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1. Constantly enrich professional knowledge and study curriculum standard textbooks.
History is a rich and vivid subject. With the increase of reading and age, I am more and more aware of my ignorance and shallowness. We need to constantly replace and correct outdated knowledge or wrong historical conclusions. History teaching career is a process of reading and reflecting constantly and enriching historical knowledge constantly. The ancients called it the realm of reading thousands of books and walking Wan Li Road, which is the creed of history teachers all their lives. There are many ways to enrich subject knowledge. According to the historical concept that runs through the compilation of history textbooks for senior high schools and junior high schools, the following books should be required reading for middle school teachers. Stavri and Anoos's General History of the World, Professor Luo Rongqu's New Theory of Modernization, and the Continuation of New Theory of Modernization, etc.
Our middle school history textbooks are changed year by year, constantly reflecting the new achievements of historiography and the new requirements of the national will. It is inevitable to bring old lesson plans to a new platform and interpret new problems and fallacies with old knowledge. Reading textbooks and reading them thoroughly can't be done just by reading textbooks. The accumulation of knowledge is a long-term and gradual process, and it is a process of accumulation. Therefore, when reading history textbooks and reference books, we should study them repeatedly, compare them left and right, and try to figure them out carefully.
Reading at ordinary times is accumulation, and careful notes and reflection are the deepening and transplantation of accumulation. Someone asked a famous special-grade teacher how long it took him to prepare a wonderful observation class. He replied: "It can be said to be 15 minutes, or it can be said to be a lifetime." We should deeply understand this truth, so as to strengthen reading and accumulate rich knowledge. Otherwise, it's the old saying, "use books, and hate less."
2. Expand your knowledge and broaden your horizons.
In today's information age, if you want to surpass students' ideas, you must not have the accumulation of reading. Students know a lot and have a wide range of knowledge. We study only to enrich ourselves and broaden our horizons, and certainly not to fall behind. One direction of academic development in the world is the continuous strengthening of comprehensiveness. In this era, reading history books just to teach history is limited to a complacent position. History involves politics, economy, science and technology, literature, art and other fields. Therefore, as a history teacher, reading should not be confined to this subject, but also an effective way to improve one's professional quality.
Those who teach history should look at Chinese language and literature, philosophy and sociology. And keep abreast of current events, not just for temporary needs and the urgent need to prepare lessons.
Read more books, the horizon of looking at history will naturally relax, and a great sense of history will gradually form. If the new curriculum standard is written well, it is necessary to cultivate students' global vision and world consciousness. You should be the first teacher when you finish listening to the lectures in sequence.
The new curriculum reform emphasizes student-centered and student-oriented development. Under the dual background of knowledge economy era and new curriculum reform, it is necessary to strengthen international consciousness education in history education, which requires us to have a macro vision and a global vision of historical issues. We should take a global view, critically analyze the advanced cultures of all countries in the world today, and broaden our international horizons by extensively dabbling in and being familiar with the history, culture, art and customs of all countries in the world. Secondly, we should have good ability to analyze and distinguish all kinds of information. We should be good at drawing wisdom and experience from the history of the development of world civilization, making it work for us, learning from others and learning from history. We should be good at analyzing the complicated situation of major adjustments and changes in the current international situation, establish a global view and an international vision, and grasp the world theme of peace and development. Thirdly, we need to pay close attention to academic trends and learn to listen to the academic views of foreign scholars and China scholars.
3. Renew educational ideas and strategies to keep pace with the times.
Times are changing and education is reforming. The object of "education" is constantly changing. According to the humanistic education theory, as a teacher, you can't teach a student anything, you can only teach him to discover himself. We must clearly realize that the social environment, students' groups and individuals, and the educational environment are all changing, and constantly update our educational concepts to adapt to this change, and then naturally produce new effective educational concepts and adopt effective educational strategies.
In the personalized era, we need to know every group, every student and even their families as much as possible. One more ruler and a group of good students. We should engage in educational work with a researcher's mentality and a serious and responsible attitude. Factories can produce a certain proportion of waste products, but education cannot fail.
4. Strengthen the basic skills of history teachers
Tell me. Telling is the basic skill of a history teacher. Mr. Yu Youxi said that even in western developed countries, history classes are mainly taught. Vivid narration and extensive quotation will naturally bring students into a heavy and vivid historical time and space.
Comment on people. Historical figures, great men and small people are all subjects of history creation. Our understanding of history is often based on what "heroes in history" said and did. In teaching, we can describe and comment on the "big men" in history in the face of the "little people" of students. Although we dare not arbitrarily deny it, we can also "push ourselves and others" to make history lessons more vivid and help students set up lofty aspirations from an early age.
"Keeping pace with the times" history serves reality, and the process of compiling history textbooks is the process of selecting historical content, one of which is the need of social reality. In doing so, it actually covers the significance of being close to the actual life of students. Therefore, reading newspapers, subscribing to periodicals and watching news is another kind of lesson preparation.
Network or structure vast knowledge. Historical knowledge is complicated and there are many clues. Teachers should be good at structuring and simplifying complex knowledge, which conforms to the theoretical system of constructivism. Only the knowledge effectively constructed in students' minds is valuable knowledge. History is a discipline that emphasizes the accumulation of knowledge. Without knowledge, where can you get the ability? Emotion? Even attitudes and values?
Collect and use information. Now some people exaggerate that this is an era of knowledge explosion. It seems that the days when we borrowed books as children are gone forever. Today, it's not that there are no books to read, no information sources, but how we choose, identify, collect, sort out and use these massive information. Computers and networks are really good partners. Writing, preparing lessons, collecting and arranging materials, preparing lessons, making courseware, counting scores and communicating with colleagues and classmates are all inseparable from it. A qualified history lesson is essentially a process of effective combination and presentation of information. In a sense, it is also a time to share information with students.
Proposition. The teacher may not agree with this topic. After teaching the background of exam-oriented education for so many years, they deal with examination questions almost every day. Which one can't be propositioned? In fact, it is one thing that we use a lot of other people's questions, but it is another thing that we really come up with a set of questions that are quite satisfactory and meet the measurement objectives. A qualified teacher should be a competent proposer. Moreover, the history questions are quite special. If you carefully consider the historical questions of any national exam, it is not difficult to find that each question is not only technically particular, but also its ideological connotation can not be ignored. Therefore, in fact, after teaching and learning the test questions, we should try the proposition ourselves from time to time, which will also help improve our literacy.
Of course, as a history teacher, my understanding of improving professional quality is unreasonable. Just like "I am but toward which corner of the mountain", I write here and hope my colleagues can correct me.