High school political teaching thesis: to improve teaching quality, we should be diligent. At present, there are several views on improving teaching quality: one thinks that improving teaching quality mainly depends on students. With good students, the quality of teaching will naturally go up. If the students are not good, the teachers are all idiots with any skills. Another view is that in order to improve the quality of teaching, leaders at all levels should increase incentives. The greater the incentives, the higher the enthusiasm of teachers. Otherwise, teachers' enthusiasm will be weakened until negative transfer, which will not improve the teaching quality. Another view is that the improvement of teaching quality is a matter of many years. The poor quality of my current students is due to the responsibility of my predecessor, and there is nothing I can do about it. This leads to the phenomenon that middle schools blame primary schools, primary schools blame kindergartens and kindergartens blame parents. All these are different examples. Do these have anything to do with improving teaching quality? This is very important. It makes sense. But it is not the fundamental reason to improve the quality of teaching. I think improving teaching quality is composed of quite complicated comprehensive factors. Among these comprehensive factors, teachers' enthusiasm is the fundamental factor to improve teaching quality. So, how can teachers improve their teaching quality? In my opinion, whether teachers are diligent in teaching is the key reason to improve teaching quality. The so-called "diligence" refers to doing it as much as possible or continuously, which is the antonym of "laziness" or "laziness". As a teacher, how to overcome inertia, cultivate diligent work style and improve the quality of education and teaching? 1. Diligent dredging of teaching materials is the premise of improving teaching quality. Teaching materials (including syllabus) are the basis and foundation for teachers to implement teaching. Without textbooks and syllabus, the improvement of teaching quality will become water without a source and a tree without a foundation. Teachers should not be satisfied just by reading the textbooks and outlines of the subjects they teach once or twice. Even teachers who have taught the same textbook for many years have the need to be familiar with and study. Because, in the same textbook in different semesters, teachers' understanding level is different, and students' basic knowledge level is also different. Therefore, teachers should read and study textbooks repeatedly. Only by deeply understanding its structure, content and significance can our teaching adapt to the development of the times, and we can calmly step onto the podium and give lectures in an orderly manner. Only when the teacher speaks clearly can the students listen with relish. Second, reading reference materials frequently is the condition to improve teaching quality. Only by expanding their horizons and increasing the amount of information can teachers update their original knowledge and make themselves innovative in teaching. Without the constant enrichment and updating of new knowledge, teachers will only stick to the rules and follow the book. Make students feel boring. Students will only tick in the course of the teacher's lecture, which will not be fresh and will not produce interest in learning. By reading a large number of reference books and related knowledge related to teaching materials, teachers organically participate in some extracurricular knowledge in the teaching process, which on the one hand enlivens the classroom atmosphere and broadens students' horizons. On the other hand, it enriches the teaching content, increases the information of students, makes students have learning needs, corrects their learning motivation and enhances their learning motivation. Third, diligent participation in teaching and research activities is the basis for improving teaching quality. Educational and teaching research activities organized by cities, counties and schools can provide us with a good opportunity to improve the quality of education and teaching. Every activity, as long as we carefully observe and study, find and learn even a little strength from it, or get a message from you, is a kind of gain for ourselves. The higher the level of teaching and research activities, the more reliable the information obtained. Of course, this must be carefully tasted before it can be tasted. The more grass-roots teaching and research activities, the more practical their experience. Therefore, diligently participate in teaching and research activities, learn from others' strengths and make up for their own shortcomings. Over time, we will gradually form our own set of teaching styles and teaching characteristics by learning from others. Fourthly, diligent understanding of students' learning situation is the key to improve teaching quality, and students' learning effect is the starting point and destination of teachers' teaching. Knowing and mastering students' knowledge of the subjects they teach at any time can often modify the teaching plan and improve the teaching effect. The purpose of teaching is to make every student improve his ideological level, master scientific knowledge, students' ideological and moral level and scientific and cultural knowledge, and it is a yardstick to measure the quality of teaching. Facing the same grade, the same class and the same student, why can others teach well, but they can't teach well? Why are students willing to listen to other people's classes, and their grades are constantly improving, but not only have their grades not improved, but some students have to make trouble in the classroom, and the classroom order is in chaos? Who is to blame? I can only blame myself. We often talk about student-oriented, so we should understand and respect students, guide them correctly, mingle with them equally, and then improve teaching methods, and the teaching quality will naturally improve. 5. Being diligent in summing up and upgrading perceptual knowledge to rational knowledge is a reliable guarantee for improving teaching quality. After working for a period of time, everyone will always have successful experiences and lessons of failure. After summing up the lessons, people will become smarter. The so-called trickle makes the sea. Although the sea is vast, it will dry up without a trickle. As long as we conscientiously sum up the teaching gains and losses of each semester, each stage and each class, supplemented by correct theories and through our own serious practice, our understanding of teaching will rise from perceptual to rational. Guiding practice with correct theory will make the improvement of teaching quality just around the corner. Teaching quality is the life of a school. There are many famous schools in the society, which become famous brands because they have decades or even hundreds of years of high-quality teaching. Cultivate high-quality students through high-quality teaching. High-quality teaching must have diligent spirit, diligent attitude, diligent thought, diligent style and diligent quality from the principal to the teaching staff. As a front-line teacher, in an ordinary job, to make a certain contribution to the people's education, we must be "diligent". In order to improve the quality of education and teaching and the overall quality of students, we must be diligent.