In the teaching case design, I mainly did the following:
First, pay attention to the teaching connection between junior high school and senior high school.
High school history attaches great importance to the objective evaluation of historical figures, and elects the fourth course, Comments on Chinese and Foreign Historical Figures. Therefore, in order to better cultivate students' historical thinking ability and strengthen the connection between historical knowledge and historical thinking ability in junior and senior high schools, I designed such a class in teaching. Mainly combined with the ninth grade special topics "American Revolutionary War" and "French Revolution". Textbooks introduce more knowledge about Washington and Napoleon. In the curriculum standards, it is also mentioned that "telling the main activities of Washington and evaluating the historical role of bourgeois politicians" and "telling the main activities of Napoleon and evaluating the historical role of bourgeois politicians". Junior high school and senior high school are closely linked in this part, and the cultivation of historical thinking should be properly infiltrated in teaching.
Second, pay attention to students' interests.
Interest is the best, teacher. In teaching, I found that students are more interested in historical events in Britain, France and the United States, especially these famous historical figures. Therefore, I designed this course based on students' interest in learning. Before class, I ask students to take the initiative to consult relevant historical materials, teach students the methods of consulting materials and distinguishing historical materials, and cultivate students' ability to collect and sort out materials; Encourage students to take the initiative to speak and express their views in class, and cultivate students' independent thinking ability and language expression ability.
Third, pay attention to the infiltration of learning methods.
The basic criterion for evaluating historical figures is to firmly grasp their objective promotion or hindrance to historical development and social progress, and affirm or deny them according to whether they are beneficial or harmful to the people. In the teaching of evaluating historical figures, I have always paid attention to the infiltration of teaching methods, emphasizing several aspects: 1 Follow the evaluation principles of historical figures, that is, the principle of dividing into two, the principle of times and the principle of class; The combination of history and theory means that the evaluation of historical figures must be based on historical facts or specific historical materials, so as to draw corresponding views, which can neither be subjective and groundless, nor pile up materials and historical facts.
Fourth, pay attention to after-class deduction.
On the one hand, I combine the supporting contact materials after class to consolidate my study; On the other hand, I encourage students to write small history papers, such as a classmate in class 12. In the class speech, I learned that he liked Napoleon very much and knew something about Napoleon, so I encouraged him to write papers to further cultivate his interest in learning.
Of course, I still have some shortcomings in teaching, mainly in the following aspects:
1, the mobilization of student participation is not very good. Many students don't have enough access to information, so that they can't express their views from history, and their views are emotional and lack rational disciplinary thinking. In the future classroom teaching preparation, students can be provided with specific reference materials, which can be video materials or lecture videos. Various materials can increase students' interest in learning and fit students' reality.
Be good at discovering the advantages of students. For students, it's not just the grades. In teaching, we should be keenly aware of the advantages of students. For example, this classmate in 12 class has poor self-discipline and always likes to gossip in class, but in this day's class, I tried to ask and encourage him to speak, and this classmate's performance surprised me. Although he was not good at expressing himself actively, he did read many books about Napoleon. This incident also gave me a great reminder that we must pay attention to every student in the future teaching process, find the bright spots of these students and improve their interest in learning.
3. Strengthen the practice and guidance of writing historical papers. When reviewing students' thesis writing, I found that the writing level of historical papers is uneven, which requires me to strengthen training in future classes, not only to cultivate students' learning knowledge and skills, but also to learn to express and use them.