History teacher's lesson plan 1 I continue to teach history in four classes of grade seven this semester. In order to effectively implement the teaching process and complete the teaching tasks with good quality and quantity, the teaching plan for this semester is formulated as follows:
The first is the understanding of the teaching materials and the arrangement of class hours.
This textbook inherits the development of the first book, Ancient History of China, and introduces the history of China from Sui and Tang Dynasties to Ming and Qing Dynasties, with 22 class hours and 8 activity classes.
Second, the analysis of the knowledge system and key parts of the textbook.
(1) A prosperous and open society (Sui and Tang Dynasties).
(1) Imperial Examination System in Sui and Tang Dynasties.
⑵ "Rule of Zhenguan" and Emperor Taizong.
(3) Kaiyuan Shi Sheng and Emperor Taizong and Wu Zetian.
(4) The development of the relationship between Tang and Tubo and other ethnic groups.
5. Cultural exchanges between China and foreign countries in the Tang Dynasty.
(2) The southward shift of economic center of gravity and the development of ethnic relations (Song and Yuan Dynasties).
(1) The economic center of gravity moved south in the Song Dynasty.
⑵ Social life in Song Dynasty.
(3) Liao, Song, Xixia and Jin coexist.
(4) Genghis Khan unified Mongolia and Kublai Khan established the Yuan Dynasty.
(3) Consolidation of a unified multi-ethnic country and social crisis (Ming and Qing Dynasties).
(1) Ask the main measures taken by the two dynasties to strengthen autocratic rule.
(2) Zheng He's voyages to the West.
(3) Qi Jiguang's resistance to Japan.
(4) Strengthen the jurisdiction of border areas.
5. The main performance and historical influence of behind closed doors.
Third, the cultivation of cognitive ability, emotion and teaching objectives.
(1) Through the study of this textbook, students can understand the important historical figures, events and phenomena in ancient China and the basic clues of the ancient development of China.
(2) Through study, students can read popular history books, interpret historical charts, understand ancient chronology methods, correctly calculate historical years, describe historical events, and initially understand students' basic skills and methods of learning history.
⑶ Through study, students' interest in learning history is enhanced, students' national pride is stimulated, national self-esteem and self-confidence are established, and their sense of identity with China's history and culture is deepened.
Fourth, teaching strategies and measures.
1. In view of the view of "historical uselessness" generally reflected by students, the "chronic effect" of history learning is interspersed in the teaching process.
2. In view of the fact that students' interest in learning is not strong enough, we should carry out various, lively and innovative classroom teaching. Such as: historical drama performance, historical cartoon competition, historical poetry reading, historical song singing. Through the in-depth development of these activities, the enthusiasm and initiative of students are constantly promoted.
3. In view of students' bad habits of impetuous and lazy learning attitude, we should increase the intensity of practice and questioning in class and strengthen the review frequency.
4. In view of the poor oral expression ability of students, organize a 3-minute lecture on historical figures in class.
5. Students who love learning history should be recruited into the "History Interest Group" in time for higher, deeper and broader quality training. Lay a good foundation for the development and improvement of historical talents in the future.
In order to better grasp the teaching tasks of junior high school, implement the teaching concept of the new curriculum, comprehensively promote quality education and cultivate four generations of new people, this semester junior high school history not only teaches students the basic knowledge they should master, but also carries out patriotic education and other ideological and moral education. "Student-oriented" as the purpose, the following teaching plan is formulated.
First, the analysis of students' situation
The first day of this year is composed of two classes, and the overall level of students is not much different. History is a new subject they are exposed to, so most students have a strong thirst for knowledge and good classroom discipline. However, due to the lack of comprehensive inductive ability, some students' learning objectives are unclear and not active.
Because I have been teaching history last school year, the overall quality of students in Grade Two is better than that in Grade Two before, and most students in three classes can actively cooperate with the teaching work. However, the second year of junior high school is the period when students' rebellious psychology is the strongest, and some of them are particularly strong, so this part of students will be the focus of teaching this school year.
This year's Grade Three consists of three classes, Class One and Class Two are basically composed of former Grade Two students. According to the teaching situation of last school year, the foundation of grade three this year is quite weak. There are many students in Class Three, and the classroom discipline is poor. So there is a big gap between grade three and last semester, so the history teaching this semester is mainly based on basic knowledge and textbook knowledge. Second, teaching material analysis.
1, characteristics of teaching materials
The second volume of history from the first day to the third day of this semester is the textbook of China Normal University, which is ideological, political, scientific and knowledgeable. It is readable and illustrated, adding a lot of interesting classroom knowledge activities.
2. Content of teaching materials
The history of China, the second volume, covers the rise and fall of China from Sui and Tang Dynasties to Ming and Qing Dynasties and its economic, political, military and cultural reform and development. There are 23 lessons in four units, including 4 lessons of inquiry activities.
The second volume of History of China is from the eve of the founding of People's Republic of China (PRC) to the period of reform and opening up. It tells the story of politics, economy and culture in five historical stages, including the transitional period from the victory of the new-democratic revolution to the primary stage of socialism, the period of socialist consolidation, the two five-year plan periods, the ten-year Cultural Revolution period and the period of reform and opening up. There are 23 lessons in seven units, including 3 lessons of inquiry activities.
The second volume of the ninth grade world history covers the polarization and multipolarization of the world political structure from World War I to World War II. It consists of five units and 25 lessons, including three hours of inquiry activities.
3. The focus and difficulty of the textbook
The focus of the textbook is on major events and figures related to historical development clues, as well as economic and cultural development. The difficulty lies in ideological education and evaluation of historical events and figures, and how to help students establish a correct historical materialism.
Second, the teaching progress
There are 23 lessons in the second volume of the new textbook, including 22 hours of new teaching, 4 hours of unit review, 2 hours of mid-term review and 4 hours of final review.
This semester, I finished the teaching and educational content of Lesson 23, Book 3 of History of China. Strengthen the teaching of basic knowledge, carry out ideological and moral education, a total of 32 classes, each class 1 class, a unit review, exercises or tests.
The teaching content of world history in this semester is divided into five units, describing world history, with a total of 25 classes, each class 1 class hour. Mid-term review takes up two class hours and final exam takes up four class hours.
Fourth, specific measures.
1, do a good job in education routine
Seriously study textbooks, teaching reference materials and teaching syllabus; Prepare lessons carefully; Have a good class; Correcting homework carefully; Patiently tutoring students, teaching and educating people. Actively participate in teaching and research activities, absorb the teaching methods of experienced teachers in history, deeply study teaching theory, actively write papers, and improve the level of teaching theory and teaching and research ability. Optimize classroom teaching. Strict discipline, using a variety of teaching methods, such as discussion, comment, reading, self-study and so on. Inspire students to speak, practice and learn.
2. Lay a solid foundation and cultivate students' ability.
The historical content of this semester in Grade Three is the modern history of the world. It is necessary to sort out the historical clues of each stage, summarize the historical characteristics of each stage, find the law of human historical development, guide students to explore the law of historical development themselves, and thus cultivate students' ability. Actively carry out history activity classes, encourage learning to participate in small-scale production of history, expand historical knowledge through extracurricular reading materials and online visits to historical sites and anecdotes of celebrities, and improve inquiry learning ability through independent learning. Strengthen the cultivation of students' innovative spirit and practical ability.
3. Take problem-based teaching as the breakthrough point to improve students' thinking quality.
How to raise high-quality questions is a problem that should be paid attention to in classroom teaching this semester. The questions raised in each class should start from the classification of teaching objectives, from shallow to deep, from easy to difficult thinking, from the breadth and depth of thinking to flexibility.
4. Improve students' interest in learning history.
This semester, we strive to make our subject a favorite subject for students, and classroom teaching is working hard in a happy, vivid and interesting direction. Let students actively participate in classroom teaching, such as answering questions, small discussions, story meetings, etc. Through these activities, we can develop students' thinking potential, stimulate students' interest in learning and cultivate students' innovative consciousness. At the same time, students can take the initiative to review what they learned that day. Only in this way can students concentrate in class and strengthen classroom discipline management. Find the shortcomings in time and summarize them in time.
History teacher's teaching work plan 3 This plan is formulated in order to effectively improve the teaching level of the subject, do a good job in reviewing the history of senior three and improve the teaching quality of history class.
I. Guiding ideology
Under the guidance of curriculum standards and exam instructions, based on teaching materials, we should fully study the college entrance examination, carry out classroom teaching reform, explore the teaching mode of senior three, enhance the pertinence and effectiveness of history class, and cultivate students' ability to analyze, solve and take exams, so as to improve the teaching quality of history class.
Second, the work objectives
1, based on textbooks and curriculum standards, fully study the outline, grasp the review requirements as a whole, and let students process textbooks to understand and master the basic historical concepts, historical phenomena, historical events and basic historical development context.
2. Change the teaching concept, boldly carry out classroom reform, give full play to students' subjective initiative, and cultivate and improve students' thinking ability in basic disciplines such as generalization, induction, analysis, synthesis, comparison and migration. Learn to use dialectical materialism and historical materialism to evaluate problems.
3. Take a variety of ways and means to enable students to learn to use basic historical methods to understand and summarize the laws of historical development, so as to enhance national self-esteem and self-confidence, enhance teenagers' sense of responsibility and patriotism, understand the historical basis and correctness of the formulation of national major policies, and cultivate students' correct view of history.
4. Strengthen teaching and research, study the college entrance examination and examination questions, pay attention to the transfer and application of knowledge, and select exercises.
5, effective knowledge implementation, the basic knowledge in the classroom as the main channel of implementation, timely "chapter", "unit" and "month".
6. Students' academic performance has been significantly improved in excellent rate, average score and passing rate.
Third, the problems existing in the history classroom teaching in senior three.
1, there is a lack of overall grasp and detailed plans and implementation measures for the teaching and review of senior three, and there is only a rough stage arrangement and review progress for senior three, and the teaching and review objectives, review strategies and the completion of students' learning tasks in each stage are not seriously considered. The blindness of this plan will inevitably lead to the blindness of teaching and quality improvement.
2. The teacher didn't study the syllabus and exam instructions in detail. There are clear requirements for the degree of knowledge mastery in the syllabus, clear assessment objectives and requirements in the examination instructions, and detailed explanations. Teachers just take it for granted to teach.
3. The teaching method is single, the classroom efficiency is low, and there is a lack of study and practice on new teaching methods, models and new ideas. In class, teachers are still used to talking to the end, teachers are tired, students sleep, the effect is poor, and the grades are low.
4. Classroom teaching lacks pertinence, and senior three teaching has no senior three characteristics. In the review class of senior three, most teachers are talking about knowledge, lacking in-depth analysis, simply listing knowledge and failing to grasp the main knowledge; Students' understanding is only superficial; Unable to grasp the overall historical framework and basic historical clues, students' knowledge is scattered and disorderly.
5. Lack of understanding of students' basic knowledge and cultivation of thinking ability. In recent years, the proposition of college entrance examination is very clear, that is, we should pay attention to the cultivation of students' ability, pay attention to students' disciplinary thinking and problem-solving ability, which requires teachers to pay attention to the foundation, take the outline and examination outline as the guidance, take the teaching materials as the basis, pay attention to the transmission and application of basic knowledge, and guide knowledge with the cultivation of students' thinking ability as the main line.
6. Lack of guidance on students' learning methods, and they are used to talking about knowledge rather than methods, so students will not take the initiative to learn. As a result, the teacher taught hard and the students studied hard, but they didn't achieve much.
7. Lack of screening exercises and research on college entrance examination questions. Many schools give students a lot of materials to do by themselves, which wastes a lot of time and energy and the effect is not very good.
8. Lack of ability to link textbook knowledge with real hot spots and key issues, only the knowledge in lecture notes, once it comes to solving practical problems, there is no way to start and effective knowledge transfer cannot be carried out.
Fourth, take measures.
1, consider making a teaching review plan as a whole, and implement it in an orderly manner according to the plan. In the formulation of the plan, there should be not only the overall goal and stage goal, but also specific measures, evaluation, time arrangement, content arrangement and so on.
2. Problems that should be paid attention to in each round of review. In view of the advanced characteristics of proposition and the reality of history lessons in recent years, three rounds of review are generally adopted.
The first round of review mainly focuses on the implementation of textbook knowledge, teachers ask questions, students read textbooks carefully, sort out the main knowledge, form an internal main structural network, and understand knowledge on the basis of memory.
The second round of review mainly focuses on the main knowledge, sorts out and processes the historical knowledge in the form of special topics, walks out of the textbook, and allows students to grasp the law of historical development from a macro perspective. We should not simply list the relevant knowledge of each section, but pay attention to analyzing and summarizing the laws of historical development, teach students to grasp the laws, draw inspiration, and improve their ability to compare problems vertically and horizontally.
The third round: according to the syllabus, reorganize the teaching materials, check for leaks, make up for gaps, let the teachers talk less, let the students do it themselves, and carry out comprehensive exercises appropriately.
3, to seriously study the syllabus, syllabus and exam instructions. It should be said that the exam description is based on the syllabus, which is the basis of the whole high school teaching, and the exam description is only for the needs of the college entrance examination. As a test preparation, we should rely on the teaching materials and review them comprehensively, and there is no need to delve into what is not listed in the test instructions. The college entrance examination questions are generally divided into two parts, one is to examine the decomposition of basic knowledge, and the other is to examine the deeper ability. The former is closely related to the textbook, but it will not directly copy part of the content of the textbook, while the latter is basically an expansion of the content of the textbook. Therefore, relying on textbooks does not mean being bound by textbooks.
4. Improve classroom efficiency and implement knowledge. For history class, teachers don't have to cover everything, but should focus on explaining important historical concepts, historical phenomena and historical events, explaining the basic methods of sorting out historical context, helping students to process and sort out knowledge, giving full play to students' subjective initiative, summing up basic historical laws and drawing conclusions. The implementation of knowledge should be "four clean-ups", the memory of textbook knowledge should be placed in the classroom, and exercises should focus on basic knowledge, basic skills and knowledge transfer ability.
5. Exercise properly. Every round of review should have proper exercises, but we must pay attention to the hierarchy and representativeness of topic selection to avoid falling into the naval battle of topics. In the lecture, we must explain the students' problems, not just the topics, but draw inferences from one instance to give students a glimpse of the whole picture. In addition, try to choose some new topics, not too old, students will be happy to do it under new circumstances, and the effect will be better. Pay attention to the inspection and implementation of subjective questions.
6, handle the relationship between the main body. When reviewing, we should not fight alone. We should properly intersperse some knowledge of the two subjects and conduct a series of visits, so that students can develop the basic thinking habits of comprehensive literature in their usual study, which is also conducive to the study of this subject.
Verb (short for verb) timing
1, the first round of unit review (20xx February -20xx mid-March), 20xx February-mid-March, choose one and choose three.
2. The second round of special review (20xx from the end of March to the end of April)
3. Three rounds: returning to the book, checking for missing parts, comprehensive training, and pre-test guidance (20xx May-early June).