Fingers are wide, time is too thin, and we slip away from them quietly. Looking back on the teaching process during this period, we have gained growth and moved, so let's act immediately and write a teaching summary. I believe many people are in a state of confusion and inner collapse! The following is a summary (generally 5 articles) of history teaching in Grade One for you, which is for reference only and I hope it will help you.

Summary of history teaching in senior one 1 1. Political thoughts:

As a history teacher, in my teaching practice, I pay attention to the ideological and political characteristics of this subject, and pay attention to the characteristics that high school students are more keen to discuss problems from the connection between history and reality, so as to give full play to the important role of history in patriotic education. My thesis "Combining and Deepening the Reform of History Teaching" won the second prize of the school teaching thesis and was incorporated into the school teaching collection.

In this semester, I took an active part in all political activities and academic reports of the school and the flag-raising ceremony. Seriously study the party's principles and policies, and actively promote quality education in combination with the characteristics of disciplines. Unite with comrades, study business, love students, have a harmonious relationship between teachers and students, have high attendance rate, and successfully complete teaching tasks.

Second, the teaching situation:

This semester, I am teaching four ordinary classes (5, 8 and 9) (10) in Senior One. In view of the poor foundation of students brought by the enrollment expansion, this paper focuses on putting the basic knowledge into practice, and gradually improves students' ability to analyze historical events and evaluate historical figures by using historical materialism and dialectical materialism through the explanation of specific historical facts, so as to help students complete "What is it?" Go to high school to discuss "why?" Change.

In the face of this semester's history exam, I focused on the following work:

1. Complete the teaching of modern history of China efficiently and stably.

Mainly based on the continuous improvement of students' subject knowledge level, we should speed up the teaching progress of new courses appropriately so as to have more time to review two books and prepare for the exam. For this reason, a careful plan was made, and the new lesson was finished immediately after May Day, and the initiative of review was mastered.

2. Practically and solidly implement the basic knowledge and do a good job in reviewing HKCEE II.

On the premise that students are required to review a book once a week, in order to implement the basic knowledge, several teachers in the grade group work together to compile a review outline with multiple-choice questions and comprehensive exercises (more than 240 questions in two volumes), and print and answer them themselves. The workload is quite heavy. Although the work is very tired, I can get good grades for my classmates in the exam, and I am willing to be tired again.

3. Strengthen the training of questions and improve students' ability to answer questions.

In the final stage of HKCEE review, students' ability to analyze and solve problems was improved by training comprehensive questions, especially related questions, such as how to solve multiple-choice questions, answer material analysis questions and question-and-answer questions, and good results were achieved in HKCEE.

When Grade One 18 entered the school, according to the statistics of grade groups, the number of payers was 17, 24 students in Grade One 18 were Grade A, and only 2 students failed. (physical education students)

Third, teaching and research situation:

Actively participate in various teaching and research activities of the municipal teaching and research office and group, and serve as the leader of the history examination organized by the municipal teaching and research office.

As the instructor of Chung Ling Cai, he can try his best to discuss new textbooks, insist on taking classes and give specific guidance, and successfully complete the multimedia open class for new teachers, so that Chung Ling can become a professional teacher.

Summary of History Teaching in Senior One 2: Textbooks are dead and people are alive. The best teaching is to adapt to the teaching of oneself and students, which is conducive to the improvement of students' quality and scores. 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 content, and cultivate more and better innovative talents to meet the needs of society.

First, the effectiveness of classroom teaching objectives

After the implementation of the new curriculum reform, what kind of teaching objectives and tasks should be achieved in the history classroom teaching of senior one? We believe that the key lies in the goal orientation of history classroom teaching in senior one. In the syllabus of the new curriculum, there are many teaching contents, including the key knowledge we identified before, and now they are labeled as "understanding", "knowing", "feeling" and "reading after class" respectively. In some chapters, the hierarchical teaching objectives of "requiring all students to master" and "mastering by most students and those who have little spare capacity in mathematics" are also put forward.

Therefore, the goal of classroom teaching should not be too high, and the specific goal of classroom teaching should be determined according to the specific requirements of the new curriculum standard and the actual knowledge level and actual teaching time of senior one students. For example, when studying the compulsory course 1 World Multipolarization Trend, the main points of this course are: "Briefly describe the formation of Europe, the revitalization of Japan as a world economic power and China, and the rise of the Non-Aligned Movement, and understand that the world multipolarization trend is developing in twists and turns."

Secondly, it pays attention to the goal requirements of "narration" and "understanding" at two different levels of ability, and then makes it clear that "narration" is the rise of four political forces, and "understanding" is the characteristic of "multipolarization trend", which is both "development" and "twists and turns". Finally, according to the contents of the upper and lower two curriculum standards, the time period of this section is determined to be from the mid-1950 s to the mid-1980 s, so as to expand the teaching content of this section.

In dealing with the rise of the four political forces, there are primary and secondary points, and they are all very important. This lesson focuses on Europe, Japan and China. The Non-Aligned Movement is relatively unimportant, so you can talk about it briefly. Some students can learn independently according to the teaching materials and the knowledge they have learned. The reasons for the rise of Europe and Japan can be accomplished through cooperative study and discussion. This goal orientation adapts to students' cognitive level, which can effectively promote students' independent exploration in class and improve classroom learning efficiency. In fact, senior one students are unwilling and impossible to spend a lot of time and energy to explore because of the limitations of learning level, learning time and learning purpose. Therefore, we must comprehensively and correctly grasp the goal orientation of history classroom teaching in senior one and implement effective classroom teaching goals, which is the basic premise to improve classroom teaching efficiency.

Second, change the problem situation and classify the problems.

This is the key to realize knowledge transfer. Problem situation is the way of presenting problems. The closer the problem is to the constructed cognitive structure, the more conducive it is to the transfer and application of knowledge. In the specific training process, we should pay attention to the transformation of problem situations.

1, the "variation" problem. "Variant" is the transformation style of questions, which aims to change the presentation situation and style of questions, make them close to the cognitive structure constructed by students, and prepare for the transfer of knowledge and the solution of problems. For example, one of the 20xx comprehensive questions in the liberal arts college entrance examination: "The prosperity of Hexi region in Wei and Jin Dynasties is closely related to the long-term development of northwest region since the Western Han Dynasty. Please combine the materials (omitted) and the knowledge you have learned to analyze how the Great Wall of the Han Dynasty promoted the development of the northwest. "

The "knowledge learned" here is the knowledge in books when studying at ordinary times, but there is nothing about the management of Hexi area in Wei and Jin Dynasties and the promotion of the Great Wall of Han Dynasty to the economic development of Hexi area in textbooks, so this topic cannot be included in the established knowledge structure.

Therefore, it is necessary to transform the presentation situation of this problem in order to approach or adapt to the situation of the constructed knowledge structure. For example, according to the materials, the construction of the Great Wall is an initiative of the Western Han Dynasty to open up Hexi region (northwest region), which represents the efforts and activities of the Western Han Dynasty to govern the northwest region. Therefore, this topic can be transformed into "Analysis of the efforts and influences made by the Western Han Dynasty and the Eastern Han Dynasty to promote the economic development and ethnic integration in the northwest region", which can be successfully transferred to "The Western Han Dynasty built the Great Wall to resist the invasion of Xiongnu, set up the western regions, and sent a captain".

2. "Classify" the problems according to the same factors between the problems and the cognitive structure. Categorization refers to the process of putting problems into the corresponding similar knowledge structure and finding solutions and strategies from this structure. After changing the situation of the problem, according to the equivalent factors and connections between the changed problem and the cognitive structure, the problem is "linked" with the knowledge structure, the new knowledge with the old knowledge, and the unknown with the known, and the new problem is "classified" by using the constructed knowledge structure. As mentioned above, after the situation of the problem is transformed, it will be "classified" into the cognitive structure of "the measures and significance of handling ethnic relations in the Western Han Dynasty", and it is easy to find ways and methods to solve it in this structure.

Third, teaching with new teaching methods and ideas.

In view of the cognitive characteristics of students during the popularization of high school education, the content of teaching materials is problematic at first. If we want to turn the process of learning knowledge into the process of analyzing and solving problems, we must make the textbooks have problems. I'm going to do it from the following aspects: (1) turn the content of the textbook into a "link" to the question; Guide students to solve problems one by one through 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. Secondly, the content of the textbook is structured.

I want to 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, so when teaching some knowledge, we should pay attention to "looking back" and "looking left and right". To realize the structure of teaching materials, I can not only put forward the "outline signal" of teaching materials and use the "advance organizer", but also guide students to combine relevant knowledge to build a knowledge system framework.

In short, in the teaching of new textbooks, our teachers' teaching ideas need to be constantly updated. While strengthening their own teaching theory study and professional quality, they also strengthen collective lesson preparation, so as to achieve the goal of comprehensively improving teaching quality.

Summary of History Teaching in Senior Three As a new history teacher in Senior One, I have been working in Huaibin No.2 Middle School since September 20xx9. With the strong care of school leaders and grade groups and the guidance and help of experienced old teachers in the history teaching and research group, my teaching ability has been improved and my major has grown. Adhere to law-abiding, love their jobs, care about the collective, unite with comrades and care for students.

This semester (after the liberal arts division), I worked as a history teacher in three liberal arts classes in senior one. Due to my lack of teaching experience, I always insist on studying educational theory seriously, constantly studying teaching materials and teaching methods in depth, and learning from my predecessors with an open mind. After a semester of hard work, I have made some insignificant achievements and have more thoughts and feelings about my work. The teaching work of this semester is summarized as follows:

First, the teaching situation:

Teaching is teaching and learning, which are interrelated and inseparable. Where there is a teacher, there is a scholar. Students are the main body of learning. Therefore, understanding and analyzing students' situation is very important for the success of teaching. When I first came into contact with teaching, I didn't understand the importance of students to teaching. I just concentrate on studying books and textbooks, and try my best to make the classroom lively and unacceptable to students. In the process of teaching, I gradually realized:

On the one hand, students do not attach importance to junior high school history study, and the exam is an open-book exam. Students' historical foundation is relatively weak, and they are not adapted to high school. The concept of junior high school, the influence of many senior high school courses, and the concept of attaching importance to reason over literature make it really difficult for students to devote themselves to history. On the other hand, some students are more active and the class atmosphere is more positive, but the average and poor students account for the majority, and the top students are relatively few. It was too deep for many students to accept, so they didn't take into account the whole. I don't pay much attention to this when preparing lessons, so the teaching effect is sometimes not ideal. It can be seen that understanding and analyzing the actual situation of students, seeking truth from facts, analyzing specific problems and teaching students in accordance with their aptitude have a direct impact on the teaching effect. This is what pedagogy says: "Prepare students while preparing teaching methods". This theory has been verified in my teaching practice.

In teaching, preparing lessons is an essential and very important link, preparing teaching materials, preparing students and preparing teaching methods. Since this semester, most of my time has been spent on teaching. In particular, studying business and preparing lessons take up most of the time. "One minute on stage, ten years off stage", it is impossible to have a good class without preparing lessons. When preparing lessons, you can carefully study the textbooks, teachers' books and curriculum standards, learn from the teachers in the same teaching and research group with an open mind, and strive to thoroughly understand the textbooks and find out the key points and difficulties.

In order to have a good class, I often look up relevant information online, watch teaching videos repeatedly, concentrate the advantages of others to determine my own teaching ideas, and often study teaching links with experienced old teachers in the same group.

Besides, in teaching, I pay special attention to the combination of teaching and educating people. In my spare time, I read some books about teachers' morality to broaden my spare time knowledge.

In teaching, I should not only teach students to learn, but also teach them to learn to be human. Talent first, then adulthood. Give students love and encouragement, so that students can grow up healthily and happily under the bath of love and improve step by step.

Second, the teaching and research situation:

I took an active part in all kinds of teaching and research activities in the school. This semester, I actively studied with my predecessors and tried my best to discuss new textbooks. I insist on taking classes, taking notes and writing lesson plans. Actively participate in the new teacher training activities organized by the school, actively participate in the study of famous teachers' open classes, and gain a lot. It is of great help to study teaching methods, students' learning methods, teaching management and teaching organization. In consultation with this discipline and other disciplines and class teachers. At the same time, I usually pay attention to searching online teaching-related courseware, listening to online courses and trying to enrich the classroom. Before explaining the exercises to the students, please consult the teachers in the group or check the information on the Internet to solve the problems you don't understand, and give the students guidance in knowledge, methods, skills and thinking.

Finally, there is one of the biggest challenges this semester-the final exam. To this end, all my classmates * * * Qi Xin and I worked together to strengthen the review guidance, give targeted individual counseling, and guide the students to sprint in the final stage, hoping to achieve good results.

There is no end to learning, there is no end to learning. Especially as a new teacher, we should study hard and improve our teaching quality and level. Because only in this way can we set an example and set an example. This is my biggest feeling in the past semester.

Summary of History Teaching in Grade 4 of Senior One This semester, under the arrangement of the school, I served as the history teaching of six classes in Senior One (1)~(6), * * * class hours 12, and concurrently served as the head teacher of Senior One (1). The work of the past semester is summarized as follows:

First, political thought:

This semester, I love the party's education, study business, unite with comrades, love students, have a harmonious relationship between teachers and students, have a high attendance rate and complete teaching tasks. Seriously study the party's principles and policies, and actively promote quality education in combination with the characteristics of disciplines. As a history teacher, in teaching practice, we should pay attention to the ideological and political characteristics of this subject, pay attention to the characteristics that high school students are more keen to discuss problems from the connection between history and reality, give full play to the important role of history in patriotic education, make a moral education infiltration plan for history teaching at the beginning of each semester, give full play to the educational function of history, and sublimate their own quality in the teaching process.

Second, the teaching situation:

Because I haven't taught in senior one for many years, it really takes some time to master the learning situation of senior one students. In view of the poor foundation of ordinary senior high school students brought by the expansion of vocational education, this paper focuses on the solid implementation of basic knowledge, and through the explanation of specific historical facts, gradually improves students' ability to analyze historical events and evaluate historical figures by using historical materialism and dialectical materialism, and helps students complete "What is it?" Go to high school to discuss "why?" Change.

During this period, in the history teaching of senior one, in order to make students feel the pleasure of exploration and thinking in the ocean of historical knowledge and give full play to the intellectual function of history, I mainly did the following work:

First of all, study the first class carefully. Attract them with vivid historical stories full of the spirit of the times and make them feel that learning history can enrich their knowledge and broaden their horizons. Inspire them with historical humanistic spirit and dignified sense of historical responsibility, and make them realize that learning history well can improve their humanistic quality and enhance the sense of mission of modern citizens; At the same time, it also explains the characteristics and methods of history learning, so that students feel that history is not something that is difficult to remember, difficult to memorize and tasteless. As long as they have the rigorous spirit of thinking and exploring, they will certainly learn well. A good first introduction class can also change students' psychology of treating history as a minor subject in junior high school, and put them into learning with positive and enthusiastic knowledge-seeking psychology to promote a benign interactive cycle between teaching and learning.

Secondly, give full play to the role of class representatives and do a good job in budget study before class. In the process of students' preview, according to the requirements of the school guidance office, make a study plan, plan the whole textbook knowledge, reorganize the content, guide students to make a preview outline, and encourage students to question boldly and think positively in their study. In the past semester, most students in six classes I have taught have done this seriously. Among them, the representatives of Grade One (1) and Grade Three (3) have been consciously reminding students to complete their study plans before each class, and recording many problems worth pondering, asking teachers to participate in the discussion and solve them together. After class, students are required to finish exercises after class. This not only cultivates students' learning spirit of autonomous learning and positive thinking, but also brings a strong impetus to my teaching.

Third, implement the content of teaching routine. In the teaching process, from teaching methods to learning content, I always adhere to the student-centered principle, and take the cultivation of students' sound personality, correct outlook on life and history, and the ideas that modern citizens should have as the criteria. Delete some contents in the textbook that do not meet the requirements of the new curriculum standard; For some knowledge that needs to be supplemented, resolutely supplement it completely and explain it clearly and thoroughly. After explaining the requirements of solving problems in the college entrance examination, I encourage students to look for information, introduce them to some research results in the field of history, and teach them to objectively analyze and understand history with their own minds, open their historical thinking and not be superstitious about textbooks.

Fourthly, while cultivating students' sound personality and expanding their knowledge, I also attach importance to cultivating students' ability to take exams. In the teaching process, I consciously teach students to set different types of questions from different angles on every important knowledge point, and ask students to develop the habit of asking questions in their study. In addition, after each unit, I will guide students to sort out historical clues, grasp the logical connection between historical facts and historical facts according to the writing ideas of teaching materials, and sort out the historical knowledge structure in written form, so that students can pay attention to the exploration and summary of learning methods in their studies.

After a semester of teaching, I feel that the biggest deficiency is that students are not active enough in learning history. Confusion is the contradiction between students' demand for wonderful classes and the boredom of historical knowledge; The contradiction between loyalty to textbooks and the need to supplement knowledge in actual study; Supplement knowledge and expand the contradiction between class hours and class hours. These contradictions between teaching and learning need to be solved in the future history teaching. Similarly, it will be of great help to promote and improve my teaching level, and also let students feel the fun and significance of learning history under the impetus of teachers.

Summary of History Teaching in Senior One 5 In the next semester of the 20xx-20xx academic year, I am in charge of history teaching in Senior One (7), (8) and (9). Of these three classes, except for (8), which is a key class, they are all ordinary classes. Among them, (9) the historical foundation is poor, and the average score of the final exam last semester is the closest to the last, while (7) it is medium. Generally speaking, students' overall historical foundation is not very good, and the good and the bad are mixed. In teaching, it is necessary to make the students in ordinary classes understand and the students in key classes have enough to eat, which increases the difficulty of preparing lessons! Now make a summary of the teaching work of the whole school year!

First, strive to improve their education and teaching level! As the saying goes: Give students a drop of water, and the teacher should have a bucket of water. In contemporary society, knowledge is constantly updated, and teaching theories and concepts should be constantly followed up to meet the needs of the development of teaching in the times. I know this truth well, and pay attention to constantly learning new knowledge, new theoretical concepts and the development trend of historical research in the process of education and teaching, so as to improve my education and teaching level! Actively order books and periodicals of related disciplines, make full use of them, learn from Tsinghua, a famous teacher, and improve and develop yourself. While studying, I also increased my knowledge and improved my teaching theory. Actively participate in teaching and research activities and lesson preparation group activities, have good public classes and seminars, often listen to teachers' classes, learn from teachers, learn from each other's strengths, and improve their teaching professional level. Try to make every class the best one you have ever had.

Second, ask for advice modestly. Teachers should have a bucket of water, which should be an inexhaustible bucket of water and the source! If teachers want to be the source of knowledge for students, they must keep learning, consult modestly, listen to other teachers' lessons, exchange lessons, exchange teaching designs, learn from others' advantages, overcome their own shortcomings and improve themselves.

Third, prepare lessons! Because there are both key classes and ordinary classes, and the level of ordinary classes is different, we must take care of everything when preparing lessons, so that students can prepare for teaching design and teaching methods! Seriously write the teaching design, and take the initiative to learn and exchange the teaching design from peers! Make a summary and analysis of the ideas of this class before class, make clear the key points and difficulties, and write an postscript in time after class, sum up the advantages and disadvantages, and strive for improvement in the next class!

Fourth, improve teaching methods and cultivate students' historical practice ability. Teaching to die and teaching books to die can no longer meet the social demand for education, and the new curriculum reform is a challenge to today's teachers' teaching concepts. Teachers should change from the owner of knowledge to the organizer of knowledge, from the transmitter of knowledge to the promoter of learning, transcend the barriers in the classroom, evolve the modern teaching process into a process of "cultivating learners", and realize the fundamental change from "teaching with fish" to "teaching with fish". This requires our teachers to constantly improve teaching methods, improve students' historical literacy in many ways, and strive to cultivate students' historical practice ability so that students can acquire certain lifelong learning skills. "Give it to the fish, just for a meal; If you teach him to fish, he will benefit for life. " The purpose of education is not the accumulation of knowledge, but the development of mental ability.

Students' time at school is limited and their knowledge is limited by the times. If they want to do something in the future and keep up with the times in the future, they must keep learning, learn for life, absorb new things and update their knowledge structure. Correct learning methods are particularly important. Teaching and teaching methods are the basis of teaching. To this end, I adopt different training methods for different knowledge sectors, such as drawing pictures, using discussions to make answers and so on. While teaching students to fish, they also consciously and slowly cultivate students' interest in history. There are methods in teaching, but there is no fixed method in teaching. The vivid, lively, solid, systematic, orderly and continuous training from the foundation to the improvement of the ability to apply what they have learned has broadened students' horizons, improved students' learning efficiency, and initially acquired some historical practical abilities needed by modern society.

Disadvantages: the student-centered teaching mode is still not reflected, and it is basically concentrated teaching by teachers. We can't teach students in accordance with their aptitude, and we can't really reconcile the differences between ordinary classes and key classes. We basically use the same lesson plan. Lack of patience in ideological work, especially for students who sleep and don't attend classes. Their attitude is still rough, demanding too much and lacking tolerance for students! Not open-minded enough to learn from peers, less communication! Less lectures! These shortcomings will be seriously corrected in the future! It is also one of the directions for future efforts!

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