(1), purpose and content

For a long time, in the research of history curriculum reform, researchers pay more attention to educational theory and teaching process, teaching objectives and teaching evaluation.

this

This kind of research emphasizes the standardization of * * *, and often ignores the study of students' learning subjects and students' cognitive rights to courses.

Influence on the implementation of teaching plan.

According to the new cognitive teaching concept, the evaluation and cognition of the learning theme to their courses is their developmental learning.

Potentially important factors, in this sense, the middle school history teaching reform should take students' cognition and evaluation of history class as an important factor.

Research reference.

The content of this survey is mainly the self-evaluation of high school students' interest in learning history courses and the degree of their liking (dislike) for learning history courses.

Attribution, the recognition and expectation of the content, text structure and text expression of the current history textbook, and the handling of the teaching content of history teachers.

Ability, the way of organizing classroom teaching, satisfaction and expectation of history course evaluation, and the value and significance of learning history course.

Cognition of meaning and so on; At the same time, the survey also involves students' main interests in all kinds of history learning content. Students study history at present, really.

The main way of reality and the ability of historical thinking.

research method

The subjects of this survey are students in nine Chinese classes, and they are free to investigate.

25 test papers were distributed and 25 were collected.

7 girls (%of the total), female.

There are 18 students (%of the total).

Second, the main results of the survey

(A), students' interest in learning

1. Compared with other courses, students' interest in history is not low.

Among liberal arts students, history comes first.

7 people, 8 people in the second place and 3 people in the third place.

This part of the students accounted for%, more than half of the survey, indicating learning.

Students are quite interested in history class.

In addition, when asked, "Do you like studying history courses?", 22 people said they like studying calendars.

History class, 1 People don't like history class, and 2 people say they can't say they like it or don't like it.

Further analysis, 13 students who like to study history and students who don't like to study history all say they are interested in history.

10 personal calendar

Teacher Shi gave a wonderful lecture.

Neither of them made a statement.

This shows that learning interest is very important to students.

There are many reasons why students like or dislike studying history, but the main reason is whether students are interested in studying history.

Among the students who expressed interest in studying history, 56% thought that the motivation of their interest in studying history was their interest in history.

Nearly 44% of the students think that the history teacher gave a wonderful speech.

The investigation further found that whether students like history class or not has a strong correlation with their value requirements for history class.

Express happiness

Among the students who like to study history, 60% parents ask their children to learn history well in order to "write history knowledge and improve their humanistic quality", with 40%.

Parents just ask their children to do well in the exam.

This shows that family expectations have an important influence on students' interest in learning history.

(2) the evaluation and expectation of history textbooks, the teaching of history teachers, and the examination methods of history classes.

1. Generally speaking, most students are basically satisfied with the textbook, but their satisfaction with the arrangement of the text structure is relatively greater than their satisfaction with the readability of the content.

Sexual satisfaction.

According to the survey, 68% students think that the text structure of textbooks is reasonable, 28% students think it is not reasonable enough, and 4% students learn it.

Students think it is unreasonable.

For the content of the textbook, 52% students think it is rich, 40% students think it is not rich, and 8% students think it is not rich.

As for the written expression of the textbook, 44% students think it is readable, 24% students think it is unreadable and 24% students think it is readable.

For readability, 8% students think that readability is not strong.

2. Most students are satisfied with the evaluation and recognition of the teaching situation of history teachers.

72% students think that teachers are not good at teaching content.

Moving image, interesting.

24% of the students think it is boring, but it is not particularly boring, and 4% of the students think so.

Secco, it's boring.

For the way teachers organize classroom teaching, 60% students think that teachers mainly tell stories, and there are questions in class, but there is no discussion class.

36% of schools

Students think that teachers mainly tell stories, including classroom questions and classroom discussions.

68% students think they have introduced more historical knowledge than textbooks, while 32% students think they have.

Yes, but not much.

80% students think that history teachers occasionally use teaching AIDS such as historical pictures, maps, audio and video recordings.

20%

% of the students think it is basically unnecessary.

In addition, 80% students think that the school pays more attention to students' learning history.

Only 12% students think that the school does not pay much attention to it, and 4% students study.

Students think that the school does not attach importance to it.

Further analysis shows that students' evaluation of teachers' teaching level and teaching methods has a certain relationship with the way and effect of students' learning history class.

According to the survey, 52% students think that the main way to learn history at present is to understand the causal relationship of historical events, while 48% students learn.

Students think that the way they study history at present is mainly to recite and memorize historical facts.

Therefore, 72% of the students are interested in the content or history in the teacher's textbook.

The teacher's teaching content has been questioned.

For the teaching content of history class, 60% students think that teachers should tell it vividly, and students

Listen carefully.

24% students think that teachers and students should discuss problems in teaching, 16% students think that teachers should be in books.

Draw the key points and recite them by the students.

3. Most students evaluate the existing history courses, and most students (84%) think that the current examination methods can partially reflect the students.

Mastery of historical knowledge.

Only 4% can be fully reflected or not at all.

Related to this, students hope that the evaluation method of history class is "the combination of test paper and other methods" Students who hold this view

Up to 52%.

In addition, 12% students think that they should write short historical essays, and 24% students think that they should engage in discussion, investigation and production.

An activity.

According to the survey, only 9% people want the test paper examination method most.

(3) Evaluating the value and significance of learning historical lessons.

1, students generally think that the current history curriculum is not closely integrated with practice.

56% students think that the current history course is combined with reality.

Not close enough, 44% of students think that history class is closely integrated with reality, 12% of students think that history class is closely integrated with reality.

2. Most students think that studying history course can improve their comprehensive ability.

According to the survey, 36% of students think that the study calendar.

History class is very helpful to improve the thinking ability of understanding, analysis and application. 48% students think that learning history class is helpful to improve science.

The thinking ability of understanding, analysis and application is helpful, and 8% students think that learning history courses can improve their thinking ability of understanding, analysis and application.

Force is of no help.

44% students think that studying history course is very helpful to improve their oral or written language expression ability, and 32% students think it is more helpful.

Help, 8% of the students think there is nothing special to help.

For studying history courses, 56% students think it is very helpful to study politics or geography or Chinese, and 32% students think it is better than.

More helpful, only 9% students think it is not helpful.

3. Most students recognize the significance of history class in cultivating students' correct world outlook and outlook on life, but a considerable number of students think that.

Studying history has little effect on dealing with problems in real life.

According to the survey, 60% students think that studying history is very important to build a correct world.

Outlook on life, outlook on life is "necessary"

32% students think that studying history is useful to establish a correct world outlook and outlook on life, but it is not.

Is necessary.

There are also 4% students who think it is irrelevant or have not considered it.

72% of students think that studying history plays a great role in cultivating students' patriotic feelings, and 20% of students think that studying history is very important in cultivating students' patriotic feelings.

Cultivating students' patriotism is more effective, and only 8% of students think it is invalid.

It's basically useless number

There are 36% students who think that studying history courses is not good for social work in the future (except history teaching and research).

Changda, 44% of the students think it is more useful, and 20% of the students think it is not very useful.

9% students think that studying history course is very useful for dealing with people and things in daily life (such as interpersonal relationships). ), and 52% of the students think it is very useful.

In order to learn the history course, it is more useful to deal with people and things in daily life (such as interpersonal relationships). ), 28% of the students think that learning calendar.

History class is not very useful for dealing with people and things in daily life (such as interpersonal relationships, etc.). ), and 8% of the students think it is useless.

Related to the above students' evaluation of the value and significance of history class, 84% students think that history class must be offered in high school.

Only 9% students think it is possible, but it is not necessary.

Third, reflection after investigation.

1, students' own interest in learning history courses is very important, and teachers' wonderful explanations are also very important, which should be added to the teaching of history courses.

At the same time, we should adopt some modern teaching methods to become interesting.

Try to provide students with a broader learning space.

2. History textbooks need to be further processed and improved in content structure, chapter arrangement and text expression to adapt to students' thinking.

Peace and ability.

3. The evaluation mechanism of students in history teaching needs to be reformed and diversified, so that students can fully display their individuality.

Let's go

4. We should strengthen the guidance for students with learning difficulties in history, and strive to cultivate their interest in learning history.

5. At the end of a period of study or semester, independently carry out research activities related to study in time, and find out the problems existing in teaching in time.

Solve the problems in teaching in time, so as to strengthen teachers' reflection on their own teaching, and then enhance the pertinence and effectiveness of teaching.

Sex, so as to better improve the quality of education and teaching.

In a word, I have gained a lot from this teaching and research activity.