
3. Teachers can make their own maps or mark them on the existing maps to introduce the pattern of the sixteen countries in the Eastern Jin Dynasty and the unification of the north by the former Qin Dynasty. Teachers can introduce the teaching content about the battle of water by asking students whether they know the idioms "flogging to cut off the flow" and "every grass and tree is a soldier". Students can also be encouraged to find out the meaning and origin of these two idioms from the textbook itself.
4. The teaching of the Battle of Feishui must be lively and interesting, so as to adjust the classroom atmosphere and cultivate or protect students' interest in learning history. According to the actual situation, we can use imagination map, map, multimedia courseware or storytelling to teach. The most important thing is to encourage students to think independently and express their opinions fully when analyzing the reasons for the defeat of the former Qin Jun Feishui War.
5. About the development of Jiangnan, you can enter the teaching from the guide frame of this lesson, so that students can explain the situation of Jiangnan in Han Dynasty first, and then explain the situation of Jiangnan in Southern Dynasties. Then ask: "Why are these great changes happening?" Students are required to master the conditions and reasons for the development and changes in Jiangnan. Because this part is the core content of this lesson, teachers must not ignore the necessary narration and guidance in the process of students' thinking, activities and inquiry.
6. Finally, the teacher can make a simple summary and refer to the basic context of this lesson and the corresponding major events analyzed in "Emphasis and Difficulties", so that students can form an overall understanding of this lesson.
Although the review and explanation are detailed and the teaching level is clear, the old teaching concept of teachers leading students to learn has not been shaken off. Students have no self-awareness in class and are in a passive acceptance state. To awaken students' self-awareness in teaching, students must be prepared when preparing lessons.
When preparing lessons, teachers should think about how students learn, not how teachers teach. In teaching, we should use a variety of strategies to give students the opportunity to learn independently and improve their autonomous learning ability.
The teacher clearly pointed out in the lesson "Difficulties in China History Teaching and Teaching Strategies in Junior High School" that "the teaching difficulties are not static." "The difficulty of teaching should be determined according to the actual level of students. The same problem is difficult for students in some schools and classes, but not for students in other schools and classes. " "The main basis for determining teaching difficulties is students, and teachers should know their teaching objects." "Students are the masters of learning and the main body of teaching activities. In order to determine the teaching difficulties, teachers must know their own teaching objects, students' cognitive characteristics and learning basis. "I think the above four points are the most important, so teachers' teaching must be closely combined with students' learning. If students want to think, teachers must give students time to ask questions and think. This requires teachers to ask questions, let students explore and interact with each other, encourage students to think through exploration and interaction, and let students learn independently, so as to achieve the expected teaching effect. The following is an attempt after training and study in China:
In the course of "Economic Center Moves to the South", because the first-year students are young, lack direct life experience and know little about agricultural production, it is difficult for them to understand the reasons for the economic development in the South.
Ploughing Map has important historical value, and it is a rare image material for us to understand the agricultural production in the south of the Yangtze River in the Song Dynasty. Textbooks use ploughing maps to illustrate the development of agricultural production in the south of the Yangtze River in the Song Dynasty. In classroom teaching, teachers can guide students to dig the main information contained in the plow map and find out several reasons for the development of agriculture in South China.
The main practices are as follows:
First, teachers can guide students to understand that Jiangnan has superior natural conditions for developing agriculture by observing the green mountains, green waters and fertile fields on the plough screen and associating the warm and humid climate in Jiangnan.
Secondly, teachers should guide students to understand that this kind of scene can only appear under the condition of social stability through the tense and orderly labor scene depicted in the plow map and the scene of landlords enjoying the pastoral scenery leisurely; Connecting with the historical facts of frequent wars in the Yellow River Basin from the late Tang Dynasty to the Northern Song Dynasty, students realized that the society in the south of the Yangtze River was relatively stable at that time, which created conditions for the development of agriculture.
Thirdly, when a car overturned on the plow map, teachers should guide students to realize that the northerners moved south, which not only provided labor force for agricultural production in South China, but also brought advanced production tools and technologies, which accelerated the development of agriculture in South China.
Fourthly, comparing the method of one person and one cow plowing in the south depicted in Farming Map with the method of one person and two cows plowing in the north depicted in Dunhuang murals, so that students can further understand that the farming technology in the Southern Song Dynasty has made great progress, surpassing that in the north.
Fifth, teachers should guide students to understand the scene of transplanting rice seedlings and harvesting at the same time from the tillage map, which depicts the production of double-cropping rice in the south of the Yangtze River. The formation of the relatively stable one-year double cropping system in the south of the Yangtze River in Song Dynasty is of great significance in the history of agricultural farming system in China. It marks another leap in China's agricultural farming system since the implementation of continuous cropping system in the Spring and Autumn Period and the Warring States Period, and marks that China's intensive farming level has climbed to a new height.
Superior self-conditions, relatively stable social environment and the southward migration of northern productive forces (including labor force and advanced agricultural technology) are the reasons for promoting agricultural development in South China. All these reasons can be inspired by the Plough Reading Map, which shows that the Plow Reading Map is an image historical material to understand the agricultural development in South China in the Song Dynasty and is very precious.
Feeling: Students can only learn difficulties through their own exploration. Students always have the opportunity to create and play an active role in their studies. Teachers do not think instead of students, but pay attention to the design of teaching situations. This teaching design has played a good teaching effect for students to understand and digest the knowledge points in the classroom, fully mobilized students' hands-on operation ability, and cultivated students' ability to observe, compare, analyze and solve problems, and made great breakthroughs. It promotes students' good habit of autonomous learning and the thinking space of continuous exploration. The use of modern teaching methods has enhanced interest, initially cultivated imagination and improved classroom teaching efficiency. Here, an important historical thinking method combining teachers' teaching with students' autonomous learning is used, which has a far-reaching impact on future historical learning.