Reflections on the Teaching of History Teachers in Senior High Schools (I)
Since the new curriculum, teaching has been organized around new ideas and new curriculum standards, and diversified teaching modes have appeared in history classroom. Through a semester of history teaching, this paper summarizes and discusses some teaching behaviors in history class.
First, in the process of realizing the three-dimensional goal, we can't ignore the knowledge goal.
Basic historical knowledge includes important historical facts and basic historical clues. Knowledge is the foundation, support, carrier and wing of students' development. Only by mastering basic historical clues and specific historical knowledge can students form their initial ability to learn history, truly learn to learn to learn, and produce patriotic feelings, sense of justice, sense of social responsibility, correct attitude towards life, and scientific outlook on life, world outlook and values. In teaching activities, the teaching process of teachers and students should be a process of re-creation. Through the activities of teachers and students, the framework of historical basic knowledge of textbook design is enriched and enriched to the maximum extent, so that written knowledge can be "alive".
Second, to realize the diversification of classroom teaching forms, we can't take "form"
History curriculum standards advocate diversified teaching forms. In the process of classroom teaching, teachers actively explore various teaching forms, organize colorful teaching activities, create an interesting learning environment for students to learn history, and stimulate students' interest in learning history. In these activities, students can directly participate in teaching, and teachers, students and students can cooperate with each other to complete teaching tasks together.
Third, we must not lose order and rules when creating interactive classrooms.
The new educational concept holds that the teaching process is an interactive process of "communication between teachers and students and common development". In daily teaching, establish new rules with students, cultivate students to learn to listen, ask questions and organize, so that students can really improve their understanding and produce new ideas in communication. At the same time, learn to understand and respect others and enjoy their thinking methods and achievements. In the pursuit of democracy and openness in the classroom, there are the same order and rules. .
Fourth, the role of teachers in establishing students' dominant position cannot be underestimated.
It has become the knowledge of history teachers to make the classroom full of vitality and let students become the masters of learning. In addition to creating a rich teaching environment, stimulating students' learning motivation and providing convenience for students' learning services, we should also guide students to form good learning habits, ways of thinking and master learning strategies. At the same time, share your thoughts and feelings with students, seek truth with students, and truly become a guide for students to learn.
Fifth, to realize the modernization of teaching methods, we can't go into the misunderstanding of multimedia teaching.
In my opinion, history teachers should pay attention to the following points when using multimedia teaching: First, we should make clear the purpose. The use of multimedia teaching is to improve the quality and effect of teaching. It is difficult to highlight the teaching focus and shallow the difficulties. Students only passively accept information, so it is difficult to grasp the knowledge structure, clues and goals of a lesson in fleeting information. Secondly, we should make reasonable arrangements. Multimedia takes too long and the frequency is too fast, which is not conducive to teacher-student interaction. Teachers have no time to collect students' feedback. Students should constantly mobilize various senses to adapt, and have no time to think deeply about the knowledge content. In fact, they are deprived of the opportunity to really participate in the classroom by multimedia. Third, students should be mobilized. The use of any teaching means should mobilize students' enthusiasm, initiative and creativity as much as possible, which is conducive to students' autonomous learning, cooperative learning and inquiry learning, and make students truly become the main body of teaching activities. In a word, multimedia teaching is not everything.
In short, the new curriculum reform has just begun, and we need to work hard and keep learning to make our classroom more active. At the same time, we should firmly grasp the direction of curriculum reform. In this way, in daily teaching, it will not be chaotic and can better promote the development of students.
Reflections on the teaching of history teachers in senior high schools (II)
According to the survey, high school students like history, but they don't like history classes. Students don't like history classes, both because of textbooks and because of teachers. Reflecting on our high school history teaching, we have to think about how to teach high school history well. Excellent high school history class should be emotional, humanistic, historical and cultural. Comparing the "four characteristics" of history class and reflecting on the current history teaching in our senior high school, there are still many weaknesses. How to make students like history class and improve the quality of history teaching in senior high school, I think we should improve it from the following aspects.
1. Strengthen the teaching of historical facts
The process of students learning history is a process from perceptual to rational. "History Curriculum Standard for Ordinary Senior High School (Experiment)" wrote in the course objective "Process and Method", "Learning history is a process from perceiving history to accumulating historical knowledge, and then deepening the understanding of history and reality." The stage of perceiving history mainly presents students with specific historical facts such as historical figures, events, systems and phenomena. In the stage of perceiving history, students not only master historical knowledge, but also develop their own abilities, which are influenced by emotional attitudes and values. There is a stage of ignoring and weakening historical perception in high school history teaching, which intentionally or unintentionally obliterates the content and significance of historical perception and affects the effect of history teaching.
How to strengthen the teaching of historical facts in high school history teaching? First of all, teachers should understand the importance of historical facts teaching in students' history learning process. Secondly, various teaching methods, especially the use of visual teaching AIDS and multimedia, are adopted to make historical facts vividly reproduce historical images. Third, rich and specific historical facts have been added. The clearer the historical details, the deeper the learning impression, and even unforgettable. History teachers should select typical, vivid and penetrating historical details in the ocean of history. For example, when I was talking about the literary revolution in the New Culture Movement, I told the students the story of Hu Shi's seal. On one occasion, Hu Shi got a good piece of bloodstone seal material and decided to use it to carve a private seal. He told the seal cutting master to carve "Hu Shizhi Seal". The master of seal cutting thinks that Hu Shi is an advocate of vernacular Chinese and a great writer of vernacular Chinese, and his influence is so great. Why do you use the word "Hu Zhiye" when carving stamps? So he took the liberty of changing "Hu Shizhi Seal" to "Hu Shiyin". Three days later, when Hu Shi received the seal and found that it was engraved with "Hu Shi's seal", he was in distress situation. Through this accident, the students were deeply impressed by Hu Shi's great influence in the literary revolution.
2. Cultivate students' problem awareness and methods.
There are many phenomena in history teaching, such as teachers teaching textbooks instead of textbooks, taking textbook knowledge as truth and sacredness, requiring students to memorize historical facts and conclusions, and lacking questioning consciousness.
Basic historical facts and historical conclusions constitute the declarative knowledge of history. Historical knowledge is divided into objective and subjective, that is, duality. Objectivity refers to the objectivity of historical facts, and subjectivity refers to the subjectivity of conclusions. Historical conclusion is the explanation of historical facts by textbook writers, which is epochal and subjective. Although historical facts are objective, they cannot be said to be absolute historical truth, and some historical facts may also be fallacies. Historical conclusions are epochal and subjective, and we need to question them more. For example, Lenin pointed out that imperialism is dying and decadent capitalism, but now imperialism is immortal, and we still have to learn from it in many ways. Another example is that the economic crisis is regarded as a unique phenomenon of capitalism in the old textbooks, which is caused by the basic contradictions of capitalism. This year, the financial crisis from the United States swept the world. In today's era of globalization, which country can escape the fate of the economic crisis? Also, is the old textbook objective and fair in evaluating the position and role of the Kuomintang and the Communist Party in War of Resistance against Japanese Aggression?
To cultivate students' questioning spirit, teachers should first have questioning spirit and respect history. Teachers should pay attention to historical trends, consult historical materials and dare to question. The second is to guide students to question, cultivate students' questioning consciousness and guide students to question. For example, the activity class on page 105 of the first volume of Modern History of China: How to evaluate the Revolution of 1911? The topic of discussion is: Some people say that the Revolution of 1911 won, while others say that the Revolution of 1911 failed. How do you evaluate the Revolution of 1911 and why? The textbook also provides students with relevant materials and reference papers. Through this activity class, let the students know that there are many opinions on the evaluation of the Revolution of 1911, but no matter which one, there must be a basis.
3. Integrate the new historical view into history teaching.
The old textbooks we use reflect the one-sided and dogmatic old historical materialism. Productivity determines relations of production, and economic base determines superstructure and human society, which is the main viewpoint of the old historical materialism. With the implementation of the new curriculum, teachers pay attention to the change of curriculum concepts and teaching concepts, but ignore the absorption of new historical concepts, which are out of date. Therefore, both old textbooks and history teachers lack a new view of history.
The lack of a new view of history is not conducive to the progress of history teaching in senior high schools and the development of students' history examination in college entrance examination. On the topic of college entrance examination, which is the closest link between colleges and middle schools, college teachers will definitely directly or indirectly reflect their usual research ideas and research results. Throughout recent years, the history test questions of college entrance examination all over the country have integrated new historical views, such as the global historical view, the civilized historical view and the modern historical view in historical materialism.
The requirements of the new era and the promotion of college entrance examination force our teachers who use old history textbooks to integrate new historical views into their teaching. For example, it is necessary for us to integrate the concepts of civilization history, modern history and global history into the teaching of modern history in China. The modern history of China reflects the collision and conflict between industrial civilization and agricultural civilization, and the modern history of China is also the history of China's modernization. This paper examines the development and changes of China in modern times from the perspective of global history.
Fourth, pay attention to the cultivation of students' humanistic spirit.
In the curriculum objective "Emotion, Attitude and Values", the History Curriculum Standard for Ordinary Senior High Schools (Experiment) points out: "Deepen the understanding of the humanistic spirit of people-oriented, kindness to life and concern for human destiny in history. Cultivate healthy aesthetic taste and strive to pursue the realm of truth, goodness and beauty. Establish a positive attitude towards life, shape a sound personality, cultivate a strong will and a spirit of unity and cooperation, and enhance the ability to resist setbacks and adapt to the living environment. " It can be seen that cultivating students' humanistic spirit is an important goal and the highest goal of history curriculum. However, the didactic, dogmatic and rigid history teaching is difficult to cultivate students' humanistic spirit, which leads to the lack of humanistic spirit in history teaching. For example, many people starved to death during the Great Leap Forward, and some students thought that the population growth in China was controlled. For example, after the "9. 1 1" incident in 200 1 the United States, some students thought it was the retribution of American power politics. All these reflect students' disrespect for people's right to life and the lack of humanistic spirit.
In history teaching, it is necessary to fully explore the historical materials for cultivating students' humanistic spirit, so that students' humanistic thoughts and emotions are subtly infected and edified in the process of perceiving rich and concrete historical facts.
Senior high school history teachers should seriously study and study the History Curriculum Standard for Ordinary Senior High Schools, learn the new edition of middle school history education teaching monographs, read classic history monographs and important historical periodicals, and pay attention to the historical research trends. Effectively change the concept of curriculum, teaching and history, actively participate in the reform of history classroom teaching, and create a historical charm classroom.
Reflections on the Teaching of History Teachers in Senior High Schools (Ⅲ)
This semester, I am a history teacher in Class 3-7, Grade 2. Through continuous in-depth study and hard work, the teaching tasks assigned by the school have been well completed, the teaching of subject knowledge and the cultivation of basic scientific quality have been completed, and the development and improvement of excellent students' learning ability have been promoted. There were successes, failures and shortcomings in the first half of the semester, and I deeply reflected.
First, history class should be entertaining. The history class in senior two is very difficult, which requires students to master the basic knowledge very solidly. So when preparing lessons, I pay attention to the combination of history and theory, and discuss with students through heuristic teaching in class. On this basis, let students draw their own conclusions and experiences, and at the same time add many stories behind history to assist teaching, so that students can understand the historical truth and look at history objectively. At the same time, I strengthen the examination of basic knowledge and ask questions in every class, so that students can gradually develop the habit of reviewing and consolidating every day and enhance their sense of urgency.
Second, we should attach importance to students' feelings and lead them to work together. In the teaching process, I attach great importance to the formation of knowledge. I also introduced my study life in college entrance examination, and told them how I worked hard step by step from low grades and finally got into college, which not only gave them experience, but also inspired their courage and confidence. They often ask me for methods and experience, discuss with me, and report to me about their learning status and mentality in time. I have always been patient and willing to listen and help them solve their difficulties. A good and harmonious relationship between teachers and students has been formed and good results have been achieved.
Third, don't give up students with learning difficulties. I understand that many students with poor learning have difficulties. They are eager for the teacher's help, but they are afraid. So I talked to them alone to find out their real feelings and offered to help them. The students are very grateful, so I put forward some requirements for them to use recess, self-study and other time to come to me for endorsement and practice in batches. They usually don't form the habit of persistence, which is easy to forget, so I often remind them, or go directly to the class to find them, so that they can get into the habit. Finally, they can ask me to review and even ask questions on time as soon as they have time, so their grades before the final exam have been greatly improved.
Although this semester's work is very hard and the teaching task is not light, I am always full of enthusiasm, confidence and love. In the first half of the semester, I not only gained knowledge and experience, but also gained the love and trust of my classmates. Such feelings and experiences will continue to inspire me in my future teaching work. Work hard as always!
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