In junior high school history teaching, the teaching idea of the new curriculum reform has changed greatly, and the teaching effect is better. However, due to the long-term influence of traditional teaching concepts, there are still many teaching problems that need to be solved urgently in the process of promoting the reform of history teaching in junior high schools. These problems have hindered the process of history curriculum reform in junior high school to some extent, and must be improved in the future history teaching, so as to further promote the history teaching reform in junior high school and improve the history teaching effect.

I. Problems

1. The goal of history teaching is out of line with the actual demand.

The traditional teaching mode has long been classroom teaching in strict accordance with the arrangement of the syllabus. The purpose of teachers' teaching is to complete the tasks taught by the syllabus at first, and only ask students to remember knowledge. Historical knowledge has no interest in students' eyes. It's all a set of things. The task of students is to remember. The traditional teaching mode has seriously affected teachers' teaching. Teachers' teaching is not based on students' interests, but on their own feelings, without paying attention to students' psychological needs and feelings, and the new curriculum reform is greatly hindered in the process of promoting. This teaching goal is seriously divorced from the actual needs of students. Long-term teaching will make students inflexible in their studies and just copy them mechanically.

2. Classroom lead-in design is out of touch with history class.

With the continuous implementation of the new curriculum reform, more and more teachers begin to pay attention to the pre-class lead-in teaching. They spend their time on the design of classroom lead-in in order to create an immersive teaching situation that students are willing to participate in. Being able to attach importance to pre-class lead-in is an improvement and worth promoting. However, some teachers pay too much attention to the design of the lead and pursue novelty, strangeness and difference. And bring in some content that has nothing to do with the course, and even some content conflicts with the teaching content, which is not only not conducive to the development of teaching, but also may make students have illusions and make them feel at a loss.

3. The classroom teaching evaluation system needs to be further improved.

We usually use exams to evaluate the teaching effect, and the score directly determines the teaching effect. The implementation of the new curriculum reform has greatly reformed the previous single examination evaluation method. Diversified and programmed evaluation methods pay more attention to evaluating students objectively, fairly and comprehensively, and also pay more attention to developing students' comprehensive quality. However, in the actual teaching, although the process evaluation mode is put forward, this evaluation mode is not completely established, but only a simple contact. The evaluation system has not really been established and needs to be further improved.

4. Teachers have not fully developed the habit of self-reflection and self-improvement.

Under the influence of long-term ideas, some teachers feel good about themselves and feel that they are the authority of knowledge. They know everything and everything they say is right. There is no doubt that students must listen unconditionally. I have no doubt about textbooks. I think as long as it is in the textbook, it must be completely correct and true. I will not and dare not question the textbook. Therefore, students actually study textbooks and listen to teachers in class.

Second, the countermeasures

1. Make scientific, reasonable and correct history teaching objectives.

To carry out classroom teaching, the correct teaching goal is very important, just like a lighthouse in the sea. With a lighthouse, ships in the sea can sail in the right direction without hitting the rocks or leaving the right direction. As a junior high school history teacher, we should fundamentally change our educational concept, update our educational ideas, combine the contents of teaching materials with students' reality, set targeted teaching objectives, make clear the teaching direction, reflect students' dominant position, let students become the masters of learning, let them explore and learn independently, and promote the improvement of students' comprehensive quality.

2. Create a democratic, equal and positive learning atmosphere.

Classroom teaching should not always be dead, but should create a lively classroom atmosphere. Teachers and students should participate and work together. Teachers or students alone can't achieve this effect. A good beginning is half the battle. If the introduction of classroom teaching is well designed and students enter a good state, the whole classroom effect will be good. Therefore, teachers should carefully design the lead-in, let students actively participate, and stimulate students' interest in continuing learning. For example, we can make full use of multimedia-assisted teaching methods in the teaching of the first unit "Ancient Residents of the Motherland" in the seventh grade History of China. Before the classroom teaching begins, a video of ancient people's life can be played, so that students can perceive ancient life from their senses, increase their interest in understanding ancient life, stimulate their enthusiasm for learning, and urge them to actively participate in history teaching.

3. Improve the evaluation system of history teaching.

A scientific teaching evaluation system can comprehensively and objectively evaluate teachers' teaching and students' learning, really tap the highlights of teachers' teaching and students' strengths and weaknesses, and also see the problems and shortcomings of teachers and students in the classroom. Therefore, as the main body of the evaluation system, schools should formulate a set of practical teaching evaluation system in combination with the reality of disciplines, schools and students to promote the development of history teaching.

4. In-depth reflection, continuous learning, and strive for your own level.

Teachers are the main body of classroom teaching. First of all, we should study history textbooks, understand textbooks, turn the dead knowledge in textbooks into teachers' own things, and improve our level. In addition, we should learn more extracurricular knowledge, broaden our knowledge and promote the overall improvement of our own ability. In teaching, we should learn self-reflection and self-correction, learn lessons from reflection and accumulate experience from error correction, so as to promote the overall improvement of teachers' own level.

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