High school history teaching thesis

2000-word high school history teaching thesis

In order to help students finish their graduation thesis and graduate smoothly, I have carefully arranged some excellent history teaching papers for your reference.

Senior high school history teaching papers are 2000 words each.

Abstract: In today's era, with the rapid development of computer and information technology, data transmission and exchange are more and more frequent, and mankind has ushered in the era of big data. Under the background of big data, high school history teaching is also deeply affected. With the help of modern technology, not only the teaching methods are innovated, but also the teaching means are improved, which greatly enriches the teaching content. Therefore, high school history teachers in the new era must master the corresponding technology in order to serve history teaching.

Keywords: big data; High school history; interest

In recent years, with the development of the times, information technology and multimedia technology are increasingly applied to the field of education. The great progress of this technology not only directly changes the teaching methods and forms, but also has a great influence on the teaching content and teaching concept, and plays an increasingly important role in the history teaching in senior high schools. Its functions are roughly as follows:

First, innovative teaching methods to stimulate students' interest

In traditional history teaching, blackboard and chalk are the most important teaching tools, and teachers' oral explanation is the most important teaching method. This teaching method of blackboard chalk and teacher is primitive and simple. In the whole teaching activity, teachers are always in an absolute active position, while students are in a passive accepting position. The single teaching method and boring teaching content have seriously affected students' enthusiasm for learning.

Although many teachers are trying to cultivate students' interest in learning, the effect is not ideal due to the limitation of technical conditions. Since the popularization of information technology, teaching methods have been greatly improved, and students' interests have also changed greatly.

Take the teaching contents of Confucius and Laozi as an example. Teachers can show pictures of Confucius and Laozi in front of students with the help of multimedia. At the same time, teachers should guide students to review the times when Confucius and Laozi lived, and which thinkers were born in all countries of the world. Some students said: Aristotle; Some students said: Plato; Some students said: Sakyamuni. Through such a simple introduction, students have a more comprehensive understanding of this era. When making multimedia, teachers should compare Confucius' thoughts with Laozi's, so that students can understand the differences between Confucius' and Laozi's thoughts and remember them easily. It can be seen that the use of multimedia in high school history teaching can make boring history knowledge interesting, thus improving the learning efficiency of students' history class.

The second is to promote the improvement of teaching methods.

In the context of big data, information technology can not only improve students' interest in learning, but also help teachers improve their teaching methods. Because multimedia can display a lot of information, it basically replaces the teacher's blackboard writing, and also replaces the teacher's teaching to a considerable extent, thus saving the teacher a lot of time. In this way, teachers have the opportunity to change from a simple lecturer to a learning instructor. While imparting knowledge to students, teachers can spend more time interacting with teachers and students, guiding students to think and helping them analyze problems. In this way, the status of teachers and students can be changed, so that teachers can become the dominant class and students can become the main body of the class.

At the same time, with the help of multimedia technology, teachers can use more new teaching methods, thus realizing the diversification of teaching methods. For example, taking the teaching content of "Opening a new route" as an example, teachers can make use of the dynamic demonstration and table induction of maps to make students have a clear understanding of the process of opening a new route, and at the same time, they can improve students' ability to read and identify maps. By using multimedia, theoretical knowledge can be presented to students more intuitively and vividly, so that students can get more useful information and cultivate their divergent thinking.

In this new teaching environment, some new teaching methods and new teaching concepts begin to appear, such as cooperative learning and inquiry learning. The emergence of these teaching methods has largely benefited from big data.

Third, enrich the teaching content and broaden students' horizons.

In order to comprehensively improve students' comprehensive historical literacy, the content of history teaching should not be limited to textbooks, but should be based on the contents of textbooks and introduce some contents outside textbooks appropriately. However, due to the limitation of technical conditions, there were not many expansions and supplements to the teaching materials before. Now, with the advent of the era of big data, teachers can use information technology to find and refine relevant teaching contents, and introduce these new teaching contents into teaching courseware to continuously broaden students' horizons.

Taking the teaching content "The Great Unification of Qin Dynasty and the Establishment of Centralization" as an example, teachers can show the pictures of the Great Wall, the Terracotta Warriors and Horses of Qin Shihuang Mausoleum and Epang Palace in front of students with the help of multimedia, and then introduce this new lesson. Teachers can also add relevant pictures and words from other countries in the same period to the multimedia courseware. After explaining the content of the textbook, they can guide students to see the development of other countries in the world during this period. In this way, students can not only form a relatively complete knowledge system, but also have a macro grasp of the world trends in relevant historical periods.

At present, the development of information technology is amazing. As a high school history teacher, one should master not only rich professional knowledge of history, but also certain information technology. Only by mastering the corresponding information technology skillfully can we effectively innovate teaching methods, comprehensively improve teaching methods, truly expand students' horizons, and thus achieve better teaching results.

References:

Al Yin Hong. The cultivation of historical literacy in the new curriculum teaching in senior high school [A]. Collection of Award-winning Essays of the 5th China Educational Technology and Equipment Forum: Chinese [C], 20 14.

[2] Wang, with. High school history teaching under the background of new curriculum reform [J]. Reform and opening up, 20 12(02).

[3] Zhang He. Use? Be friendly and use your head, okay? Concept, to create a high school history classroom lead-in design [A]. 20 13? Academic frontier theory series? Chinese dream: education reform and the improvement of national quality [C], 20 13.

High school history teaching thesis 2000 words two

First, the background

The last semester of senior one is coming to an end. During the final exam, our senior one history preparation group organized three exams: two unit exams and a mid-term exam. Before and after these three exams, especially before and after the mid-term exam, the frequency of students' questions fluctuated greatly. During the self-study time when I was on duty, few students came to ask questions, but one week before the mid-term exam, many students frequently asked me for books and exercise books when I was on duty, and some even asked me to come to class in other self-study time to answer their questions. I was moved by the enthusiasm of the students to study and research, and I was busy running back and forth in several classes I taught. After the mid-term exam, the students returned to the calm state before the exam. I had a class and no one came to ask questions. I once joked with them that exams are really omnipotent. One exam can solve all the problems before the exam. ? In the laughter of my classmates, I fell into deep thinking. Behind the phenomenon that students frequently ask questions before and after exams, there are many serious problems in the history study of senior one.

Second, the problem article

1. Don't pay attention to the study of history, learning attitude is not correct.

Although they have entered senior high school, most students still treat all subjects in senior high school with the mentality of junior high school, thinking that they are minor subjects except Chinese, mathematics and English. In addition, many students are determined to study science because of the serious social atmosphere of valuing science over literature. Therefore, many students usually don't pay attention to the study of history, don't pay attention to lectures in class, and don't want to take notes. After class, they put aside their books and notes and wait until the next class to pick them up. Therefore, it is no problem to ask you if you don't study hard at ordinary times.

2. Without paying attention to the accumulation of basic knowledge, the learning method is unscientific.

Junior high school history is an open-book exam. Many students can get good grades if they are familiar with the positions of knowledge points in textbooks a few days before the exam. Therefore, many students use the method of junior high school history to study, thinking that it is enough to recite the exercise book before the exam. Do it and have a look. Usually do not pay attention to review and digest knowledge, do not pay attention to find problems in learning, so it is no problem to ask the teacher for advice.

3. Without paying attention to the training and cultivation of subject ability, the learning efficiency is not high.

Some students exist in the process of learning? Three passive? That is, passive lectures, passive notes, passive homework, no initiative to learn, no internal connection between knowledge points, so it is impossible to cultivate the ability to read, analyze, summarize materials and discuss from history. Without the process training of sorting out, understanding and applying knowledge points, it is impossible to find learning problems, let alone put forward constructive questions to communicate with teachers.

Therefore, although many students came to the teacher before the exam and asked many questions in books and workbooks, their mid-term exam results were not ideal, and many students even got very low marks, mainly because they didn't pay attention to their usual accumulation and study.

As a history teacher, it is necessary for us to adjust teaching strategies on the basis of reflection and guide students to study history more scientifically and reasonably.

Third, countermeasures

1. Pay attention to the guidance of the first lesson in school.

In the first history class of the first semester of senior one, it is best not to teach the textbook content, but to make a good connection between junior high school and senior high school history learning. For example, it is necessary to talk about the differences in the content, difficulty requirements and examination forms of history learning in junior and senior high schools, so that students can have a holistic and comprehensive understanding of history learning in senior high schools, change the thinking that junior high schools despise history subjects, and be prepared to adapt to history learning in senior high schools.

2. Pay attention to the guidance of learning methods in classroom teaching.

In the usual classroom teaching, we should not only talk vividly and interestingly to attract students to fall in love with history class, but also pay attention to the guidance of infiltrating history learning methods. In teaching, comparative method can be used to guide students to compare different historical events and phenomena in the same period horizontally, and to compare similar and identical historical events and phenomena vertically. You can also guide students to sum up knowledge points through graphic methods such as tables, and so on. Through the inspiration and application of various learning methods, we can guide students to learn more thoroughly, stimulate and cultivate students' problem consciousness in in-depth study, and realize the gradual cultivation of students' history learning ability. For example, compare the political systems of China and Greece around the 3rd century BC. When learning the content of Unit 2, you can contact the knowledge points of Unit 1 and review the old knowledge.

3. Pay attention to the training and implementation of exercises

Many students usually do not pay attention to doing history exercise books and passively copy them. Therefore, it is necessary to strengthen the inspection of students' exercise books, not only to let them finish them in time, but also to let them correct their answers with a red pen, and then the teacher will check and correct them regularly. If they don't meet the requirements, they should redo or assign other homework. In addition, the teachers in the preparation group should group the exercise papers quantitatively on a regular basis according to the actual teaching situation. After finishing, students should collect and correct them, select typical topics for comments, and do timely, quality-guaranteed, quantity-guaranteed, targeted and routine training, so that students can apply and digest knowledge points in time, find problems and solve problems in practice, so that all questions will not accumulate for a few days before the exam, and usually there will be no questions to ask.

In short, in the usual teaching, we should be a conscientious person, discover some unreasonable phenomena in teaching in time, deeply analyze and analyze the hidden problems behind the phenomena, find out the solutions, constantly adjust our teaching work and improve the quality and effect of education and teaching.

;