History teaching reflection excellent

As an excellent teacher, classroom teaching is one of our tasks, in writing teaching reflection can reflect on their teaching mistakes, then write teaching reflection need to pay attention to what problems? The following is my collection of history teaching reflection excellent 4, just for reference, we take a look at it.

History teaching reflection excellent 4 1

With the secondary school history review teaching, I am more and more y aware of the importance of guiding students to begin reviewing and laying a good foundation. The most crucial point for students to be able to learn history well and enjoy it at the beginning is to make them interested in the subject.

First of all, I think that in the classroom, the teacher is no longer a mere transmitter of knowledge, but a director. The general framework of each lesson is designed by the teacher, but the specific process is elaborated by the actors - the students. The teacher is the director, and the more intriguing the suspense you set up, the more the students, as actors, will be able to get involved and enjoy themselves. Here, the teacher's task is no longer to keep talking, but to keep setting up the suspense that students are interested in, and then guide students to solve one by one, in the process of solving, on the one hand, students will have a sense of achievement in learning, on the other hand, the real integration of the students will make them memorable. For this reason, the setting of suspense is a skill in classroom teaching, which can turn students' unintentional attention into intentional attention, improve students' interest in learning history lessons, and enhance students' motivation to analyze problems.

Secondly, we should interspersed with historical stories, in the movie, some and the main line of the plot does not have much relationship can adjust the atmosphere of the movie, seriousness can be a touch of wit, sometimes to the nervous audience to relax a little bit can play the effect of the finishing touch, the classroom is also, the students are like to listen to the story of the whole classroom, you in the whole classroom teaching, interspersed with one or two small historical allusions to alleviate the classroom tensions So that the students will not feel too much pressure. It can also deepen their impression of the lesson. Of course, the story just play the role of a bridge, can not spend too much time, and at the same time to fit the text, so that the main content of the text throughout the story, so that both the students can attract students, but also to enable students to master the knowledge.

Third, more use of music and historical clips, for a movie, the soundtrack is also one of the very important content, there have been experts have done experiments, people in the premise of music, attention will be more concentrated than usual, so in the process of teaching, more and classroom-related music will focus students' attention. In the history class teaching music or movie clips must pay attention to: to control the number of songs played in a class and the time of the movie clips, to prevent the history class into a music class or a movie class; to combine the content of the teaching content and music, the content of the clips, put forward some questions for the students to think or discuss, through the discussion of the issue of letting the students from the song, the film evoked by the emotional factors in-depth to the rational thinking to go. Only in this way can we better utilize the positive role of music and history clips in the teaching of history class.

So, in history teaching, how to go to improve students' interest in learning is very important, there are many ways, I hope that fellow teachers point out the shortcomings, *** with the long progress.

History Teaching Reflection Excellent 4 2

This lesson is the focus of the first book of the ninth grade of middle school. Humanistic version of the textbook from the outbreak of the war and the victory of the North in two aspects, introduced the largest civil war in the history of the United States, the text is easy to understand, the clues are clear. However, the textbook is limited by the space, the scale of the war and its details can not be expanded. Therefore, in the design of this lesson I started from the development of teaching resources, so that the slightly bland learning content, become vivid and interesting this link, Lincoln's role during the Civil War is the focus of this lesson; Lincoln represents the national interests of the United States, reflecting the American spirit of freedom and democracy; through the story of Abraham Lincoln, the students can gain an in-depth understanding of the United States of America in the period of the Civil War; Abraham Lincoln's goodness, integrity, honesty and The quality of Lincoln's kindness, integrity, honesty and self-improvement is also a material for emotional education, so I have designed the teaching with Lincoln as the main line.

This teaching design is designed using the idea of story, material and problem design teaching. I don't think there is much wrong with the design, and it even feels a bit new, but the quality lesson competition was not successful. After colleagues and peers comment, as well as their own reflection, I think that in addition to the ability to control classroom teaching, the problem is mainly in the processing of historical materials.

In order to enhance the teaching effect, stimulate students' interest in learning, enliven the classroom atmosphere, enhance the contagiousness of the idea, to make the history class alive, so that students are in the historical events, the teacher in the necessary time, must be supplemented with some historical materials, in order to highlight the characteristics of the history class. It has been said that there is no history without materials. In addition, the material is also a bridge for teacher-student interaction in teaching.

The first difficulty I encountered when I was designing the teaching was that I did not have enough knowledge. In order to solve the three problems mentioned above, especially to solve the "understanding of the Civil War in the eyes of Americans", I read a lot, this process allows me to enjoy a full research and learning experience.

Teaching with stories, materials, or questions is a very common way of teaching. However, using stories, materials and questions throughout the lesson was a first attempt, which ignited my passion. In designing the teaching process, the second problem I encountered was how to select stories and materials and how to carefully design questions. After going through the process, I know that when students need to expand and deepen their knowledge of history, and deepen and systematize their understanding of historical phenomena, in order to enable students to have a profound perceptual understanding of historical phenomena, we should provide some materials to change the traditional method of relying on the teacher's lectures only. Supplementary materials should pay attention to the following issues: first, the choice of materials should be targeted and persuasive. There are a lot of materials, choose the most illustrative materials. Secondly, the materials chosen should take care of the cognitive level of students.

History Teaching Reflection Excellent 4 3

First, from the completion of the three major tasks of history teaching

First, in terms of the transfer of knowledge, the overall view is better, but there are also places that need further improvement. Specifically:

First, in the implementation of the overall knowledge structure of the teaching, teachers should pay attention to the overall grasp of the basic structure of the material and the development of the vein, in particular, but also pay attention to the depth and breadth of the contents of the appropriate provisions to facilitate the teaching of the target;

Secondly, we should pay attention to the transformation of the students' knowledge structure, that is, the material of the basic structure of the knowledge of the transformation of the students' own cognitive structure and learning ability. The second is to emphasize the transformation of students' knowledge structure, that is, the basic knowledge structure of the textbook into students' own cognitive structure and learning ability.

Secondly, in terms of the cultivation of students' intelligence, although there has been some emphasis, there is still a great distance from the goal of cultivating intelligence in quality education. This is also an important part of the transition to quality education. In the author's opinion, in order to make the cultivation of intelligence really reach the goal of quality education, we should start from the further improvement of classroom teaching, specifically:

Firstly, the teacher should leave more time for students to read the materials, think about the problems, and carry out debating discussions;

Secondly, the focus of the teacher's teaching should be shifted from the center of the historical process to the center of the logical connection of the development of history;

Thirdly, the teacher's teaching should be shifted from the center of the historical process to the center of the logical connection of the development of history.

Thirdly, the teaching of history should be linked to reality, to talk about the past and the present, and to play the role of history to understand, identify and educate people.

Third, in the ideological education, the overall implementation of the history classroom is not enough is a common phenomenon, of course, the ideological education of the discipline's role is far from being fully realized. The content of ideological education in general, in the teaching of Chinese history to highlight the education of patriotism and the cultivation of national self-esteem and national pride; in the teaching of world history is mainly aesthetic, world view and the law of social development education. In contrast, the ideological education of Chinese history is better than that of the world history part. The reason for this situation is directly related to the examination education, history teachers should be warned, in the future teaching activities to be emphasized and further implementation.

Second, from the teaching methodology is still relatively single, obsolete students' subject position is not prominent enough many teachers, especially teachers in remote areas in the use of teaching methodology is still the traditional single type. That is, to explain the method of combining the method with the narrative method, the mobilization of students is very insufficient, highlighting the dominant role of the teacher.

The guiding principle of teaching we advocate is heuristic teaching. According to statistics, the current teaching method has 14 categories of 72 kinds. Teachers should be based on different textbook content and the actual situation of students, using different teaching methods, especially to pay attention to the embodiment of the student's subjective position, fully mobilize students' learning enthusiasm and subjective initiative, so that students take the initiative to learn, rather than passive acceptance. And to teach students to analyze the historical figures and events of the position, point of view, to guide students to master a good learning method, so that students can better master knowledge, use knowledge and master knowledge. From the basic teaching skills of teachers, there is still room for further strengthening of the basic teaching skills of teachers, here are three points to talk about personal ideas:

First, the knowledge structure of history teachers. As a secondary school history teacher, the first should have a solid professional foundation and perfect knowledge structure, which directly affects the depth and breadth of teaching. This knowledge structure should include three aspects:

Firstly, there should be a general history knowledge structure through the past and present;

Secondly, there should be a global history knowledge structure familiar with the Chinese and foreign;

Thirdly, there should be a multidisciplinary knowledge structure beyond the scope of history.

Second, on the language of history teachers. History teaching, with its disciplinary characteristics, has corresponding requirements for teachers' language:

First, it should be vivid and specific, but also accurate and error-free;

Second, it should be easy to understand, but also contemporary;

Third, it should be literate, without losing the pristine style; and fourth, it should be logical and rigorous, but also have a sense of rhythm. However, to achieve the above requirements, teachers must pay attention to the cultivation and training of teaching language.

Third, on the history teacher's board, board painting. The board is an important part of history teaching. Teachers to design the process of the board, both a teaching art re-creation process, but also teachers to analyze the material, grasp, condense and transform the process. Regarding the requirements and forms of board writing, we will not elaborate here. I just want to explain about the writing time of the board book, which is an easy to be ignored. The proper time to write is after the teacher has finished a certain knowledge, and then turn around to the board, rather than writing and drawing on the board while talking. The author only wants to talk about self-drawing maps, which is a necessary basic skill for history teachers. Unfortunately, in teaching practice, its implementation is unsatisfactory. Therefore, the author suggests that the guidance department of history teaching and research should strengthen the supervision and guidance on the basic skill of teachers' self-drawing maps. In addition, in the current secondary school history classroom teaching, the author believes that there are still teaching information feedback is not timely, teaching assessment is not scientific and other issues, which are to be further explored.

First, pay attention to the accumulation of teaching experience, teaching level of enhancement

I have been engaged in the junior history teaching from 1998 to the present, the reason why there is a little bit of experience, that is because I am familiar with the material, teaching time is long, naturally, there is a little bit of experience and feeling, these years of teaching practice, basically can grasp the teaching materials, the teaching of the material, the teaching of the material, the teaching of the material, the teaching of the material, the teaching of the material, the teaching of the material and the teaching of the material. The teaching practice, basically can grasp the key points of the textbook and the difficult points, so that in the classroom can be passed on to the students.

Second, seize the routine teaching, seriously on the ground every lesson, and strive to improve the efficiency of the classroom

This is the most basic requirements for teachers, but also the highest requirements for teachers. The first thing you need to do is to prepare for each lesson, go through the textbooks, teaching aids and teaching aids, and try to make sure that the teacher understands the most knowledge, all the points contained in the textbooks, the key points of the knowledge, the difficult points and the related points are all prepared, and taught to the students in a structured way. Seize the main position of classroom teaching, seriously organize classroom teaching, attentively mobilize students to learn the heart of the classroom must be seized 40 minutes to improve the efficiency of classroom teaching, which is the key to improve the quality of teaching.

Third, grasp the students' knowledge of the over check, timely feedback, to do the work in the usual

On the good class, pay attention to improve the efficiency of classroom teaching at the same time, but also to the students to master the knowledge of timely feedback, over check, in each section of the class before the teacher will be students learned the old knowledge of the review of the problem, so that both check the students previous knowledge mastery situation, but also to the students to learn the knowledge of the old knowledge. Students before the mastery of knowledge, but also to play the role of the old and new knowledge of the connection between the top and bottom. Can be said to be two birds with one stone. It is usually what we call "learning from the past".

Four, strengthen the recruitment, the new curriculum reform and other information collection and processing, pay attention to the recruitment trend, in the usual classroom penetration of the awareness of recruitment

The teaching of the junior high school is a direct response to the examination. As a junior teacher can not just focus on the moment, closed doors, not to learn to understand the new information. Therefore, teachers should browse the latest teaching references, magazines, pay more attention to the information on the examination, to better grasp the trend of the proposition, and strive to penetrate the usual teaching in the awareness of the recruitment, to teach students some basic skills and methods of doing. The first step is to make sure that you have a good understanding of the situation, and that you have a good idea of what you are doing.

Fifth, teach students some learning methods, so that students develop good learning habits, can play a multiplier effect in the work of teaching

The usual teaching, in the teaching of knowledge, but also to teach students some learning methods, such as generalization, generalization, comparison, decision and other aspects of the integrated potential, so that students develop a diligent Review old knowledge, good at summarizing, do a clear, standardized and other good study habits, are as a graduate of the necessary skills. Teachers usually train well, not to lose sight of in the examination.

Finally, I use the famous Dutch painting master Van Gogh's famous quote to conclude, "Believe me, in the matter of art, below this sentence, real, honest is the best way, rather than tirelessly and seriously drilling, rather than speculation, claptrap."

I took a lesson is "brilliant Sui and Tang culture (II) - the literary art of the light shining through the ages". This lesson in accordance with the preparation of the teaching design, through the creation of a situation to introduce the theme of this lesson, and then through the inspiration and exploration to complete the learning objectives, and finally, thinking to expand, to achieve the standard test. The most regrettable part of this lesson is that the students' emotions were soaring and finally fell into a slump.

At the beginning, I introduced the theme of the lesson through a video clip. In the first question "the golden age of poetry", I put forward the question "What do you understand the poets of the Tang Dynasty?" The students were very excited and answered: "Li Bai, Du Fu, Bai Juyi, Wang Wei ......", and then I let them enjoy the pictures of the three key poets, introduced them, and carried out the activities of memorizing poems and searching for poems in the paintings in the form of a competition. The students were very attentive to the class and raised their hands enthusiastically. When it comes to the second question "glorious prose", I let the students read the textbook to answer the questions prepared in advance, the students immediately began to calmly read the book, with the words of the book to answer the question, there is no giddy look, no argument, no questions, no questioning, the air seems to be frozen like.

Quietly thinking, I think the reason for this situation is that I organize the starting point of the teaching activities of the deviation: only think of "I should teach", but ignored the "students want to learn how to", the classroom completely in accordance with the preparation of the predetermined Although the preparation of the lesson also think about the student factor, but in the actual teaching did not give students the space for independent activities, just take the students as my pre-programmed program in the intercom, teachers and students like "ping-pong", you come and go, I ask you to answer, although the answer to all the questions, but in fact the students just Although all the questions were answered, in fact the students had only mastered the knowledge arranged by the teacher. When I communicated with the head of the teaching and research team and other teachers, they reminded me that you didn't let the students continue along the line of thought when they were most active, i.e., you didn't let the students talk about themselves from the knowledge they knew around them to the knowledge they didn't know, and you didn't give the students the time to read, think, and question on their own, and that is why the students' mood was so low? Everyone's words make me more clear where the point of failure of this lesson.

Classroom teaching should leave space for student activities, and in the specific teaching to always grasp the "students want to learn how to". Can't use the problem of self to lead the students' thinking away, students simply do not have the space for self-thinking activities. Teachers can create a problem situation through the "tee" to the students, through the students' self-study, questioning, arguing to complete the learning objectives, the students in such an open, relaxed environment thinking is also very active, thinking is also very deep, put forward some teaching design outside the problem, so that we can do teacher-student interaction, student-student interaction.

This section of the less successful history class, let me realize that we in the teaching design and teaching activities, to really do teachers, students, the protagonist of the transposition: if I am a student I want to learn how I want to understand what problems? Rather than according to the teacher's preconceived ideas only think about how to teach self, how to ask, students can answer the teacher's questions is to complete the learning task. I think the reason for this deviation, or my teaching philosophy and teaching the actual detachment, teaching design, although thinking about the students' factors, but in the actual teaching and unconsciously trapped in the "old" teacher-oriented approach, which is the future I should pay close attention to correct the place, that is, the concept of the new course of action to the practical implementation of teaching practice. The new program is a great way to make sure that the new program is implemented in the teaching practice, not just in the words.

Through this lesson, I realized a truth: in the classroom teachers only stop telling, students can really think, teaching only to give students a space, students can self forward, can self to discover.