Teaching evaluation of history teachers 1
How to stimulate students' interest in history teaching? I think we can start from three aspects:
First, let students feel the value of historical knowledge. The past characteristics of historical knowledge make many students feel that history is "useless". If teachers do not fully tap the value of historical knowledge and make the classroom boring, it will be difficult for students to have the initiative to learn.
As we all know, historical knowledge is rich and colorful, and history is closely linked with reality. In the teaching process, as long as teachers pay attention to connecting with real life and social reality and let students realize that it is very useful to learn history well, they can stimulate students' intrinsic interest in learning.
For example, when studying the history of the Tang Dynasty, students can think deeply about the enlightenment brought by "Zhenguan rule" and "Kaiyuan rule". On the basis of students' free speech, teachers concluded that a country must attach importance to the construction of talents and systems, reduce the burden on the people, vigorously develop social economy and attach importance to cultural and educational undertakings. Today, we need to handle these problems well if we want to advance the cause of reform and opening up.
Through this analysis, students feel that learning history is very useful, so they have a positive understanding of learning this course well and their interest in learning has also improved.
Teaching evaluation of history teachers II
The new curriculum reform is in full swing, and the teaching mode is also changing and enriching. New courses, new standards, new requirements ... everything is new. With the development of the situation, it is imperative to reform the history curriculum in junior middle schools. How to mobilize students' initiative in learning history and give full play to it in class, so as to get exercise, has become a key issue, and it is also a problem that every new and old teacher tries to think, explore and even have a headache. After teaching history, I deeply feel that the task of history teaching is long and arduous. At the same time, I deeply appreciate the fun of history teaching, and there are always things that I can't dig. First of all, I would like to share the following thoughts on junior high school history teaching.
First of all, pay attention to stimulate students' interest in learning in teaching. Einstein said: "For everything, only love is the best teacher." Only when students have the spirit of "love" and "exploration" can they enjoy learning and study hard. Many students think history class is boring, so they lack interest in learning. Therefore, I try my best to keep students' continuous attention in the 45-minute classroom study, and combine the historical characteristics to teach, starting with stimulating students' interest in learning, which will run through the whole process of classroom teaching. For example, when talking about "the punishment of burning", I said, "The punishment of burning created by Shang Zhouwang is a kind of torture. He first asked someone to put a copper pillar on the burning charcoal fire. When the copper pillar became red, he put the prisoner's body on the copper pillar. As soon as the prisoner was stuck on the copper post, he heard the sound of "bursts" and "prisoners". In this way, students seem to "see with their own eyes" and "listen with their own ears", resulting in an immersive feeling, thus deepening their understanding of Shang Zhouwang's brutal rule.
Junior high school students are young, lively and active, and their attention is easily distracted. In the teaching process, if teachers skillfully insert a short story, adjust students' emotions and enliven the classroom atmosphere, thus receiving good teaching results. For example, when talking about "the strengthening of monarchical power in the Ming Dynasty", telling students the origin of the story of "revealing the clues" not only improved students' interest in learning, but also broadened their knowledge. For example, in the study of Exchanges and Conflicts between China and Foreign Countries, Qi Jiguang told students the origin of physical education class's slogan "Be at ease, stand at attention" during the Anti-Japanese War and the origin of bald cakes, which made students interested in learning history.
Secondly, pay attention to cultivating students' autonomous learning ability. In teaching, I realized that I couldn't teach as I did at school. What I should be teaching at the moment is not the dead things in books. Those students can understand that "reading history can make them clear, and learning history can make them gain something." At this time, I taught them how to analyze and understand a certain knowledge, so that they can get inspiration from it. Therefore, I strive to change students' original simple understanding learning style, pay attention to cultivating students' independence and autonomy, and let them actively know, learn and understand the influence of education, so as to achieve the expected learning goals. In the introduction class, in order to stimulate students' interest in learning and cultivate their ability to actively explore knowledge, the materials of "the establishment of imperial examination system" are designed. First of all, the teacher took over a new class that knew nothing about himself. How to select a few class cadres with good moral character, caring for the group and strong ability to do things? And lead to the topic, combined with the relevant information of this lesson, let students imagine how to select and appoint officials if they were ancient feudal emperors. A strong learning atmosphere has been created in a short time, and students' subjectivity has been well reflected. Let students truly become the masters of the classroom and enjoy the happiness of history class.
In addition, I also adopt the well-known teaching method of "reviewing the old and learning the new", so that students can review the old and learn the new first. For example, if we want to talk about China's reform and opening up, we can first analyze it through the example of Shang Yang's political reform. The fact that Shang Yang's political reform was supported by most people made students realize that Shang Yang's political reform was the need of the development of the times, the need of the great cause of Qin reunification and the interests of most people. The same is true from ancient times to the present. Combining with the great cause of China's reform and opening up today, it is precisely because of a series of lines, principles, policies and measures formulated by China in the new situation that it has won the support of the broad masses of the people and achieved remarkable achievements. In this way, we can understand and deepen the current new knowledge by reviewing the old knowledge before, and we can also consolidate the old knowledge.
These are some of my personal experiences. In a word, history teaching is not a one-off event, which requires every history teacher to persevere and be brave in innovation. Under the spring breeze of curriculum reform, every history teacher can only grasp the main theme of the new curriculum, open the door of learning history to every student, refer to the road of understanding history, and let every student speak freely and display his talents. Only in this way can we enhance the charm of history, continuously inject "living water" into the classroom and truly "light the torch of students' thinking".
History teacher teaching evaluation 3 pages
During the period when we entered the new curriculum, I reflected on my past teaching thoughts and behaviors, and re-examined the views and practices that were regarded as experience in the past with the concept of the new curriculum. Now I will sum up the experience gained from reflection to encourage my peers.
First, change the leading role in teaching and the existing teaching behavior.
(1) The new curriculum requires teachers to change from traditional knowledge givers to organizers of students' learning.
(2) Teachers should be the guides of students' learning activities.
(3) Teachers should step out of the shelf of "dignity as a teacher" and become participants in students' learning.
Second, teaching should be a "flexible" textbook.
Third, we should respect students' existing knowledge and experience in teaching.
Teaching reflection, or "reflective teaching", refers to the process in which teachers critically examine their own subjective behavior and its behavior basis in teaching practice, and through observation, review, diagnosis and self-monitoring, or affirm, support and strengthen, or deny, think and revise, combine "learning to teach" with "learning to learn", thus improving the rationality of teaching practice and improving teaching efficiency. Teaching reflection is considered as "the core factor of teachers' professional development and self-growth". American scholar Posner believes that experience without reflection is narrow experience and can only constitute superficial knowledge at most. Only after reflection can the teacher's experience rise to the necessary height and have an impact on the follow-up behavior. He put forward the formula of teacher growth: teacher growth = experience+reflection. Then, how should we learn to teach in teaching reflection?
Self-questioning
Self-questioning refers to a series of questions raised by teachers after self-observation, self-monitoring, self-adjustment and self-evaluation of self-teaching in order to improve their self-reflection ability. This method is suitable for teaching.
The whole process. For example, when designing lesson plans, you can ask yourself: "What life experience and knowledge reserves do students have", "How to design lesson plans that students can easily understand according to relevant theories and students' reality", "What scenarios will appear when students understand new knowledge" and "What to do after these scenarios appear". When preparing lessons, although teachers will prepare different learning plans, in actual teaching, they will still encounter some unexpected problems, such as students' failure to answer questions as planned, disputes between teachers and students, and disputes between classmates. At this time, teachers should reflect on "why there are such problems, how to adjust the teaching plan and how to adopt effective strategies and measures" according to the feedback information of students, so as to organize teaching along the students' ideas and ensure the teaching process to run along the best track. After the teaching, teachers can ask themselves questions like: "Is my teaching effective?" "Are there any highlights that surprise you in teaching? What is the reason for this highlight? " "What can be further improved?" "What did I learn from it?" .
Behavioral research
Action research is an effective way to improve teachers' teaching ability. For example, "cooperative discussion" is an important learning concept advocated by the new curriculum. However, in actual teaching, we often see a "formal" discussion. "How to make the discussion orderly and effective" is the problem we need to study. After the problem is determined, we can extensively collect relevant literature around this problem, put forward assumptions on this basis, formulate an action plan to solve this problem, carry out research activities, make necessary adjustments to the research plan according to the actual needs of the research, and finally write a research report. In this way, after a series of action research and constant reflection, teachers' teaching skills and teaching level will be greatly improved.
Teaching diagnosis
"Classroom teaching is an art of regret", and scientific and effective teaching diagnosis can help us reduce regret. Teachers may wish to start with the study of teaching problems and dig out the hidden problems of teaching ideas. Teachers can collect all kinds of teaching "medical records" through self-reflection and group brainstorming, then classify and analyze them, find out typical "medical records", analyze "pathology", focus on various teaching concepts that affect the effectiveness of teaching, and finally put forward countermeasures to solve the problems.
Communication and dialogue
Full dialogue and communication between teachers is very beneficial to the development of groups and the growth of individuals. For example, a teacher designed some familiar life situations when teaching "average score": dividing peaches, fish, biscuits and apples. In the exchange and dialogue, some teachers suggested that it seems to be limited to start teaching only around "eating". In fact, we still have a lot to allocate in life, so we can expand the teaching design appropriately. Such open discussion can promote teachers to reflect more effectively and transform practical experience into theory.
case study
In the case study of classroom teaching, teachers should first understand the current teaching background, on this basis, collect typical teaching cases through reading, classroom observation, investigation and interview, and then interpret the cases from multiple angles and in all directions. Teachers can not only make a technical analysis of classroom teaching behavior, but also discuss the teaching strategies and teaching concepts embodied in the case, and also explain the teaching theory problems involved. By analyzing typical cases and checking their teaching behaviors against cases, teachers realize that although we call for "paying attention to students' development" every day, we often go our own way in classroom teaching, rarely study students' needs and rarely adjust teaching in time according to students' feedback information.
Observation and analysis
"Stones from other mountains can attack jade". Teachers should watch more classes of other teachers and talk to them more. In the process of observation, teachers should analyze how other teachers organize classroom teaching and why they organize classroom teaching in this way; How do I organize classroom teaching in this course? Compared with them, my classroom teaching links and teaching effects are different and the same; What inspiration did I get from their teaching? If I encounter an accident, how will I deal with it ... After such reflection and analysis, I get inspiration and lessons from other people's teaching.
Summary record
After a class or a day's teaching task, we should calm down and think carefully: whether the overall design of this class is appropriate, whether the teaching links are reasonable, whether the teaching methods are fully used, and whether the key and difficult points are prominent; What actions I have taken today are correct, which ones are not good enough, and which ones need to be adjusted and improved; Whether the initiative of students has been mobilized, whether students are happy to learn, whether I am happy to teach, what is the confusion. Think about these clearly, make a summary, and then record them to provide experience for future teaching. After long-term accumulation, we will certainly gain a valuable teaching wealth.
History teacher teaching evaluation 4 pages
Looking at the history teaching in middle schools in recent years, it is worrying that the history course is extremely neglected and regarded as a "minor" course. Students think that learning history is difficult to remember, remember and think about, which is political preaching. Students would rather do more math and physics problems and remember more English words than spend more time on history. Students are tired of studying history and have no interest. I think we should solve the problem from the following aspects.
First, teaching with new teaching methods and ideas.
1, textbook problem
To turn the process of learning knowledge into the process of analyzing and solving problems, we must turn teaching materials into problems. Teachers can operate from the following aspects: (1) turn teaching materials into "links" of problems; Guide students to solve problems one by one with their own efforts (try to explore and cooperate, etc.). ); In the process of solving problems, arouse students' problem consciousness and produce more and deeper problems.
2. Textbook structure
Teachers should guide students to master the structure of knowledge as much as possible, instead of "seeing the forest for the trees". Students' cognitive structure is transformed from a good knowledge structure, and teachers should pay attention to "looking back" and "looking left and right" when teaching some knowledge. To realize the structure of teaching materials, teachers can put forward the "outline signal" of teaching materials and use the "advance organizer" to guide students to combine relevant knowledge to build a knowledge system framework.
Second, correctly handle the relationship between information and form.
In teaching, teachers draw a string of knowledge with a simple truth or a knowledge point to form a knowledge network, so that students can draw inferences from one another. That is an outstanding teacher. This requires teachers to correctly handle the relationship between information and form in teaching.
First of all, teachers should select the most practical, convincing and infectious typical cases, and the selected typical materials and typical cases are authentic, which can gradually expand, deepen and sublimate the theme and enhance the expression effect.
Secondly, adopt lively and understandable learning methods and forms to mobilize students' enterprising factors and let them enjoy learning and listening.
The following methods are adopted on site: 1, straight to the point, 2. Careful organization, 3. Visual language, enhancing intuition and emotion, 4. Strict, complete and orderly organization process. From design, preparation, implementation to consolidation and extension, it constitutes a complete system, with a clever ending and thought-provoking.
After the teaching of this course, I have a deeper understanding that teachers should not only prepare textbooks and textbooks, but also prepare students.
There are no fixed classes, so it can be said that 1000 teachers have 1000 teaching projects. In the usual sense, preparing lessons is not only preparing textbooks, but also preparing students. It can only be a preview of students' commonness in the ordinary sense. However, the variability and complexity of teaching objects are teaching ideas that teachers did not have before preparing lessons. Therefore, some unexpected "episodes" often occur in class. If teachers feel helpless as soon as they encounter these "small episodes", they even put on a shelf of teachers' dignity to suppress students, which just reflects the incompetence of teachers. The bright spot in the classroom is often reflected in the teachers' wit on these issues, which is not reflected in our teaching plans written on paper.
Teachers should strengthen their professional quality, expand their knowledge and dig deep into teaching materials. Only in this way can we constantly seek change in classroom teaching and improve teaching quality.
In the eyes of students, teachers are all people with rich professional knowledge. The famous assertion that "give students a glass of water and teachers should have a bucket of water" also shows the importance of teachers' professional knowledge level.
In short, with the development and change of society, teachers should also change their teaching concepts, fully understand the importance of new curriculum reform, strive to design teaching materials, and cultivate more and better innovative talents to meet the needs of society.
History teacher teaching evaluation 5 pages
There is a saying in the Book of Learning: "Learn before you know the deficiency, teach before you know the difficulty, know the deficiency, then strengthen yourself, and then stand on your own feet, so teaching and learning learn from each other." Educator Posner also put forward the formula of "experience+reflection = growth", which clearly emphasized the role of reflection.
After teaching a class, the teacher must have his own feelings, sentiments and sighs. If we can simply sum up and write "teaching reflection", it will help us to understand the feedback information in class. Overcoming the interference factors in teaching will help us find the successes and shortcomings in the teaching process, provide a reliable basis for teaching supply, and also help us deepen our understanding of teaching materials and the intensity of teaching reform. Can promote the improvement of our teachers' self-study ability and teaching level.
It is true that the role of teaching reflection is well known-it is a necessary supplement for teachers to prepare lessons again, a good way for teachers to accumulate teaching experience and an effective way for teachers to improve their teaching level. More importantly, what are the materials for teaching reflection? How to write teaching reflection and improve teaching ability? In my opinion, teachers' "teaching" and students' "learning" are two aspects, that is, teaching promotes learning and learning promotes teaching, and the two promote each other and appropriately improve the teaching time and materials.
First of all, the process of learning history is a cognitive process from perceptual to rational. In order to let students perceive history, we must first pay close attention to basic knowledge and correctly handle the relationship between memorization and historical thinking skills such as understanding, analysis and synthesis.
Secondly, we should pay attention to the vertical and horizontal relationship between ancient and modern Chinese and foreign history in teaching. History reflects the development process of the whole human society. In this process, complex historical figures, historical events, historical phenomena and so on are not isolated from each other, but all have some inevitable connections. Therefore, only by revealing the internal and external relations between historical phenomena through vertical and horizontal relations in teaching can we understand the essence and general trend of historical development.
Second, remember the "highlights" in the teaching process to stimulate students' interest in learning and cultivate students' sentiment. Historical situation teaching means that teachers use or infiltrate emotions, and use various teaching methods to render a vivid, vivid, touching and realistic teaching environment and atmosphere through the display of pictures, videos, TV and multimedia courseware, as well as students' performances, so as to attract students' attention in multiple ways, at multiple levels and from multiple angles, and make them immersive. For example, in the agricultural land system in China, which teaches the Taiping Heavenly Kingdom Movement, teachers can arrange for students to look up information according to the teaching materials after class and write an activity script-three farmers talk about the agricultural land system in China, which shows farmers' joy in obtaining land and their helplessness in handing over surplus products in the form of an activity drama, revealing the revolutionary, utopian and backward nature of the system, and its intuitive feeling far exceeds that of teachers.
Third, remember the "failure" in the teaching process
"Smart people make mistakes", even the perfect design of a class will have omissions, and even the successful teaching will inevitably have mistakes. If every time after class, teachers can seriously reflect, explore and analyze their own or others' lessons, and study ways to solve problems and take various forms to remedy them, so as to avoid repeating the same mistakes in future teaching. Fourth, take students as the main body and cultivate students' innovative consciousness.
Innovation is the soul of national progress and an inexhaustible motive force for national development. To cultivate students' innovative consciousness, we must first make students have creative personality. In class, teachers should respect and trust every student, encourage students to think positively, question and speak boldly.
In short, without teaching reflection, calling this part later can only be a simple repetition of the old method. Teachers' teaching level will always stay on the original basis. Practice has proved that reflecting on the gains and losses and doubts in teaching can make our future teaching develop strengths and avoid weaknesses, constantly innovate and improve teaching, accumulate teaching experience, improve teaching level and improve teaching quality.
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