Reflection on History Teaching in Senior High School (I)
We should carefully design innovative historical scenes, attract students' attention to the maximum extent, contain contradictions and doubts in specific situations, arouse students' challenges to the original cognition, and thus stimulate students' desire to explore. For example, in the class of "a hundred schools of thought contend", I designed the following discussion topic: Confucius said: "I am benevolent; Mencius said: I am righteous; Say: I am soft; Zhuangzi said: I let nature take its course; Han Feizi said: catch all the nets; Mozi said: I set an example. At present, the phenomenon of wasting water and electricity in our school is more serious. Please start with Buddhism, Legalism, Mohism and other schools of thought and give solutions respectively. " Then let the students discuss the history teaching in Grade Two.
Reflection on History Teaching in Senior Two In the process of classroom teaching, a problem that must be considered is the study of the subject field itself, the understanding of the dynamic information of the subject, and the accumulation of the legendary world and classroom teaching "internal strength", such as teaching art, logical analysis and language expression. Based on this understanding, I think we must do the following work:
Personally, in the process of preparing for the first lesson of Unit 1 of Compulsory 3, I read many works, such as Ge's History of China Thought, Liang Qichao's On the General Trend of China's Academic Thought Reform, and Bai Hua's Outline of China's Philosophy History, which improved my professional quality and laid the foundation for my simple teaching. It can be said that for a teacher who teaches liberal arts, each of us must strengthen our professional quality, and only in this way can we be competent for history teaching under the background of the new curriculum. Therefore, as a teacher, we must read more books under the background of the new curriculum standard.
What are students most interested in? I am most interested in people and things around me and people and things I am familiar with! In class, we must find the excitement of students and present the knowledge in books to students vividly. Constructivist teaching view holds that the essence of teaching activities is a personalized process for students to understand object information and knowledge connotation according to their own experience.
"Learning is not enough, teaching is difficult". The exploration of new curriculum is endless, students are the main body of learning, and students' enthusiasm should be fully mobilized. How to fully embody the new curriculum in my own teaching process is still a big problem that I must explore. In the introduction class of the new semester, I made the following changes to my own class content, so that the introduction class rose from a simple "meeting class" to a correct understanding of the history discipline and a clear purpose of history teaching. Discuss around three main issues: 1, what is history? 2. Why study history? 3. How to learn history well? So as to improve students' thinking and obtain better teaching effect.
We should correctly understand the position and role of teachers in the "multi-interaction" of classroom teaching. Teachers are excellent organizers and instructors in the process of students' autonomous learning. Teachers are the roles of instructors, collaborators and assistants, and they experience the process of knowledge exploration together with students. In teaching, we should be good at catching the sparks of wisdom among students in class.
In this context, whether The Legend of Mill can calmly deal with colorful materials to improve its own historical literacy has become a problem that every teacher must consider. In the past, as long as the textbooks were thoroughly eaten, history teachers could sit back and relax. The era of a good bowl of rice is gone forever with the arrival of the new curriculum reform, which also ended the situation that teachers did not even update their professional knowledge for ten years.
The old textbooks are the direct deduction and embodiment of the syllabus, so in the past history teaching, as long as the textbooks are learned well, all the tasks of the syllabus can be basically completed and implemented, and more importantly, the exams can be handled well. And the information under one standard and multiple copies gives people a refreshing feeling. The high school history textbook compiled according to the History Curriculum Standard of ordinary high schools breaks the traditional system of compiling high school history textbooks, integrates the contents of "linking ancient and modern times and linking China and foreign countries", creates a brand-new legendary private server, and presents it in the form of a special topic. One of its outstanding features is that it shows the panorama of human historical development with a series of special topics. The three compulsory modules of history are essentially about the history of civilization, the history of material civilization and the history of civilization, and the six elective modules are mainly the development and deepening of the main contents of the history of civilization. In these respects, the materials undoubtedly give us a refreshing feeling and are closer to the requirements of our current era and society. It can be said that introducing the concept of civilization history into middle school history teaching will inevitably bring great changes to our classroom, which can be said to be a real middle school history classroom teaching.
There are many "puzzles" in subject teaching and teacher-student communication. For example, "I have told you several times, why hasn't he?" "Why do students with poor study habits have poor study habits?" "Why do students generally find it difficult to integrate theory with practice?" Wait, in the face of these "puzzles", we just talk about the discussion, and rarely go deep into the real reasons behind these puzzles, that is, we lack the awareness of problems. I'm going to refine the problem in the new semester, pay attention to the usual accumulation, start solving it, and write it down in detail.
Reflections on History Teaching in Senior High School (Ⅱ)
Interest is the inherent tendency of people to have positive emotions about certain things and activities. Confucius said, "Knowing is not as good as being kind, and being kind is not as good as being happy.". Modern psychological research has proved that interest is the most active and active factor in learning, the intrinsic motivation of learning, a special tendency of consciousness, the subjective cause of motivation and the pursuit of exploration.
Statistics show that middle school history is one of the least favorite courses for students and is regarded as a "boring course". Personally, I think this is not only because the textbooks are too complicated, general and boring, but also because the teachers have failed to fully stimulate students' interest in learning history. Therefore, stimulating and cultivating students' strong interest in learning is the premise and foundation for the successful development of history teaching in senior high schools, so that students can have lasting enthusiasm for learning and ensure good teaching results.
Freshmen who have just entered high school don't know the learning methods of high school history course, so we must focus on "activating" history textbooks at the beginning of the course, so that history can bring them a kind of relaxation and happiness at the beginning. There are various ways to cultivate students' interest in learning. In addition to displaying objects, pictures or video clips and telling historical allusions through intuitive teaching methods, we can also tell history in humorous language, which will make the dead history class vivid and let students learn in happiness and master knowledge in a pleasant atmosphere.
Practice has proved that history has brought fun to students from the beginning, making them "learn in happiness" and "progress in interest". On the contrary, if we improve the subject knowledge from the beginning, it will not only make students lose their interest in learning, but also make them lose their confidence in learning this subject. This article was edited by studying abroad together.
First, "learn to be a teacher and behave in a standardized way"-setting an example is the guarantee of effective teaching.
"Learn to be a teacher and behave in a standardized way" is the motto of Beijing Normal University, which tells educators that rich knowledge is the foundation of teaching and educating people, and good conduct and exemplary behavior are the powerful guarantee to win students' respect and effectively carry out teaching. In many things, no matter how loudly the teacher shouts, it is not as good as himself. Facts have proved that a teacher's education and teaching work is not only indispensable, but also indispensable.
Teachers also have their own ignorance and even mistakes, but how to deal with their own mistakes is related to the quality of an educator. In the practice of classroom teaching, I made mistakes and made several mistakes. They were either discovered and questioned by careful classmates or discovered by myself afterwards, but I didn't hide it, let alone make mistakes, but admitted and corrected it in time. This does not damage their prestige in front of students, but makes students more willing to ask questions they don't understand and have doubts, which is more conducive to the development of teaching work in the future.
Teachers are a special profession, one that will affect people. According to statistics, the influence of teachers on students with strong plasticity is second only to that of parents. As an educator, the influence of teachers on students is not only in the classroom, but also outside the classroom. We should not only teach by example, but also set an example. Practice has proved that students often like and appreciate a teacher first, and then they will be more interested in their own subjects, and then they will have the motivation to learn more deeply. Imagine a teacher who is often late and leaves early, and his words and deeds are inconsistent, even full of foul language, and his behavior is not shameful for students. How much weight does his words have on the podium and how attractive his classes are? Therefore, as a teacher, only by being virtuous and setting an example can we better establish our prestige and carry out teaching work more effectively.
Second, "learning in practice, practicing in learning"-exploration and innovation is an effective way to improve the level of education and teaching.
The significance and value of history teaching in middle schools lies in guiding students to gradually form a correct view of history. The formation of this view of history should not be a simple mechanical recitation of historical knowledge, but an analysis and understanding of primitive history, so that students can learn to know and understand social reality problems from a historical perspective and learn to think about human development and the value of life. Therefore, as a middle school history teacher, why to teach, what to teach and how to teach are always questions that need to be considered.
The success or failure of a history class, whether the significance and value of history teaching are reflected, the ultimate evaluation standard is whether students accept and understand the teaching content of the class, and whether this acceptance and understanding is positive and profound. Mastering a solid theory of education and teaching is only the premise of educational practice, and it is more important to flexibly use various educational means and teaching methods in the classroom. There is no definite method in teaching. Teaching can choose methods and teaching can also create methods. To improve the level of history teaching, we must seriously study the basic characteristics of history knowledge, explore the advantages of history discipline itself, abandon the traditional teaching mode, base on the current situation of new curriculum reform, choose a student-centered classroom teaching method, boldly explore and innovate, and meet the needs of students' ability training. As a young teacher who has just engaged in education and teaching, he needs to "learn in practice and practice in learning".
Third, "teach before you know the difficulty"-reflection on problems and shortcomings
1, how difficult it is to take students as the main body of classroom teaching. "Quality education" has been implemented for many years, but the traditional teaching mode has not completely left us, and even occupies a dominant position in some places. Imagine a student who is used to cramming education, can he accept autonomous learning and interactive learning?
2. Problems of multimedia in history teaching practice in senior high school. The integration of multimedia technology and classroom is one of the current fashions. Without the application of multimedia in teaching, classroom teaching and quality education seem to be impossible. It must be admitted that multimedia teaching method still has considerable potential in history teaching practice, but we should pay attention to: first, it is an auxiliary means and must always be in a secondary position, not the main one; Second, it is suitable for some courses, and not all courses should use multimedia.
"There is still a long way to go in Xiu Yuan, and I will search for it." Education is an art as well as a science, which needs our unremitting pursuit and exploration.
Reflections on History Teaching in Senior High School (Ⅲ)
There are three liberal arts classes, four science classes and one top class in Senior Two this semester, with a total of 15 classes a week. The number of courses seems small, but it is particularly tiring. Especially the history teaching in senior two is very difficult. Let me talk about my teaching experience this week:
First of all, when preparing lessons, especially the first unit, I always feel that there is nowhere to start and I can't grasp the handling of knowledge points. It is difficult to prepare lessons. The history of thought is the historical product of social, economic and political development in a certain period. Its content is abstract and takes a long time, which makes it difficult for students to understand. The first unit has a lot to do with philosophy. In depth, students have never studied philosophy and can't understand it at all. Simple processing, students can't understand, very contradictory. If philosophy is over, I think it will be easy to teach and learn the content of Unit 1.
Followed by class, five classes a week (including evening self-study), after two classes, communicate with students after class. Students think that some problems are still difficult to understand, even more difficult than studying political and economic history. During this period, I constantly reflect on my teaching methods, fully consider the actual situation of our students and adopt flexible methods when preparing lessons. So I feel stuck in my class like never before.
Thirdly, due to the poor basic knowledge of students in our school, this semester I ask students to adhere to the principle of "preview before class and show boldly in class", change the situation that they were unwilling and lazy to preview before class, and at the same time conduct inspection and supervision in various ways. After several classes, many students talked to me about their feelings and realized the importance of previewing before class and daring to show it in class for learning history well. There are still many students who are not strict with themselves, unwilling to preview before class, unwilling to show in class and unwilling to discuss with their classmates. It is estimated that it will take us a long time to form good habits, but I have confidence in them and myself.
Fourthly, when talking about the relationship between ideology and politics and economy, I deeply feel that students have seriously forgotten the compulsory knowledge of 1 2, so we should strengthen the review and review of the compulsory knowledge of 1 2, which has a lot to do with preview before class. Before each class, I ask students to review relevant knowledge, especially the compulsory knowledge of 1 and 2. In view of this, I am going to strengthen the review of the compulsory contents of 1 and 2 in the future teaching process, and prepare to review the compulsory contents of 1 and 2 at the beginning of each unit; At the end of the unit, summarize the political, economic and cultural contents in a special way, so that students can master the knowledge points systematically and clearly. This is just my current thinking. I don't know if it can be realized in reality, and I know it will take a lot of time to increase my teaching burden. What worries me most is whether it will increase the burden on students and will not play a positive role. Science? Eager for advice from friends in the same industry.
The above is a superficial understanding drawn from a week's teaching work. Colleagues can talk about how you deal with the content of compulsory three, and what teaching methods and means are adopted in the teaching process for learning.
Articles related to reflective cases in high school history teaching;
★ Reflective cases of history teaching in senior high schools
★ Reflective model essay on history teaching in senior high school
★ Reflective model essay on history teaching in senior high school
★ Reflection on History Teaching in Senior High School
★ Reflection on history teaching in junior and senior high schools, model essay on teaching reflection (six articles)
★ Reflections on the Excellent History Teaching in Senior High School
★ Reflections on the teaching of history teachers in senior high schools
★ Essay on Teaching Reflection of High School History Teachers
★ Summary of Senior High School History Teachers' Work in 2020
★ Reflection class of history teaching in senior high school