Reflections on teaching history in junior high school

Junior history teaching reflection 5

As a history teacher, one of our work is classroom teaching, writing teaching reflection can be a good record of our teaching, then junior history teaching reflection how to write? Here is what I have organized for you to reflect on the teaching of junior history, I hope you like it!

Junior history teaching reflection article 1

History teaching is important to improve the quality of the nation and promote the development of society, which is an indisputable fact. Whether a country attaches importance to the teaching of history, a small impact on the moral quality of the country's national cultivation and theoretical and cultural standards, and a large impact on the national and the rulers of the correct understanding of the social reality and the laws of social development, the relationship between the ability to use the scientific view of history and historical experience to guide their own actions and correct decision-making, which affects the development process of the society and the success or failure of the individual's career.

The role of history teaching is so great, but the status quo of history teaching is exactly the opposite of improving people's quality and patriotic education. Moral character and patriotism is a kind of ideological cultivation, is through the continuous cultivation and cultivation and the formation of a psychological quality. History is an important factor in the formation of this quality. Because people can't correctly recognize this disciplinary characteristic of history, many misunderstandings have arisen, so it can't give full play to its educational function in quality education. In the real world, people do not pay attention to, or even despise, history teaching, for three main reasons:

First of all, history, as a discipline of cultivation and social cognition, is a long-term, implicit, consciousness-orientated discipline. Its main role is to improve people's state of mind and recognize social reality for scientific decision-making. But the improvement of this moral level and decision-making ability requires a long formation process. Unlike mathematics, science and chemistry and other tool subjects in improving human skills, can receive immediate results.

Because these subjects have a strong application, such as the inevitable calculation problems in daily life; simple mechanical use and maintenance, etc., easy to see their value. "Learn mathematics, science and chemistry, all over the world are not afraid of" the proverb is the refraction of people's thinking of science over literature. Driven by utilitarianism, the selection of talents in all walks of life in our society, the vast majority of labor recruitment and recruitment of civil servants in the examination, the majority of the selected people do not test the level of historical knowledge. This objectively strengthens the "useless theory of reading history". In this case, the students who study hard for higher education all day long certainly will not spend too much time for such a seemingly insignificant subject; people in the society also will not spend too much time to learn this knowledge that cannot create real profit and value. As a result, history is often put on the back burner and left unattended.

Secondly, it is the problem of history teaching itself. It involves many aspects such as national policy orientation, historians, textbook editors and history teachers at all levels and in all kinds of schools. In terms of historical research and historians, many historical research "too fine", far from the national life; many historical articles and monographs are profoundly difficult to understand, can only be circulated within the circle, no one outside the circle to pay attention to, like waste paper. In terms of the preparation of teaching materials, today's secondary school history textbooks than the previous editions are illustrated, but around the historical education function of the selection of materials as well as primary and secondary schools at all levels of differentiation between the levels of teaching materials, is still unsatisfactory. Such as a narrow selection of materials, character narrative lack of three-dimensional sense, avoiding hot issues and so on.

Since the introduction of the examination system, the problem of history teaching materials has become more prominent. In order to reduce the burden on students, improve learning efficiency, the teaching materials are increasingly simple, only the basic clues and events lack of detailed information. And the requirements of the examination is more and more high, imagine that students do not have sufficient possession of historical information, how to analyze the historical problems, and how to derive regularity from it? This is the opposite of the teaching and examination mode how to cultivate the students' materialistic view of history and enterprising sense of knowledge?

Finally, the imbalance of the students' knowledge structure, resulting in difficulties in learning history. After the implementation of the examination system in junior high school no longer study geography, students have no knowledge of geography. History is already abstract, and then lost the characters, events rely on the existence of the stage, then learning history is like playing blind chess, not many people can figure it out. Nowadays, there are many students who do not understand the international news, do not understand the world literature.

Because they are not allowed to remember the world's names, names of people, confusion, and even do not distinguish between countries, not divided into times, is because of the lack of this scientific and convenient tools, not rote memorization there is no other good way? Such as in an exam, asked "the Treaty of Shimonoseki" open ports of commerce, deep into the Chinese mainland is (Shashi, Chongqing, Suzhou, Hangzhou)", students have chosen Suzhou, there are also selected Hangzhou, there are also selected Shashi, it is clear that they are relying only on memory to do the problem, the book is written Chongqing, remember to choose the right, can not remember to The book says Chongqing, so if you remember it, you can get it right, and if you can't remember it, you get it wrong. Because there are no geographic coordinates, there is no room for thinking, so they have to do it from memory. Originally, in order to reduce the learning burden of students and streamline the subjects, but the result is counterproductive, unsound knowledge structure but increased the burden of students. Therefore, to change the difficult situation of history teaching, it is also necessary to optimize the subject system, so that students can establish a good knowledge structure, which will be more conducive to the future development of students.

I think that the educational role of history to get a real play, the first thing is to pay attention to history in the macroscopic educational decision-making. If you cancel the history examination in the college entrance examination, history will be more people despise. As for the argument that the teaching of history in secondary schools should be canceled, it is even more dangerous. Now the students do not learn history of the prevailing culture, do not know Chinese history is not ashamed, history class often some ridiculous jokes; in society everywhere can see the history of blind living drama.

These issues are not worth thinking about? Qing Dynasty thinker Gong Zizhen once said, "The destruction of the country must first go to its history." When Japan invaded China, the Chinese people were not allowed to learn history in the occupied areas in order to enslave the Chinese people. Now if we abandon our national history, we can imagine what the result will be. "History is to the nation as memory is to the individual. If a man loses his memory, he becomes an idiot; if a nation does not speak of history, it becomes a nation of fools." Therefore, there is still a great deal of work to be done in the education sector to fulfill the role of history. Such as economic support for history research and history teaching; in the government civil service examination, the additional test about the knowledge of history and the use of historical knowledge of problem-solving ability; strengthen the social publicity of the educational function of history and so on. In this way, we can strongly promote the development of history teaching and enhance people's awareness of learning history.

In addition to give full play to the role of history teaching, but also depends on the researchers of history of their own efforts. Here, we are required to have high ideals and pursuits, so that the educational function of history can be fully demonstrated in itself, to show the charm of history by its own example, to inspire people to learn history, and the use of historical perspectives and methods to think and solve problems. Secondly, it requires us to do a lot of in-depth and detailed work in history research, history teaching and history information utilization.

In terms of research, we should focus on the national economy and people's livelihood, take the initiative to study the hotspots and difficult issues related to the real society, and take the initiative to provide powerful services for the decision-making of the government and enterprises from the perspective of history, so as to make people y feel and realize the significance of the reality of history in their actual work and life. In terms of historical writings, we should try our best to keep the text abstruse and difficult to understand, and strive to make it easy to understand and rich in literary style, and show people the good, evil, beauty and ugliness, successes and failures, lessons learned and the law of development of the human society in history by vividly and imaginatively expounding them, so as to make people like to read historical writings, and to receive historical education in reading by subconsciously accepting history education. In the preparation of history teaching materials for primary and secondary schools, efforts should be made to achieve a clear structure of content, clear objectives and strengthened educational functions. And in the history exam should enhance the fun and application, do not chase too deep and too detailed for those purely dead knowledge. Reading history makes people wise, understanding, but also to improve theoretical cultivation, patriotic education. If you simply examine the knowledge, you will fall into a pedantic misunderstanding, naturally, the more you learn the more boring, so that students are daunted, lost interest in learning, increased the difficulty of teaching history.

junior history teaching reflection piece 2

The current curriculum reform is an important initiative to achieve the modernization of education, and the fundamental purpose of the modernization of education is to achieve the modernization of people. History curriculum reform and teaching to cultivate high-quality talents needed for modernization, cultivate qualified citizens of the new era for the fundamental purpose they aspire to and the pursuit of truth, goodness and beauty, with the spirit of science and humanism (or scientific literacy and humanistic literacy). Among them, the scientific spirit is mainly manifested in perseverance, rigor, truth-seeking, truth-seeking, skepticism, criticism, and innovation; humanism is mainly manifested in the ability to harmoniously deal with the relationship between human beings, human beings and society, human beings and nature, human-centered, love of life, respect for the personality, human rights, and human nature, humane. The deepest experience is that, once in contact with the actual teaching, one problem after another, a group of intricate relationships, really dazzled people, overwhelmed. Undoubtedly, frankly face, correctly understand, as soon as possible to rationalize those intricate relations, has become a history classroom teaching priorities. Then, which relationship is the first to rationalize?

First: the relationship between the three-dimensional curriculum goals

In the history curriculum standards, put forward the "knowledge and ability, process and method, emotional attitude and values" three-dimensional curriculum goals. Among them, "knowledge and ability" is the basic goal of the course of study, requiring students to have the basic cultural quality and potential for further development. The "process and method" aims to emphasize the process of understanding history and the possibility of drawing conclusions, which is conducive to the cultivation of students' scientific literacy, scientific method and practical ability. The goal of "Emotional Attitude and Values" refers to the cultivation of national spirit and patriotism, the spirit of humanism, good character qualities, scientific view of history, open world consciousness, etc. through historical learning and understanding. Compared with the previous objectives of history teaching (i.e., mastery of knowledge, cultivation of ability, ideological education), the objectives of the three-dimensional curriculum of history have changed a lot: there are similarities in the mastery of knowledge and cultivation of ability, but the scope of the knowledge that students are required to master is greatly narrowed, and the requirements of historical inquiry ability have been significantly increased; it attaches special importance to the participation, experience and feelings of students in the process of history learning and inquiry, and to guiding students to Learning to learn; it focuses on reversing the previous ideological education in the pan-political education tendency, and seeks to give full play to the nurturing function of history education, enriching the emotional and spiritual world of students, enhance students' personality and moral taste, and guide students to learn how to be a person. In teaching, as long as we have students in mind, relying on subject knowledge, focusing on cultivating students' scientific and humanistic spirit, the relationship between the three-dimensional course objectives will not be difficult to deal with, the three-dimensional course objectives will be able to achieve.

Second: diversification and modernization of teaching methods.

What is the classroom teaching of the new curriculum? There is no ready-made experience to learn from, no ready-made model to follow. Teachers should explore and act under the guidance of the new curriculum concept, so that the new curriculum concept can be reflected in their teaching behavior. This process of exploration and action is a process of continuous improvement and maturity for teachers. Confusion, difficulties, and misunderstandings inevitably arise in this process, but as long as the new curriculum awareness is established and the new curriculum concept is grasped, it will be adjusted and improved in practice. In a certain sense, the implementation process of the new curriculum is also a continuous discovery of misconceptions, analyze and study misconceptions, the formation of measures to deal with misconceptions, the process of approach. After the old misconceptions are eliminated, new ones will appear. Of course, this will not be a simple repetition, and the emergence of new misconceptions often means new problems encountered in the further development of the new curriculum. Misconceptions in the classroom of the new curriculum is the problem faced in the implementation of the new curriculum, only in the continuous problem solving, in order to make teachers internalize the concept of the new curriculum into their personal beliefs, in order to make the new curriculum reform effectively to the depth of the advancement of the new curriculum, in order to really improve the level of the implementation of the new curriculum. If you see the new curriculum in the classroom there is a misunderstanding (sometimes it is difficult to say whether it is a misunderstanding) on the fuss, on the attack on a little bit less than the rest, then the teacher's hands and feet, will make the implementation of the new curriculum in the low-level wandering. People often say that there is no problem is the biggest problem, may be able to say that the new curriculum in the classroom, there is no misunderstanding is the biggest misunderstanding. People talk about the new classroom misunderstandings, almost always have to list a "misuse of modern means of teaching" and so on, often to blame for the excessive use of multimedia courseware of all kinds of disadvantages. In fact, the multimedia courseware as a feature of teaching technology is far from the degree of "abuse", even for a teacher is at most occasional.

Few teachers are able to independently produce multimedia courseware for their own teaching use, and the opportunities for teachers to use multimedia teaching techniques are very limited. Perhaps, without these "fancy" means as well as to complete the task of teaching, but the use of modern teaching technology, especially multimedia is not only to complete the task of teaching, but also to make students feel the charm of the current teaching technology, especially multimedia, to appreciate a unique atmosphere, so that students are infected by an infectious and Infection and inculcation. So now the use of teaching technology, especially multimedia in the classroom is not more, but less.

Third: fully embodies the concept of student development-oriented, and strive to explore the reform of teaching methods.

An important reform of the "History Curriculum Standards" is to break the traditional teaching mode of teacher lecturing and students' passive learning, and to make the previous single teaching process a process of knowledge and ability, process and methodology, and affective attitude and value of the trinity, and to establish a modern teaching mode of students' active learning, active participation, and focusing on the cultivation of ability and methodology. History teaching in the context of the new curriculum should establish the concept of student development as the basis for teaching, focus on the physical and mental health development of students, study the cognitive barriers of students, stimulate students' desire for knowledge, and promote students to pay attention to the development of their own interests in the process of consciously participating in the learning process. The history curriculum must also focus on the cultivation of historical thinking ability, especially the cultivation of students' creative consciousness and innovative spirit.

Teachers should update their teaching concepts, change their roles, and gradually realize the diversification and modernization of teaching forms, teaching methods and teaching tools. To rationally and creatively apply modern educational resources, and actively promote the integration of information technology and the curriculum of the history subject. In the teaching process, we should appropriately increase the content of inspiring students to think, more "theories from history", less conclusions instilled, so that the teaching process becomes a continuous discovery of problems, problem solving exploration process; teachers to guide students to collect and use the process of learning resources; teachers to help students to design appropriate learning activities; It becomes the process of teachers choosing different learning styles for the content of learning; it becomes the process of teachers guiding students to form emotional experiences. Teachers can carry out classroom discussions, organize debates, hold storytelling sessions, hold history lectures, conduct social surveys on history, visit history museums, memorial halls and local patriotic education bases, investigate historical sites and relics, write and perform historical dramas, watch films and TV shows with historical themes, read and appreciate historical literary and artistic works, imitate historical artifacts, write historical essays and biographies, and edit historical board papers, newsletters and journals. Editing history boards, newsletters and publications, interviewing historical witnesses, writing brief family histories and community histories, organizing thematic exhibitions, and other effective methods and approaches, so as to enable students to master scientific learning methods, develop correct habits of historical thinking, and form a rational way of thinking, thus providing a solid foundation for the healthy development of students. In the teaching design, we should be good at creating teaching situations, designing teaching problems and triggering students' discovery, inquiry and problem solving from the students' actuality; we should pay attention to the way of teacher-student interaction; and we should design two or three kinds of teaching arrangements for different groups of students. Students' independent learning should be promoted. Teachers, while performing the duties of organizing, guiding, demonstrating and imparting knowledge, should attach great importance to and respect the students' subjective position, and inspire, guide and cultivate students to carry out independent learning. They should pay great attention to and value students' interest and enthusiasm for learning, and strive to maximize the promotion of active thinking, stimulate students' enthusiasm for learning and cultivate their desire and interest in knowledge in terms of the presentation of knowledge, the selection of content, students' independent thinking and drawing their own conclusions, the setting of questions, the suggestion of teaching activities, the choice of lesson types, participation in social practice and the encouragement of hands-on work, and so on. Fundamentally change the traditional way of learning in which students passively accept learning. At the same time, the reasonable requirements and effective practices in the past history teaching is still worth our reference and inheritance.

The midterm examination is over. Looking back on a year of ninth-grade history teaching, the face of the examination content increased several times, the ability to raise the overall requirements of the situation, we intend to try to minimize the burden to help students get the best results. Reflecting on the year's teaching work, some practices have become valuable experience that we should cherish, but of course there are still a lot of things that need to be improved.

First of all, a few successful experiences:

1, adhere to the principle of reducing the burden of efficiency, improve the efficiency of classroom teaching

A year of history teaching, our history teachers to form an important **** knowledge, that is: efforts to not let the history of learning to become a burden on the students, but to do everything possible to make the students love to learn history, learn history well. This year, we basically did not set a written homework, basically did not take up the time in addition to the teaching time arranged by the school to make up. We always make every effort to grasp every 40 minutes, by fully improving the efficiency of classroom teaching, to reduce the burden of students after school.

2, collective preparation, scientific arrangements, the successful completion of the review program

A year of teaching review work can be successfully completed, depends on what we need to do in each stage of teaching review, how to do, to achieve what goals and so on the formation of a relatively clear plan. Although the two teachers are teaching separately, but the same goal, the same method, the use of review outlines, review paper, etc. are the results of collective preparation, cohesion of the wisdom of the two teachers, enhance the scientific.

3, in-depth study of the textbook and the examination instructions, accurately grasp the main knowledge of history, the preparation of a systematic review syllabus

Our two teachers to take advantage of a variety of opportunities to study the textbook, to explore the problems encountered in the teaching; has been a number of seminars on the examination instructions, an in-depth comprehension of the examination instructions of the knowledge of the reasons why the choice of the arrangement, the ability to require the specific connotation of what the example of the question reveals what propositional information. What is the proposition information revealed in the sample questions. On this basis, according to the study of the theme of the test points reintegration, the preparation of a systematic review of 11 syllabus, each topic with a corresponding selection of questions. In this way, in the review to do the organic integration of lecture, see, read, practice, each lesson a topic, the classroom efficiency is greatly improved. The review outline is welcomed by the students, especially the chronology of events between China and foreign countries is regarded as a "treasure" by many students.

4, scientific review, grasp the various aspects of the exercise, pay attention to the efficiency of the exercise

In the review stage to reduce the burden, is to avoid the sea of questions, and strive to let students do useful questions, learn to do the problem method. We strive to grasp all aspects of the exercises in the review: selection, practice, review, evaluation, correction. Each practice paper is selected and compiled on the basis of the teacher's extensive review of various materials. Each exercise we try to let students use the classroom time to complete, to avoid the phenomenon of copying homework after class, to realize the value and role of practice. Each exercise is carefully reviewed by the teacher, and students are required to make corrections and really understand how each question is done. We attach great importance to the evaluation of each exercise, never on the subject of the subject, but in-depth discussion of the subject of what effective information, how it should be solved, but also how to change, so that the students really master the method of solving the problem.

5, do a good job of making up the difference, using a new way to improve the efficiency of making up the difference

Centralized make up for the difference in strengthening the work, we make full use of multimedia equipment, so that the problem is presented visually, exercise, method of guidance organic combination, and achieved a better result.

Reflecting on a year of teaching review process, there are still some need to improve in the future work:

1, 11 review syllabus of course all-encompassing, but students are often unable to start, we envisioned that we have to according to the situation, the situation of the examination to further remove the rough and make the review syllabus more convenient to use.

2, early learning things to forget more, so in the review process to pay more attention to the arrangement of the systematic and effective review of modern Chinese history in the eighth grade.

3, from the seventh grade onwards, we should pay attention to the daily teaching to develop and improve the students' understanding and expression of the subject of history.

These summaries may not be comprehensive, welcome criticism.

The junior history teaching reflection article 4

First, support the work of the school, and actively complete the teaching tasks arranged by the school.

The junior history teachers actively support the work of the school, group work to develop teaching plans; bold attempts to problem-based teaching, group teaching; seriously on time and high-quality collective preparation; excellent completion of the school, the Office of Teaching and Learning and grade group teaching and research activities organized by an average of more than one open class per person, and achieved better results.

Second, adhere to the collective preparation system, listening and discussing the system.

This semester we are in accordance with the requirements of the school, and actively carry out the collective preparation, listening and discussion. Collective preparation we implement unit collective preparation, weekly activities. In the collective preparation for the implementation of a unified progress, unified requirements, unified content. Each unit first by the main preparer of the lecture, put forward the program, others **** with the discussion, and finally formed a unified requirements, the lecturer to organize the idea of lectures. Brainstorming, make up for the shortcomings, the effect is obvious. Collective preparation for the unit's teaching objectives, priorities, difficulties, preparation for the teaching materials before and after the connection, preparation for highlighting the key points, breakthrough measures, preparation for the unit students should master 'problem solving rules, methods, techniques, to achieve a plan, time, preparation, questions, a central spokesman, records, and according to the school's requirements in a timely manner to upload all kinds of collective preparation materials.

Teachers in addition to their own study business, but also focus on mutual learning, listening to each other. After listening to the lesson preparation group seriously discuss the lesson. Through listening to and discussing the lessons, such as whether the content of the teaching arrangement is appropriate, whether the difficulties are broken through, whether the teaching method is appropriate, the use of teaching methods, teaching ideas, methods of penetration, whether in line with the requirements of quality education, the teacher's basic teaching skills and other aspects of the pertinent, comprehensive comments, discussions, and in the study of teaching with the teachers to carry out specific consultations and guidance, pointing out the successes and shortcomings, and put forward the direction of the efforts of the study. Countermeasures, very good to improve the efficiency of the classroom, improve teachers' teaching research ability.

Third, strengthen the learning exchange, pick the other mountain stone to attack jade.

There is no end to learning. The new curriculum requires teachers to establish the concept of lifelong learning. Continuous learning, to enhance their own teaching theory and business level, is the consistent pursuit of all junior history teachers.

We also use the school to create opportunities for us to actively go out of school, to brother schools and foreign learning exchanges. After the exchange of learning, we all write down the exchange of learning experience, and in the group meeting time to discuss.

Fourth, the direction of future efforts:

1. Strengthen the collective preparation for the purpose of the classroom, preparation for students, preparation for the content, and strive to serve the classroom teaching and the examination.

2. Further emphasize the student's main position, strengthen the group cooperative teaching.

3. Strengthen the students' skills and methods of guidance, positive, healthy guidance to the students' psychology, to be the students' mentor and friend.

The junior history teaching reflection article 5

Time passes so quickly, in the blink of an eye a semester will end, looking back on this semester's teaching history, really a lot of feelings. This is a busy semester, I served as a junior six classes of history teaching, in order to have more adequate time for the next semester will be exam review, this semester that is to complete the teaching task of the five books in a timely manner, but also to increase the content of the six books, the workload is relatively large, the task of teaching is also quite heavy. Fortunately, I was able to coordinate the arrangements, everything is relatively smooth end, and now I will be this semester as follows:

Teaching

1, careful preparation

Sun Tzu's "Art of War" cloud: "know yourself and know your enemy, a hundred battles will not be in danger". To make their work more effective, it is necessary to fight a prepared battle, so carefully prepare for the first part of the lesson, each preparation, I carefully study the syllabus, according to the key points, clear teaching content of the main and secondary, and combined with the main points, supplemented with the corresponding extracurricular knowledge, and strive to make their own teaching more colorful, but also in accordance with the content of the new curriculum reform, pay attention to the cultivation of the ability to observe, analyze, and summarize the set of The problem is that it is not a good idea to have a good time, but it is a good idea to have a good time.

2, serious classroom

"There are no rules, not round," no matter which grade students, often in the eyes of the teacher to act. The teacher's lax indulgence, will make the whole classroom in a state of disorder, so that again good class, the effect is not out. So my teaching style is first of all rigorous, my eyes will be watching each student, I will use the eyes to tell him what is praise, what is a reminder, what is a reproach. At the same time, I also allow students to freely express their own views, the concept of disagreement is allowed to exist, but must be justified, but the behavior of the habit of loose is absolutely can not be acquiesced.

No matter how busy I am, I actively participate in the group's various teaching and research activities. Read the relevant teaching magazines, deep drilling teaching materials, and strive for their own teaching art more exquisite. At the same time, I also actively participate in the district, the city's teaching and research activities, in a timely manner to grasp the first-hand information, to guide their own practical work, so as to achieve the target.

In order to cultivate the comprehensive quality of the students, I use the limited conditions, I organize the students to use the multimedia classroom to watch short films of historical themes, and after writing, to cultivate the interest in history and the ability of comprehensive quality.

The above is this semester, my main work and results, I will continue to work hard, hard work, down-to-earth, and strive to make their work more outstanding.