Reflections on the teaching at the end of history (7 articles) 1 The demonstration class after the trip to Pingyi really realized that what the ancients said is a truth: what you get on paper is shallow after all, and you never know how to do it. I don't know if I don't go up If I go up there, it's all flawed!
Let me talk about the design idea of my class first. This class happens to be the first class for the final review, so before class, I first set up the confidence and confidence for the students to review the exam. Then, let the students recite by themselves (I think this is the most basic link), and then check each other. This process lasted about 20 minutes. Next, I invited three students to talk about some problems that need to be paid attention to in these three classes (with students' review and inspection). Their self-confidence and extracurricular expansion are beyond my power. Then consolidate and synchronize the above exercises, and finally reflect on the gains (students not only gain knowledge, but also summarize some review skills, such as the connection before and after, and some problems that should be paid attention to when doing the questions).
After a class, it seems to slip away, but it also exposes some problems: when students ask questions and show, they do not reflect the principle of giving priority to the weak and equal opportunities; When practicing consolidation, it will be higher to go directly to the senior high school entrance examination, and so on. These problems will be gradually corrected and improved in future classes. My goal is to make No.8 in each group reach the level of these three students, so as to realize * * * productism. Therefore, the revolution has not yet succeeded, and I will continue to work hard!
Reflections on teaching at the end of history (7 articles) 2 This semester, I worked as a history teacher in Class 6, Grade 2 -( 1 1). Looking back on this semester's education and teaching work, I think there are many places worth pondering.
As subject teachers in six classes, we are faced with different students, who have individual differences in personal ability, personal quality, personality and psychological characteristics. Because of the differences, teachers should adopt different teaching methods according to the characteristics of students, because the same course is in different classes.
According to different classes, we should not only prepare lessons after class to ensure the quality of classroom teaching, but also "prepare lessons", understand the characteristics of students through various channels, guide them in time and improve the teaching effect. For example, some students are interested in historical figures, some students are interested in historical events and some students are interested in war. In this case, teachers should combine the characteristics of the subject, find the "exciting point" that can arouse students' interest in class, mobilize students' enthusiasm, let them actively participate in classroom teaching, and become the main body of classroom teaching.
* * * I took the exam three times this semester, and some problems were also reflected during the exam. Still can't change from the thinking mode of rote memorization to the thinking mode of understanding memory. In the mid-term exam, we can see that students have mastered the basic knowledge questions very well and lost few points; Subjective questions, that is, material analysis questions, students can grasp the material and tell the main idea of the material when answering, but when answering qualitative questions, there is still a lack of language use, so they can't accurately express the problem in historical language and need to strengthen training; When students answer questions, they are clear about the specific historical facts and the experiences and lessons reflected by the historical facts, but they lack certain orderliness. In the future teaching work, we should pay attention to the order of solving problems.
There are many things worth remembering in history, which requires teachers to guide students to remember historical facts clearly and accurately while imparting knowledge, and to urge students to review, consolidate and preview in time after class. Only in this way can they have a solid memory, be handy in doing problems and be a shoo-in in the exam. Therefore, in the future teaching process, we should explore some methods to help students remember the time, place and events, so that students can study easily without burden. When checking students' review, teachers' unilateral efforts are not enough. It is necessary to communicate with the class teacher in time, and the two sides should cooperate with each other, so as to ensure that students can pass the exam smoothly.
Looking back, it has become history in itself. We should take a broad view of the new semester, carry forward the advantages of our previous work, make up for the shortcomings in our work and keep pace with the times.
Reflections on the teaching at the end of history (7 articles) 3 Last school year, I took up the task of teaching history in five classes of Grade Three, but I still couldn't achieve ideal results. Generally speaking, there are many shortcomings in teaching:
The first point is that students are not well guided to learn independently. Teachers are just tired of dealing with lesson plans and homework every day. They only solve the tasks of each class step by step, but fail to guide students to continue to complete their learning tasks after class. This is worthy of reflection. Many students always think that this is a minor course, but in fact they don't pay attention to it. Quite a few students don't like history very much. Some of them lost confidence in learning history because they didn't study history well. At most, I hope to listen to historical stories, and there are many historical knowledge points, so it is difficult to remember. History gives them the feeling that they are rote, rigid and boring, and they don't want to remember at all, and they don't want to understand and analyze; The open-book exam for the senior high school entrance examination makes them feel that they don't need to work hard, let alone study by themselves after class.
The second point is the lack of standardized guidance for students to answer questions. Ordinary students lack the consciousness of learning, and teachers can't blame students blindly. First, history subjects are rich and complicated, and knowledge points are fragmentary, which is not as logical as learning mathematics, physics and chemistry. Second, it is really difficult to learn history. Not only remember, but also understand. For example, students often can't answer materials and questions, and they can't answer ideas. So this requires the guidance of teachers to improve students' ability to answer questions.
Summarize the following aspects:
First, cultivate good study habits and improve efficiency.
Lack of good study habits is the "root cause" of most students, especially boys who listen with their ears in class. They are very happy and start to be lazy as soon as they are asked to write. I pay attention to cultivating the habit of taking notes in class. I use the classroom notebook and the history exercise book together, which effectively avoids the above problems. Because the history subject adopts the open-book examination method, it is particularly important to mark the key points and difficulties in the teaching materials. I ask students to use red pen or colored pen, and indicate the items of the test center, such as "Meiji Restoration", so that students can see at a glance. In class, I patrol while talking, reminding and urging underachievers and naughty students to tick their textbooks.
Based on the main position of the classroom, stick to it for 45 minutes and try to make students read and write more. Pay attention to every minute in class, pay attention to every student and improve classroom efficiency. At the same time, do morning reading 30 minutes before morning class to familiarize students with textbook knowledge.
Second, based on the outline, strengthen the review of basic knowledge under the guidance of the outline.
Every oak tree must be an acorn. The foundation of any discipline is fundamental. Without a foundation, it becomes a rootless tree and passive water. The basic questions in the history senior high school entrance examination account for about 70%. Grasping the basic questions will not only save time, but also make achievements. The content of world history in grade three is complicated and trivial, so it is unrealistic for most students to recite all the test sites. For students, memory is a seemingly simple but actually the most difficult thing. For the knowledge points on the syllabus, I let the students train repeatedly through small questions and answers, and the students gradually become familiar with the test sites from strangers. Through repeated training, the basic knowledge has been consolidated.
Third, combined with the targeted training of the senior high school entrance examination questions
A solid basic skill is the first step to cope with the exam, and it is not enough to train only to make small questions and answer small questions. The multiple-choice questions and material questions in the senior high school entrance examination require students' reading, understanding, analysis, comparison and synthesis abilities to be higher and more comprehensive. The second step is to effectively train the questions in the senior high school entrance examination. The topic is ever-changing, and the key is to master the method of solving problems. Attention should be paid to the guidance of problem-solving methods, such as "finding keywords" and "reading the questions first, then reading the materials" to help students improve their ability to take exams.
Fourth, special training and special review to cultivate comprehensive ability.
Special review is mainly conducted after the mid-term exam. I will make up some questions carefully, so that students can close their books and complete multiple-choice questions, which is challenging for students. Students are eager to try, and more and more students begin to try this method.
Over the years, mid-term examination questions often involve the vertical and horizontal connection of historical knowledge, which puts higher demands on history teachers and requires special review of students. Without relevant information, I did it myself, searched online, and combined with the syllabus, sorted out seven comprehensive topics, such as Early Bourgeois Revolution in Europe and America, Ideological Emancipation Movement in Modern World History, and Comparison of Two Industrial Revolutions, with related exercises. Over time, students become more and more tired, more and more lax, and their learning situation is not as good as before. A good memory is better than a bad writing. In the past, we wrote more and read less. Now I can only change my methods and make students write less and read more. There are comprehensive questions everywhere in history. By inquiring, collecting and sorting out, I sorted out the review materials of the comprehensive questions of the senior high school entrance examination and made a comprehensive summary of the comprehensive questions involved in world history. Thematic review makes scattered knowledge more organized and systematic, which is convenient for students to master historical knowledge and cultivate their comprehensive ability of history learning.
In short, in the future teaching, I will foster strengths and avoid weaknesses, constantly improve teaching methods, sum up experience, strive to improve my teaching level, and make unremitting efforts to comprehensively improve the quality of education and teaching in our school!
Reflections on teaching at the end of history (7 articles) 4. Do a good job in regular teaching and every class. Look through textbooks, reference books and teaching AIDS, and strive to prepare all the knowledge that teachers know best, all the key points contained in textbooks, the key points, difficulties and related points of knowledge points, and teach them to students in an orderly manner. Grasp the main position of classroom teaching, carefully organize classroom teaching, actively mobilize students' learning enthusiasm and improve classroom teaching efficiency.
While paying attention to improving the efficiency of classroom teaching, we should also feed back students' knowledge in time and pass customs inspection. Before each class, teachers should review and ask questions about what students have learned, which not only checks the students' previous knowledge, but also plays a role in linking the old and new knowledge. Recruit consciousness in the usual classroom infiltration.
First of all, in teaching, we should pay attention to arouse students' enthusiasm for learning history. A key problem is the associative teaching method, which can arouse students' enthusiasm and initiative in learning through vertical and horizontal connections and achieve remarkable teaching results.
After the implementation of the new curriculum, teachers mainly explain and summarize, and combine the characteristics of students' times 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 play to their initiative in learning, and let students and teachers discuss with each other step by step.
Second, grasp the routine teaching, do a good job in each class, and strive to improve classroom efficiency. Prepare lessons carefully, read through textbooks, reference books and teaching AIDS, and strive to prepare all the knowledge that teachers know best, all the key points contained in textbooks, the key points, difficulties and related points of knowledge points, and teach them to students in an orderly manner. Grasping the main position of classroom teaching, carefully organizing classroom teaching and improving classroom teaching efficiency are the keys to improve teaching quality.
While paying attention to improving the efficiency of classroom teaching, we should also feed back students' knowledge in time and pass customs inspection. Before each class, teachers should review and ask questions about what students have learned, which not only checks the students' previous knowledge, but also plays a role in linking the old and new knowledge.
Third, strengthen the collection and processing of senior high school entrance examination information, pay attention to the trend of senior high school entrance examination propositions, and attract awareness in the usual classroom infiltration. Teach students some basic skills and methods to do problems. In peacetime teaching, we should seize the opportunity to cultivate students' comprehensive abilities such as generalization, induction, comparison and judgment, so that students can develop good study habits such as reviewing old knowledge frequently, being good at summarizing and inducing, and solving problems clearly and regularly, so as to achieve success in peacetime and form habits.
Reflections on the teaching at the end of history (7 articles) 5 I am a history teacher in Class 5-8, Grade 1 this semester. Looking back on this semester's education and teaching work, I think there are many places worth pondering.
As subject teachers in four classes, we are faced with different students, who have individual differences in personal ability, personal quality, personality and psychological characteristics. Because of the differences, teachers should adopt different teaching methods according to the characteristics of students, because the same course is in different classes. Teachers should not only ensure the completion of the task of history teaching in senior one, but also let the students with spare capacity improve their level and lay the foundation for choosing liberal arts in senior two.
According to different classes, we should not only prepare lessons after class to ensure the quality of classroom teaching, but also "prepare lessons", understand the characteristics of students through various channels, guide them in time and improve the teaching effect. For example, some students are interested in historical figures, some students are interested in historical events and some students are interested in war. In this case, teachers should combine the characteristics of the subject, find the "exciting point" that can arouse students' interest in class, mobilize students' enthusiasm, let them actively participate in classroom teaching, and become the main body of classroom teaching.
This semester, * * * conducted three large-scale examinations, which also reflected some problems. Students are new to high school history, so they can't change from the thinking mode of remembering history in junior high school to the thinking mode of understanding and remembering in senior high school. Therefore, the results of the first two exams were not satisfactory. After a semester's study and training, we can see in the final exam: the basic knowledge questions are taught well by students, and few points are lost; Subjective questions, that is, material analysis questions, students can grasp the material and tell the main idea of the material when answering, but when answering qualitative questions, there is still a lack of language use, so they can't accurately express the problem in historical language and need to strengthen training; When students answer questions, they are clear about the specific historical facts and the experiences and lessons reflected by the historical facts, but they lack certain orderliness. In the future teaching work, we should pay attention to the order of solving problems.
There are many things worth remembering in history, which requires teachers to guide students to remember historical facts clearly and accurately while imparting knowledge, and to urge students to review, consolidate and preview in time after class. Only in this way can they have a solid memory, be handy in doing problems and be a shoo-in in the exam. Therefore, in the future teaching process, we should explore some methods to help students remember the time, place and events, so that students can study easily without burden. When checking students' review, teachers' unilateral efforts are not enough. It is necessary to communicate with the class teacher in time, and the two sides should cooperate with each other, so as to ensure that students can pass the exam smoothly.
Reflecting on the past itself has become history. With the coming of the new semester, we should focus on the new semester, carry forward the advantages of our previous work, make up for the shortcomings in our work and keep pace with the times.
Teaching reflection at the end of history (7) 6 The intense teaching life is coming to an end. Looking back on the teaching work in this half semester, I have gained a lot, and I am also growing in this teaching process. History is boring. In the process of quality education, how to arouse students' learning enthusiasm has become a problem that we must seriously consider. I have summed up some experience in teaching, but of course there are also some shortcomings. Now I will share them with you.
1, interest is the best teacher, trying to stimulate students' interest in learning in teaching.
The ancients said, "The knower is not as good as the doer, and the doer is not as good as the musician." Only when students are interested in learning can they actively explore, observe keenly, have a solid memory and rich imagination; Be creative. Some students can't concentrate for a long time in class. They often know things by interest and are willing to do interesting things. Those who are not interested show absentmindedness. Therefore, if we do not pay attention to interesting teaching, it will be difficult to cultivate students' interest in learning. Therefore, I try to keep students' strong thirst for knowledge and persistent attention, and combine the characteristics of history to teach. I started with stimulating students' interest in learning, arousing students' strong thirst for knowledge and making students study in a relaxed and pleasant environment, so the teaching effect is very good.
2. Strive to cultivate and improve students' autonomous learning ability.
As we all know, "reading history can help us learn by ourselves", which can not make students study hard and guide them to analyze and understand a certain knowledge, so as to get inspiration from it. Only in this way can we form a learning style that fully mobilizes and exerts students' subjectivity. In the teaching process, I mainly teach students the methods of thinking, and the answers are all summed up by myself. I pay attention to cultivating students' independence and autonomy, strive to meet the learning needs of different students, create an educational environment that can guide students to actively participate, stimulate students' enthusiasm for learning, enable students to self-control, self-regulate and dominate their own learning activities, let them actively understand, learn and be influenced by education, and make them eager to learn and enjoy learning, so as to achieve the expected learning goals.
3. There are also some shortcomings in teaching.
1, it is impossible for us to teach everyone the most effective method in guiding students' learning methods.
2. For students with learning difficulties, adopt more effective methods.
Experience plus reflection equals growth. In teaching, I constantly sum up experience, find out shortcomings, actively participate in teaching and scientific research, be brave in exploration and innovation in my work, pay attention to cultivating students' interest in learning, improve students' autonomous learning ability, and let students learn to question, learn to investigate and explore, and learn in practice. Patiently guide students with learning difficulties, enter their psychology, make them eager to learn, enjoy learning, and let every student get full development.
Reflections on teaching at the end of history (7 articles) 7 It is the most basic and highest requirement for teachers to grasp conventional teaching, do well in each class and strive to improve classroom efficiency. Prepare lessons carefully, read through textbooks, reference books and teaching AIDS, and strive to prepare all the knowledge that teachers know best, all the key points contained in textbooks, the key points, difficulties and related points of knowledge points, and teach them to students in an orderly manner. Grasping the main position of classroom teaching, carefully organizing classroom teaching, actively mobilizing students' learning enthusiasm, grasping the classroom for 45 minutes and improving classroom teaching efficiency are the keys to improve teaching quality.
Good class, pay attention to improve the efficiency of classroom teaching, but also timely feedback to students' knowledge, check, before each class, the teacher will review and ask questions about what students have learned, which not only checks the students' previous knowledge, but also plays a role in linking up the old and new knowledge. You can kill two birds with one stone. It is what we usually call "reviewing the past and learning the new".
Strengthen the collection and processing of information such as senior high school entrance examination and new curriculum reform, pay attention to the trend of senior high school entrance examination proposition, and attract awareness in the usual classroom infiltration. The teaching work of grade three is directly facing the senior high school entrance examination. As a junior high school teacher, you can't just stare at the present, close the door and not learn new information. Therefore, I often browse the latest teaching reference materials and magazines, pay more attention to the information of senior high school entrance examination, in order to better grasp the trend of senior high school entrance examination proposition, try to infiltrate the awareness of enrollment in peacetime teaching, and teach students some basic skills and methods to do problems. In the usual teaching, we should seize the opportunity to cultivate students' comprehensive ability, achieve success at ordinary times and form habits.
Teaching students some learning methods and developing good study habits can get twice the result with half the effort in teaching. In the usual teaching, while imparting knowledge, we should also teach students some learning methods, such as generalization, induction, comparison, judgment and other comprehensive abilities, so that students can develop good study habits such as diligent review of old knowledge, good induction and summarization, and clear and standardized problem solving, which are all necessary skills for graduates. Teachers are generally well-trained, so they won't attend to one thing and lose sight of another during the exam.
Finally, I ended with the famous saying of Van Gogh, a famous Dutch painting master: "Believe me, the following sentence is correct in terms of art: honesty is the best way, and I would rather take the trouble to study it seriously than be opportunistic and grandstanding.