History teaching and research work plan 1 I will continue to teach history in four classes of Grade 7 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.
History teaching and research work plan 2 I. Personal basic information:
As a new teacher who has just started to work, it is particularly important for me to have a long-term plan for my career and a clear goal and direction in education. Based on the actual situation, a three-year plan for personal professional development is formulated to guide the future teaching work.
Second, the guiding ideology:
Adhere to the guidance of Scientific Outlook on Development, take the implementation of quality education as the purpose, take the opportunity of curriculum reform, focus on correcting educational ideas, enriching professional knowledge and improving professional skills, strive to improve their own teaching and educating level, constantly challenge reality and pursue Excellence, and combine with the school's teacher professional development plan, we are now making a personal three-year development plan as a spur.
Third, the overall goal:
1, the level of educational theory and teaching has been significantly improved.
2. Initially form their own teaching style.
3. Have certain scientific research ability and innovation ability.
4. Make yourself a favorite teacher for students.
Fourth, the stage goal:
1, keep learning and improve the subject foundation.
New curriculum ideas, new textbooks and new curriculum evaluation ideas strongly impact the existing teacher education system, and put forward new and higher requirements for teachers, prompting teachers to strengthen their study and further study and improve their professional level as soon as possible. I strive to have a solid academic foundation, broaden my academic horizons, constantly update my knowledge, pursue the consciousness of academic frontier, and devote myself to the wave of curriculum reform as a master.
2. Learn information technology and skillfully make courseware for teaching and lectures.
In the new century, educators should have the most advanced educational ideas and the ability to control the classroom, which requires 45 minutes of quality. Therefore, we can make some vivid courseware, disperse the difficulties of teaching materials and highlight the key points, which will undoubtedly have a multiplier effect. Therefore, I intend to continue to study computer knowledge in depth, master multimedia education technology, and strive to skillfully make courseware for teaching and lectures.
3, improve their own quality
First, improve teaching ability.
(1) In classroom teaching, students are encouraged to find problems, question and ask difficult questions, so that students can develop the habit of independent learning and independent thinking, and guide students to carry out research-based learning activities.
(2) I want to master three aspects of knowledge, namely, solid professional knowledge of history, extensive knowledge of other disciplines and rich knowledge of education and science. In the usual practice, I will actively try to accumulate my own knowledge in all aspects. While studying history textbooks, teaching reference materials and historical reading materials, we should also read historical theoretical works, pay attention to the latest historical research trends, and actively communicate with other history teachers or history teachers and researchers; At the same time, we should study other subjects extensively, study diligently, dabble extensively and keep learning new knowledge, so that we can not only have rich subject knowledge, but also have a broad cultural vision and profound cultural background, as well as superb educational skills.
Secondly, in the new curriculum reform:
(1) Seriously participate in every teaching and research activity, take the initiative to learn from experienced teachers with advanced teaching concepts, listen to the lessons of peers, learn from the strengths of others, and make up for their own shortcomings.
(2) According to the actual situation of students in the class, carefully design teaching plans, preview every class, make full preparations before class, and write teaching reflections after class.
③ Student-oriented, fully embodying the spirit of curriculum reform. Make students devote themselves to learning activities, experience and appreciate the process of knowledge formation, feel the fun of learning in teaching and appreciate the learning methods. Organize students to interact in many directions, and activate the classroom atmosphere and stimulate students' learning enthusiasm through learning exchanges between teachers and students, individuals and groups.
Verb (abbreviation of verb) Specific measures:
1, through self-study, teaching and research activities, continuing education organized by higher authorities and school-based research activities organized by schools, strive to improve their own educational theory level.
2. Actively participate in various activities of school curriculum reform, and conduct more self-reflection in teaching.
3. Actively participate in teaching research and write educational papers.
4. Explore the problems in teaching, persist in learning by action, study by action and improve by action.
5. Maintain a good working condition and face the difficulties in work optimistically and positively.
Six, to achieve the goal of the sign:
1. The awareness of learning professional knowledge and improving professional skills has been obviously improved.
2. Strive to be the leader of history discipline.
3 to become a senior teacher with high ideological quality, strong sense of reform, reasonable professional structure and high level of education and teaching.
4. Become an excellent teacher who can meet the needs of educational reform and school development.
5. Be able to independently design scientific research, initiate and implement research, and have projects, and infiltrate the idea of project research into education and teaching and implement it in the classroom.
History Teaching and Research Work Plan III According to the direction of the 20xx college entrance examination in Hubei Province and the characteristics of the history test questions in the new curriculum reform provinces (especially Ningxia and Hainan), combined with the current situation of history teaching in senior three under the new curriculum standard, the history review plan for senior three is formulated as follows.
I. Guiding ideology
Based on the new curriculum standards, we should be realistic and pragmatic, explore teaching methods and learning methods suitable for students, implement the new curriculum concept, break through the core goals of laying a solid foundation and cultivating ability, and strive to achieve good results in the 20xx college entrance examination.
Second, the review basis
1, content
History teaching in senior three should be based on History Curriculum Standard for Ordinary Senior High Schools (Experiment), Explanation of National Unified Examination Outline for Enrollment of Ordinary Colleges and Universities in 20xx (Hubei Volume) and the textbooks published by People's Education Press. Curriculum standards are the embodiment of national will and the programmatic document on which the new round of history curriculum reform depends. History textbooks are the main materials for history teaching; The examination outline is an important basis for preparing for the exam. The three foundations are interdependent and indispensable.
2. Proposition
The college entrance examination under the new curriculum reform is to correctly guide middle schools to implement quality education, embody the spirit and concept of the new curriculum reform in high schools, and embody the characteristics of the new curriculum plan in high schools and the overall requirements of curriculum standards in various disciplines.
20xx is the first year of college entrance examination in Hubei province after the new curriculum reform, so we should seriously study the college entrance examination questions in other new curriculum reform areas (especially in Ningxia and Hainan). Through the creation and application of "new materials and new scenes", students can learn knowledge under the background of real life, guide them to deeply understand knowledge in the process of solving practical problems, advocate research-based learning, and emphasize the historical principle of "from history, combining history with theory", so that students can better master knowledge.
Third, review methods
1. Schedule: 20xx summer vacation -20xx end of February (one round of review)
2. Review ideas: consolidate basic knowledge, clarify basic clues and cultivate basic skills.
3. Main tasks: focus on teaching materials, review unit topics, lay a solid foundation, make knowledge systematic and structured, and on this basis, expand the depth and breadth, cultivate students' ability to use knowledge in combination with reality, pass the unit well, carefully select exercises, give lectures and comments in time, and strive to set aside time for students to remember some key knowledge in each class, thus consolidating what they have learned in class.
4. Methods: Taking class hours as the main learning method, each unit carries out small topics. After the end of a unit, the unit should be summarized and tested, and after the end of each module, the module should pass the test.
Adopt four links: reading, speaking (listening), practicing and evaluating;
The first link-reading: make use of the regular class time, make clear the purpose and requirements, and read with questions in a targeted and planned way according to the study plan. On this basis, clarify the logical connection between units and classes, build a relatively rigorous teaching knowledge structure, and make the mastered knowledge systematic, organized and networked.
The second link-lecture (analysis): on the basis of understanding the basic knowledge, understand the basic historical facts, highlight the key and difficult points, and improve the ability of historical analysis and problem solving (consolidate knowledge and gradually form the thinking ability of history discipline). At the same time, in order to expand the knowledge of test sites, teachers had better concentrate on speaking and practicing more, highlight key points and break through the core issues of each test site.
The third link-training: after the review after class, we should choose typical questions for timely testing and feedback, and take the form of one lesson and one practice (in-class training) to consolidate and implement them in time. After the exercise, be sure to check the answers, analyze and summarize. Gradually cultivate students' basic skills through typical topics, such as understanding, information acquisition, expression, analysis and innovation.
The fourth link-evaluation: including teacher evaluation and student self-evaluation. After each unit test and module test, teachers should focus on comments. Teachers should pay special attention to commenting on problem-solving methods in the process of commenting on exercises and test papers, so as to reduce problem-solving mistakes and improve the ability to take exams.
A round of review focuses on understanding historical concepts and mastering basic knowledge.
Basic knowledge includes both specific historical facts and regular knowledge, and historical clues and stage characteristics also belong to this category. To master the basic knowledge, we should implement the principle of "completeness, accuracy, novelty and precision". "All" means that the review should be comprehensive, and the knowledge points in the examination syllabus should not be omitted. On this basis, the focus can be strengthened; "Accuracy" refers to accurately remembering, understanding and explaining knowledge; "Deep" refers to a profound understanding of historical phenomena, internal relations and laws; "New" means understanding and consolidating historical knowledge from multiple angles, levels and directions; "Fine" means paying attention to details. The comprehensive examination questions of liberal arts in recent years inspire us to pay special attention to details. Many questions are not difficult, but the investigation is very detailed, which embodies the spirit of fine prescription, and the details determine success or failure.
Historical teaching and research work plan 4 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 knot, unit clearance and monthly clearance.
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, lack of overall grasp and detailed plan and implementation measures for the teaching and review of senior three, only rough stage arrangement and review progress for senior three, without seriously considering the teaching and review objectives, review strategies and the completion of students' learning tasks in each stage, which 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, just knowledge on handouts. When 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 carried out in the four clean-ups, the memory of textbook knowledge should be placed in the classroom, and the exercises should pay attention to 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.
Work plan of history teaching and research V. Work objectives
This semester, according to the working ideas of the Basic Education Department of the Education Bureau in the latest year, the school takes "implementing quality education as the theme, improving the quality of education and teaching as the core, emphasizing moral education first, laying a foundation, improving students' comprehensive quality, promoting students' all-round development, and striving to create a new situation in basic education in our county" as its work focus and goal. As a practitioner of front-line teaching, I will deeply study classroom routines and turn them into classroom practice activities to effectively improve the teaching quality of seventh-grade history.
Second, the teaching objectives:
1, combined with their own topic "Research on the transformation of teaching activities of teachers and students in the seventh grade history discipline", to carry out classroom teaching activities. Continue to adopt the teaching mode of group cooperation and independent inquiry.
2. Pay attention to students with learning difficulties and help them learn something. Pay attention to gifted students and improve their learning ability. Lay a good foundation for studying history in the future.
Third, the student situation analysis:
Grade seven students have just adapted to the learning style of junior high school, are relatively new to the new curriculum, are interested in the knowledge of this subject, and have certain learning motivation. However, due to the updating of teaching materials and the reorganization of teaching materials system, it may be difficult for seventh-grade students who are far from enough in understanding and analysis. The study habits of grade seven students need to be further improved.
The number of students in the seventh grade is small, and the ratio of male to female is balanced, which is convenient for teachers to control and manage the teaching process.
Fourth, the specific work and measures:
1, preparing lessons
In our school, loose-leaf teaching plans are becoming more and more mature. Combined with my project, I have changed the experimental teaching plan this semester and continue to write the project experimental teaching plan. And strictly abide by the provisions of the teaching routine, prepare lessons carefully, and ensure the quantity and quality of the teaching plan.
Prepare lessons in strict accordance with the requirements of the school teaching plan;
(1) all kinds of courses (including new lessons, review lessons, lectures, evaluation) have written lesson plans.
(2) Emphasis on the design of teaching methods and learning guidance. Using learning plan teaching to guide students to learn to learn.
③ Three-dimensional objectives, key points, difficulties, learning tools and teaching process of each class (introduction, teaching methods, learning guidance, examples, exercises, induction, blackboard writing design, etc. ), summary, job classification design, etc.
(4) Each unit writes teaching reflection and experiment postscript in time. An experiment postscript is given every 5 class hours.
Step 2 attend classes
High-quality and efficient classroom, implement students' dominant position in the classroom, pay attention to students' thinking development, hand over the learning process to students, and delete invalid links in teaching. Return a lot of remaining time to students, improve students' autonomy, stimulate students' interest in learning history, and maximize classroom efficiency.
3. Training, marking and commenting
Training: After negotiation, the history class representatives will assign homework to each class, and the teacher will supervise it, thus effectively reducing the students' academic burden.
Correction: Students complete training in class, give timely feedback, find problems in time and solve problems. Homework after class should be carefully corrected in time, and students should be given individual counseling.
Comments: Form a general comment mode and attach importance to students' independent discovery and problem solving.
4. Provide counseling for students with learning difficulties
Strengthen the awareness of serving students, so that students with learning difficulties can study easily. Encourage students with learning difficulties and help them build confidence in learning well. Pay more attention to students with learning difficulties in teaching design. When reviewing, urge students with learning difficulties to prepare for study, prepare teaching materials and actively participate in learning activities. When training, pay attention to levels and gradients. When correcting, we must recognize it in person and supervise it to correct it in time. When commenting, let the students with learning difficulties answer questions and praise them in time.
According to the specific requirements of the school, this semester focuses on cultivating students' learning routines.
(1) Guide students to form the habit of preview.
(2) Guide and supervise students to develop good habit of attending classes.
Formulate the evaluation standard of history students' learning, implement dynamic management in the process of students' learning and inquiry, make records in time, and summarize and evaluate in groups at the end of the period.
(3) Guide students to form the habit of reviewing.
Use the link of reviewing and asking questions before class to urge students to review carefully. The teacher recorded the questions in time.
(4) Cultivate students to form the habit of finishing homework on time.
Homework is designed and arranged by the representative of history class, which effectively reduces the academic burden of students. Class representatives record the completion and submission of students' homework in time, and summarize and evaluate in groups at the end of the period.