Through classroom practice, I really realized the feedback guidance of reflection on classroom teaching, which is very important for the growth of teachers. Experience+reflection = growth. Dare to explore and innovate in work, constantly improve your level of reflection in action and research, and be a? Reflective research type? Teachers. Now talk about the experience of junior high school history curriculum reform.
The wave of new curriculum reform, like a spring breeze, has spread all over China, injecting brand-new vitality into education reform. Through study and practice, I know that the new curriculum is more innovative and breakthrough than the original curriculum in terms of curriculum function, curriculum structure, curriculum content, curriculum implementation, curriculum evaluation and curriculum management.
First, students are more willing to take history classes. Viewed from the outside, the new history textbooks are illustrated and colorful, which are deeply loved by students. In terms of content, it reduces the difficulty, dilutes the knowledge system, and increases the content close to students' life and society, providing a broader space for students to operate independently and explore practice. I deeply realized this in the teaching process. In the lesson "The Development of American Economy", the teacher gave students enough time to tell stories such as Silicon Valley and Bill Gates, which stimulated students' positive emotions and ended the lesson with laughter. There is also a history inquiry activity class, which is a world where students can have activities. Different people have different opinions, and they all show their best works to everyone. Don't mention how happy you are when you are encouraged by your teacher. Often after class, students still ask questions around the teacher, which is still unfinished. They really become the masters of learning, from passive acceptance of learning to active inquiry learning.
Second, the requirements for history teachers are higher. The new curriculum reform requires teachers to change their teaching methods and establish a student-centered and constantly exploring learning theory. Then, it is not enough to walk into the classroom with a book and a mouth. Teachers should carefully excavate teaching materials, fully prepare each class, carefully design each inquiry question, stimulate students' interest in learning, and make history class full of passion and vitality. Sometimes it needs the stimulation of language; Sometimes diversified teaching methods are needed; Sometimes teachers have great knowledge reserves, and in short, they have higher requirements for teachers. In the practice of curriculum reform, I have never had a sense of crisis and urgency, and I feel that I have too much to learn. Often after finishing this lesson, we are busy preparing the content of the next lesson. Sometimes I rack my brains for the design of an exploratory problem, and I always feel unsatisfactory. I always feel that my knowledge is too poor, and I urgently need to learn and enrich myself. I am eager to know more about curriculum reform, get guidance, communicate and constantly enrich and improve myself.
Third, the level of teaching and research activities is higher. In the process of history curriculum reform, faced with new curriculum standards and new textbooks, many problems have been encountered in teaching practice. How to design every lesson plan and every lesson? How to deal with the teaching materials? What kind of inquiry questions can be designed to stimulate students' positive emotions and benefit their lifelong development? Why is your classroom effect not ideal and can't achieve the expected purpose? There are also verification and reflection on the correctness of teaching materials. All these urgently need everyone to communicate, so teaching and research work is particularly important and the level of teaching and research activities is also higher.
Essays on history education and teaching in junior middle school II. Understanding of new history textbooks. The original textbook puts the knowledge goal in the first place in teaching. Mainly based on knowledge inheritance? Problems such as many contents, deep degree and outdated concepts are outstanding. Under the guidance of new ideas, the new teaching materials have raised emotional goals to a new height around three dimensions, namely? Pay attention to student development? . From the use of teaching materials, we realize that the history experiment teaching material of the new curriculum standard of People's Education Edition is really? Student-oriented development? As the guiding ideology of compiling a whole set of new teaching materials. After comparison, the author thinks that there are several significant differences between the new textbook and the old textbook.
1. The text design is unique, highlighting the educational concept of taking students as the theme. This set of teaching materials is unique in text design and writing style, paying attention to students' learning, and correcting the teaching materials is only a teacher? Teach this? One-sided approach, and turn teaching materials into students' learning? Learn this? . The style of each lesson in the textbook generally includes: introduction (legends and stories, aiming at stimulating students' interest in learning), text and organized materials (enhancing historical realism and helping students improve their reading ability of ancient Chinese). Material reading? (materials related to the teaching content of this course are for students to read by themselves), brainstorming (vivid and interesting questions start students' thinking machine), activities and inquiry, and free reading cards after class (the combination of classroom teaching and after-school activities is helpful for students to increase their knowledge and skills in activities and promote their physical and mental development). Such text design and arrangement make the new history textbook truly become a textbook for students to learn history.
2. Advocate inquiry learning. A set of teaching materials has effectively implemented the goal of the new round of curriculum reform, paying attention to changing the disadvantages of over-emphasizing receptive learning, rote learning and mechanical training in the course implementation, and advocating students' active participation and willingness to explore. In order to advocate a new way of learning, this paper specially sets up columns such as brain, activity and inquiry. In order to guide students to actively participate in the teaching process, each learning unit has an activity class, which directly introduces student activities into the teaching material system and classroom learning process, which is a major reform of traditional teaching materials. The design of activity class fully considers the vividness, inspiration and openness of the course content, highlights the teaching of learning process and methods, and plays an irreplaceable role in stimulating students' interest in learning and exploring history and cultivating students' ability to learn and explore problems.
3. Illustrated pictures and texts are very readable. While paying attention to the reform of course content, this set of teaching materials pays attention to the effective use of charts and graphs in text presentation, which is readable and suitable for junior high school students' study habits, thus greatly increasing the vividness and intuition of historical knowledge expression, enabling students to have a sense of reality of distant history while learning the text, and truly achieving the unity of science, ideology and readability.
4. The main line of history is clear and the learning theme is clear. For example, in the first volume of the seventh grade, the topic of each unit is the characteristics of several dynasties; In the first volume of grade eight, each unit has a theme, which is very clear and helps to improve students' interest in learning history.
Under this system, the construction of the new junior middle school history curriculum system basically eliminates the problems existing in the existing history curriculum. Difficult, complicated, partial and old? Phenomenon, adapt to junior high school students' cognitive level and acceptance.
Second, the changes brought about by the use of new textbooks. The new curriculum system leaves enough space for teachers to master teaching materials. The purpose of the new curriculum standard is to help every student study effectively, so that they can get a good education while learning knowledge and further improve their personality. Therefore, in the new classroom teaching process, the concepts, behaviors and roles of teachers and students will change accordingly. After more than a year of curriculum reform experiments, we have felt the following outstanding changes in listening to lectures and teaching and research.
(a) changes in teachers
1. Judging from the preparation, the teachers in the experimental area now feel a strong sense of urgency and mission. Without research and updating, they can't adapt to the new teaching, so they try to become researchers of the new curriculum. Many teachers actively develop and utilize educational resources, especially off-campus educational resources. It is particularly worth mentioning that some of our history teachers go to the city to participate in computer learning at any cost or by themselves to make multimedia courseware in order to give a good class and make the class more vivid. Or buy some CDs related to history education, such as historical films about Qin Shihuang, large-scale historical documentaries about the Revolution of 1911, the Long March and War of Resistance against Japanese Aggression, which not only enrich the content of classroom teaching, but also mobilize the enthusiasm of students, and students have a high interest in learning in class.
2. From the introduction of new courses, the introduction forms are rich and colorful. Now, listening to history class is no longer just a teacher leading students to review the content of the last class as soon as they attend class, and then talk about new lessons. Now it's wonderful just to introduce new lessons. In addition to reviewing the old-style introductions and questions, many classes have quoted poetic introductions (for example? The red army is not afraid of the expedition? , just put Mao Zedong's Long March poem), put the lead of the musical (for example? September 18th Incident? Just play the song "On the Songhua River"), introduce pictures appreciatively (for example, when talking about Qin Shihuang, use multimedia to play pictures about Huaqingchi and Terracotta Warriors), and teachers use guzheng music to give cultural content, and the effect is also very good. In short, the introduction of new courses through these forms will quickly guide students into history and improve their interest in learning history.
3. From the perspective of teaching methods, schools with good conditions can adopt multimedia teaching, with flexible content arrangement, novel form, exquisite courseware production, strong intuition and large class capacity. Restricted by conditions, schools that adopt traditional teaching methods can make the classroom wonderful and attract students through the efforts of teachers. No matter which way or method, the new curriculum teaching under the guidance of new curriculum standards and new ideas fully embodies the guiding ideology of students' development. There are not only group discussions (common forms) in class, but also games, role-playing and answering contests. Teachers can creatively design teaching activities, guide students to participate and communicate with students on an equal footing, and teachers are also integrated into students' activities. While studying teaching methods, teachers should also pay attention to the new curriculum standards. Process and method? The requirement of this dimension is to pay attention to the methods of teaching students to learn history in teaching. For example, pay attention to the vertical and horizontal comparison of student lists and the comparison between China and foreign countries, guide students to read and fill in maps, and let students learn to use maps to extract effective information from them. Pay attention to using historical materials to help students understand a question, use what they have learned to answer historical questions related to materials, and so on.
(B) changes in students' learning style
The new educational concept, new curriculum standards and new textbook system determine the change of teachers' teaching methods and promote the change of students' learning methods. Due to the enhancement of the times and life of the teaching content, students' dominant position has become prominent. New learning methods, such as autonomous learning, cooperative learning, inquiry learning and experiential learning, are embodied in every history class. Through teaching practice, we can see that these learning methods can enhance students' practical ability and innovative consciousness. For example, role-playing of certain contents, data collection of historical figures and events, and cooperative evaluation in groups can train students' ability to consult, use and sort out data, cultivate students' oral expression ability, and constantly develop students' new ideas and viewpoints, thus promoting their all-round development.
Third, feelings and experiences
After more than a year of curriculum reform experiments, we deeply feel so many changes. Teachers have realized that they are participants, implementers and researchers of curriculum reform. Teachers' initiative in teaching research and the spirit of mutual assistance and cooperation among teachers have been significantly improved, and they dare to ask questions and suggestions to school leaders and teaching researchers. I always sort out my own experiences, and some of them have written very good papers. With the change of teachers' teaching behavior role, a harmonious, democratic and equal relationship has been formed between teachers and students. Students dare to ask questions, take the initiative to stand up and answer questions, are willing to learn history, can quote classics, really open their minds, publicize their personality, develop their creativity, and are indeed transforming into innovative talents. School leaders and parents pay attention to the new curriculum reform, and all walks of life pay attention to the new curriculum reform. We shoulder the heavy responsibility and are willing to do our best to grow and progress with the curriculum reform.
Fourth, the question of doubt
1. Some chapters are deleted too much, which leads to disjointed phenomenon. It is suggested that it should be set as reading material to enhance the ability of analyzing historical facts. For example, in the first volume of the seventh grade, the lesson "Great Integration of Northern Nationalities" was suddenly mentioned because it was not mentioned before. For another example, War of Resistance against Japanese Aggression, the first volume of the eighth grade, is unclear about the national battlefield. In addition, when talking about the three mountains of modern national industry, it is difficult for students to understand bureaucratic capitalism because the relevant content has been deleted before. In the history of aggression, the Sino-French war and the Hong Kong issue are now removed, which makes it sometimes difficult for us to make a question.
2. The design of personal ideas, activities and exploration topics is difficult or abstract, which makes it difficult for students to find solutions and suffers from the lack of searchable materials around them. In addition, there are too many questions about thinking, activities and inquiry in a class, so it is suggested to set an appropriate number of central questions to facilitate further inquiry.
3. Most of the contents in the trunk of the textbook are ancient Chinese, and some of them are really difficult for teachers to explain, or it takes a lot of time. It is suggested that there should be some clear notes below the textbook.
Essay 3 on History Education and Teaching in Junior Middle School First of all, it is a key issue to arouse students' enthusiasm for learning history. Associative teaching method is to better combine students' characteristics, mobilize students' enthusiasm and initiative through vertical and horizontal connections, and achieve remarkable teaching results.
Before the implementation of the new curriculum, most of the teaching is to adapt to the exam-oriented education, so most teachers mainly explain and summarize, while students are the audience. Now, after the implementation of the new curriculum, the content is more about combining the characteristics of students' times and asking teachers to change the past? Cramming at the last minute? The new teaching method requires teachers to give students autonomy in class and study. In fact, teaching and learning are interactive. Teachers and students inspire each other, communicate with each other and complement each other. In this process, teachers and students share ideas, experiences and knowledge, exchange feelings and experience ideas, so as to achieve * * * knowledge and realize the common development of teaching and learning. Therefore, according to the teaching materials, I personally give priority to instructions, so that students can exert their imagination, get in touch with known knowledge, give full play to their initiative in learning, let students discuss with teachers step by step, and let students swim in the ocean of knowledge life. This kind of teaching method, which stimulates students' initiative in learning under the guidance of teachers and discusses and communicates with teachers, is called associative teaching.
This teaching method is just suitable for students' characteristics of the times. Because today's students grew up after the reform and opening up, accept the concept of diversity, and don't have too many rules and regulations in their minds; There are many ways to acquire knowledge: movies, TV, magazines, books and periodicals, internet, etc. Therefore, the acquisition of knowledge is diversified, and there are also true and false. They know everything from astronomy to geography, and their knowledge is varied, including a lot of historical knowledge. Do they know about Bush's re-election as president and this time? Tsunami disaster, do you know China today? Korean wave plundering? They are diligent in thinking and often get to the bottom of real problems, but they are specious and easily confused by the surface of things. Their curiosity, thirst for knowledge and quick memory make them rich in imagination, broad in thinking ability and good at independent thinking.
In fact, our history is also rich and colorful. Politics, economy, military affairs, literature and natural science all have historical shadows. History knowledge is so similar to teenagers' psychology of seeking knowledge that the process of history teaching should be colorful, and the key is the correct guidance of teachers. This kind of associative teaching method. It is one of the important ways to conform to teenagers' psychology and stimulate students' interest in learning history. This method strives to make history close to students, close to the present, and let students realize that history is around us, so it is not unattainable and unattainable. This associative teaching method is actually what we are familiar with? Review the past and learn the new? . First of all, what is history? So what? And learn about the new situation. 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 the China Production Party under the new situation that it won the support of the broad masses of the people and made 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.
Secondly, what about other subjects? So what? And learn new things (contact with knowledge of various disciplines). History covers all subjects in middle school. For example, the example of Shang Yang's political reform can also be associated with allusions in Chinese. Payment for moving wood? 、? Stand on the wood and read the letter? . In mathematics, there is a calculator of pi, such as Zu Chongzhi. The text background of Chinese is history, the development course of biology, mathematics, physics and chemistry, and it is history; The historical thinking method is that historical materialism itself belongs to the category of political science; Geography is closely related to history. Preheat extracurricular knowledge again? So what? And learn about the new situation. This? So what? Not all students understand it, but it is precisely this that can stimulate students' interest and enthusiasm in learning history, give them room for self-realization, and make it easier for them to understand the inevitable and inseparable relationship between history and reality. For example, when it comes to the British occupation of Tibet, we can mention the film red river valley, which shows the simplicity of Tibetan folk customs and the backwardness of weapons. However, this kind of weapon did not make them succumb to the great powers, but aroused their noble integrity in defending their nation and country.
Using this teaching method can significantly improve the classroom teaching effect, and can also make use of students' imagination to supplement teachers' shortcomings, so as to better complete the teaching task. Enable students to master new knowledge quickly. This can also improve students' interest in learning history, students' intentional attention and enliven the classroom atmosphere. It can also cultivate students' ability to think independently, acquire new knowledge and make judgments by using the mastered knowledge, which is not only conducive to cultivating students' exploration spirit, but also conducive to improving students' ability to analyze and solve contemporary practical problems. It can also help them sort out their known knowledge and correct their incorrect historical information. They can be encouraged to acquire new knowledge through multiple channels and consolidate old knowledge; You can even give them a chance to express themselves. However, using this teaching method, as a teacher, we must first make full preparations, otherwise sometimes we can't answer students' questions and sometimes we can't control the situation. As a teacher, we should know the information of the times through multiple channels. But don't quote too much extra-curricular knowledge, and be good at guiding students to answer the main points in the shortest possible time.
These are my personal feelings. In a word, history teaching can't be done overnight. We need every history teacher to persevere, be brave in innovation and make due contributions to the education of the motherland.