On how to teach high school history papers well.

Examination is an important way to test students' learning effect and an indispensable link in teaching. As a teacher, in addition to mastering the ability to do test papers, I also have to give lectures on test papers. It is of great significance to teach test papers well: for students, it can help them to check and fill gaps, correct mistakes, standardize problem solving, broaden their thinking, sum up successful experiences, draw lessons from failures, improve their knowledge system and thinking system, and lay a good foundation for the improvement of their academic performance in the next stage; For our teachers, it can help us find our own teaching problems and shortcomings, conduct self-summary, self-reflection, improve teaching methods, and finally achieve the goal of improving teaching quality. However, due to the lack of understanding of the importance of commenting on test papers and the influence of traditional teaching concepts, the teaching of commenting on history test papers in senior high schools is not satisfactory at present, and the phenomenon of cramming, emphasizing explanation, neglecting participation, criticizing more, encouraging less and skimming the water is widespread. These phenomena are not only not conducive to improving teaching efficiency, but also do not conform to the evaluation concept of the new curriculum. Under the background of the new curriculum, how to improve the efficiency of teaching and marking history papers? I have made some positive explorations and attempts in teaching practice. Let's talk about some of my superficial views. Please criticize and correct my mistakes.

First, carefully review the test paper and do a good job in the analysis of the test paper.

Many teachers think it's good to comment on test papers, so they don't need to prepare lessons or design them, so they can speak wherever they want. This misunderstanding is an important reason for the inefficiency of lectures and evaluations. If you want to speak the test paper well, you must complete two major tasks ahead of time: one is to review the test paper carefully in time, and the other is to do a good job in the analysis of the test paper, which are two essential prerequisites for speaking the marking class well.

The current high school history test paper is mainly composed of objective questions and subjective questions. Relatively speaking, the answers to objective questions are unique, difficult to disagree and easy to read. However, when correcting subjective questions, we should be quite cautious. First of all, we should unify the grading standards as much as possible and give objective scores, otherwise it will dampen students' enthusiasm, even make them feel wronged and think that the teacher is unfair, thus losing their interest in learning. Secondly, because the marking of subjective questions in the college entrance examination is to step on the points, you can't simply cross or score directly when marking, but write down the students' score points in red and give the scores; At the same time, for the questions that students make mistakes, write comments on each student's test paper as much as possible, such as "I didn't understand the questions and answered irrelevant questions", "I didn't make full use of the materials" and "The answers are too colloquial, please use historical terms". This not only helps teachers to analyze the reasons for students' mistakes, but also helps students to correct their mistakes and reflect on their own problem-solving situation and problems when answering questions.

After you finish the test paper, you should carefully analyze it. First of all, we should analyze the test paper itself, such as the proposer's conception, the structure of the test paper, the distribution of test questions and so on. Only in this way can teachers and students know what to test in general, from what angle to test, what questions to test mainly, what main knowledge to master and what life situations to contact when studying. Secondly, it is necessary to analyze students' answers, such as the correct rate, average score, highest score and lowest score of each question, common mistakes in students' answers, and questions that lose more points. Only in this way can teachers know which topics should be emphasized, which topics can be omitted, which knowledge students can master better and which knowledge should be consolidated.

Second, comment in time, highlight key points and prescribe the right medicine.

Ebbinghaus's forgetting curve law tells us that in a short time after the exam, students are deeply impressed by the test questions and their own problem-solving ideas, and psychologically eager to know the answers to the test papers and the results of the exam. At this time, their learning motivation is the purest, their thirst for knowledge is the strongest, they are most interested in the teacher's comments on the test paper, and they are the easiest to concentrate in class. As the saying goes, "strike while the iron is hot", teachers' effective comments at this time can regularize similar problems, collectivize scattered knowledge, optimize problem-solving ideas and divergent thinking angles, which can not only summarize, sort out and sublimate knowledge, but also promote students' positive thinking, lay a solid foundation, build a knowledge system, guide students to use what they have learned flexibly, cultivate their comprehensive ability and improve their comprehensive quality. On the contrary, if the teacher delays commenting and strikes while the iron is hot, students will easily lose interest in learning and get twice the result with half the effort. Therefore, after each exam, the teacher must take the time to review the paper, do a good job of paper analysis, comment in time, as soon as possible.

The difficulty of each question in a set of test papers is different, and the number and degree of students' mistakes are also different. In order to save time and improve classroom efficiency, teachers should not cover everything and comment one by one, but choose something. Generally speaking, according to students' mistakes in answering questions, the questions in a set of test papers can be divided into three categories: the first category, questions with no or few mistakes; In the second category, some students make mistakes; In the third category, most students have mistakes. For the first kind of topics, there is usually no comment or comment; The second category is to comment appropriately according to the specific situation; The third question type is often confused and comprehensive, so we should focus on it.

In addition, as we all know, brilliant doctors are deeply loved by patients, because they can prescribe the right medicine and relieve the pain of patients as soon as possible. By the same token, an excellent teacher should be able to constantly improve his teaching inspection, diagnosis and feedback ability, get to the point in teaching evaluation and prescribe the right medicine to prevent students from making similar mistakes in the future. If, on the basis of classifying the types of test questions, it is found that students scored badly on the topic of "analysis of historical reasons", they should talk specifically and emphatically and prescribe a prescription to avoid losing or losing points.

Third, pay attention to the expansion and extension of knowledge and method guidance.

When reviewing test papers, teachers should also pay attention to the expansion and extension of knowledge and establish a balanced knowledge framework with knowledge points as the core, so as to better help students master and understand relevant knowledge. For example, when talking about topics related to China's national capitalism, teachers can list the main representatives and names of enterprises that established national industries in different periods according to the 65438+60s, the end of 19 and the third year of junior high school. If time permits, they can also list the deep-seated reasons for the tortuous development of national industries in various stages and their profound influence on modern China society. Let the students realize that although the development of China's national industry has suffered various kinds of oppression, it has gradually developed from scratch and changed the political pursuit, cultural life and ideas of the people of China. Only in this way can students know what it is and why, and draw inferences from others, thus consolidating other knowledge points related to this problem.

The ancients said: "It is better to teach people to fish than to teach them to fish", emphasizing the importance of technology and methods. Therefore, the evaluation of test papers should not only stay at the level of giving students correct answers, but also teach students the methods of solving problems. For example, in recent years, the multiple-choice questions in the college entrance examination mostly adopt the situational proposition method, that is, using new materials, creating new situations and asking new questions. Students are easy to lose points in this kind of topic, so teachers should give students guidance in solving problems: 1. Extract effective information: read all kinds of new materials such as words, graphics and charts carefully, capture key information, understand the theme of the new situation, and discard invalid information and interference information. The second is to transform information: link the information and option requirements extracted from the materials with the corresponding textbook knowledge, and think about the knowledge points that need to be linked and mobilized in this topic, which is the key and central link to answer the situational multiple-choice questions. The third is to integrate information: organically combine material information, book knowledge, option understanding and theme conception. , and filter the alternatives one by one to find the correct answer. Teachers reveal the whole thinking process of situational multiple-choice questions with typical examples in the exam, and give demonstrations to students, so that students can understand the general steps and skills of solving problems, follow the answering norms, and find tips and rules for solving problems. Only in this way can each paper comment become a ladder for students' progress.

Fourth, take students as the main body and give priority to appreciation and encouragement.

Suhomlinski, an educator in the former Soviet Union, once said: "Deep down, there is always an inherent need to regard yourself as a discoverer, researcher and explorer. This demand is particularly important in the spiritual world of primary and secondary school students. " The survey also found that "for a difficult problem, the most desirable form for students is for teachers to put the problem out and let them think independently or solve it through mutual discussion between classmates." Because it will be more impressive and not easy to forget. "So, even if we use test papers to evaluate classes, we should give full play to students' main role, and teachers should not be centralized. I think the following measures can be taken: if students don't do a problem well, let them do it again and then talk about it; Tired, then put down the shelf and let the students be teachers and change their positions; If the topic is flawed, let the students try to modify it to make it perfect; If students insist that their answers are reasonable, then give them a chance to express themselves and fully affirm them; ..... Generally speaking,

Even lectures, as long as students actively participate, will still be very smart and efficient.

Under normal circumstances, students want to get high marks in exams, and they also want to be praised by teachers often. Therefore, teachers should try their best to satisfy students' desires when commenting, so that praise and encouragement can run through the whole classroom. Students with good grades and rapid progress should be encouraged to make persistent efforts and create new achievements. In the process of commenting, the advantages of students' answer sheets, such as neat papers, standardized problem solving and clear thinking, should be greatly appreciated. After the comments, the excellent answer sheets and comments can be posted in the classroom similar to the "learning garden" for the whole class to follow and learn. For students whose grades are temporarily behind, we should be able to find reasons with them and encourage them to overcome difficulties and catch up. We should be good at digging out the bright spots in their answers and affirm their progress. Let them also be satisfied and happy in praise. We should point out the reasonable components of their wrong answers and work with them to study how to correct them into correct answers, enhance their confidence, stimulate their interest, eliminate their sense of oppression and increase their sense of success. In short, lectures and evaluations should be based on appreciation and encouragement, and students should not be sarcastic and sarcastic, so that students can reach the realm of "winning without arrogance and losing with grace".

Generally speaking, carefully marking and analyzing test papers is the premise of doing a good job in listening and evaluating classes, and the key to doing a good job in listening and evaluating classes is to comment in time, highlight key points, suit the remedy to the case, pay attention to the expansion and extension of knowledge, and guide methods. Appreciation and encouragement-oriented, student-centered experience will make lectures and evaluations icing on the cake. Of course, there is no fixed teaching method, and the forms of lectures and evaluations should be varied. We look forward to better and more efficient history papers to give lectures and evaluate classes!