Reflections on history teaching in grade three.

Reflections on History Teaching in Grade Three: Five Articles

As a history teacher, one of our jobs is classroom teaching, and writing teaching reflections can record our teaching well. So how to write the reflection on history teaching in grade three? The following is my reflection on the history teaching of grade three, which will be arranged for you. I hope you like it!

1 it is an indisputable fact that history teaching is of great significance to improving the quality of the people and promoting social development. Whether a country attaches importance to history teaching will affect people's moral cultivation and theoretical and cultural level, greatly affect whether people and rulers can correctly understand social reality and the law of social development, and whether they can guide their actions and correct decisions with a scientific view of history and historical experience, thus affecting the success or failure of social development process and personal career.

The role of history teaching is so great, but the present situation of history teaching runs counter to improving national quality and carrying out patriotic education. Moral quality and patriotism are a kind of ideological accomplishment and a kind of psychological quality formed through continuous cultivation and cultivation. History is an important factor in the formation of this quality. Because people can't correctly understand the subject characteristics of history, many misunderstandings have occurred, so they can't give full play to its educational function in quality education. In the real society, people do not attach importance to or even despise history teaching for three main reasons:

First of all, history is a long-term, hidden and conscious discipline as a discipline of self-cultivation and cognition of society. Its main function is to improve people's ideological realm, understand social reality and serve scientific decision-making. But the improvement of this moral level and decision-making ability needs a long process. Unlike mathematics, physics, chemistry and other tools, it can get immediate results in improving people's skills.

Because these subjects have strong application, such as the inevitable calculation problems in daily life; Simple mechanical use and maintenance, etc. It is easy for people to see their value. The proverb "Learn mathematics and physics well, and you are not afraid to travel all over the world" is a reflection of people's thinking of attaching importance to reason over literature. Driven by utilitarianism, most of the examinations of talent selection, recruitment and civil service recruitment in all walks of life in our society do not examine the historical knowledge level of the selected people. This objectively strengthens the "futility of reading history". In this case, students who study hard all day for further study will certainly not spend too much time on such a seemingly irrelevant subject; People in society will not spend too much time learning this kind of knowledge that can't create real profits and value. Therefore, history is often shelved and nobody cares.

Secondly, the problem of history teaching itself. It involves many aspects such as national policy orientation, historians, textbook editors, history teachers at all levels and schools. As far as historical studies and historians are concerned, many historical studies are "too detailed" and far from the national economy and people's livelihood; Many historical articles and monographs are esoteric and can only be circulated in the circle, and no one outside the circle pays attention to them, just like waste paper. As far as the compilation of textbooks is concerned, today's middle school history textbooks have more illustrations than the previous versions, but the selection of materials around the function of history education and the classification of textbooks at all levels in primary and secondary schools are still not satisfactory. Such as narrow selection of materials, lack of three-dimensional narrative of characters, avoiding hot issues and so on.

Since the implementation of the examination system, the problems of history textbooks have become more prominent. In order to reduce students' burden and improve learning efficiency, the compilation of teaching materials is becoming more and more simple, with only basic clues and event summaries, lacking detailed information. However, the requirements of the exam are getting higher and higher. Imagine, students don't have enough historical materials, how to analyze historical problems and how to get a regular understanding from them? How can this diametrically opposite teaching and examination mode cultivate students' historical materialism and enterprising knowledge consciousness?

Finally, it is the imbalance of students' knowledge structure that makes history learning difficult. After the implementation of the examination system, junior high school students will no longer study geography, and students know nothing about geography. History is abstract. Without this stage where people and events exist, learning history is like playing blind chess, which few people can understand. Nowadays, many students don't understand international news and world literature masterpieces.

Because they can't remember the place names and names of the world accurately, they are confused and even can't tell the country from the times. Because they lack this scientific and convenient tool, are there any other good ways to memorize? For example, in an exam, when asked that "treaty of shimonoseki is an open trading port and goes deep into Chinese mainland (Shashi, Chongqing, Suzhou and Hangzhou)", students choose Suzhou and Hangzhou and Shashi. Obviously, they only do problems by memory. The book says Chongqing. If you remember, you choose the right one; if you don't remember, you choose the wrong one. Because there is no geographical coordinates and no room for thinking, we have to do it by memory. Originally, simplifying subjects was intended to reduce students' learning burden, but it backfired. The imperfect knowledge structure increased students' burden. Therefore, in order to change the difficult situation of history teaching, we must optimize the subject system and let students establish a good knowledge structure, which will be more conducive to students' future development.

In my opinion, to give full play to the educational function of history, we must first attach importance to the role of history in macro-educational decision-making. If the college entrance examination cancels the history exam, history will be even more despised. As for the argument of canceling history teaching in middle schools, it is even more dangerous. Nowadays, it is very popular among students not to study history, and they don't feel ashamed not to know the history of China. There are often some absurd jokes in history class. In society, we can always see historical blind dramas everywhere.

Aren't these questions worth pondering? Gong Zizhen, a thinker in the Qing Dynasty, once said: "If you want to destroy a country, you must first go to its history." When the Japanese invaded China, the people of China were forbidden to study history in the occupied areas, so as to enslave the people of China. If we abandon the national history now, the consequences can be imagined. "History is to the country what memory is to the individual. If a person loses his memory, he becomes an idiot; If a nation does not talk about history, it will become an ignorant nation. " Therefore, the education sector still has a lot of work to do in playing its historical role. Such as financial support for history research and history teaching; Try more historical knowledge and the ability to use historical knowledge to solve problems in the government civil service examination; Strengthen the social propaganda of the function of history education and so on. This can effectively 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 depends on the efforts of history researchers themselves. Here, first, we are required to have lofty ideals and pursuits, so that the educational function of history can be fully exerted on ourselves, the charm of history can be displayed by our own exemplary role, people can be inspired to learn history, and problems can be considered and solved by using historical viewpoints and methods. Second, we are required to do a lot of in-depth and meticulous work in historical research, history teaching and historical information utilization.

In research, we should focus on the national economy and people's livelihood, actively study the hot and difficult issues related to the real society, and actively provide powerful services for the decision-making of the government and enterprises from a historical perspective, so that people can deeply feel and appreciate the practical significance of history in their actual work and life. In terms of historical writings, we should try our best to be easy to understand and rich in literary talent, and vividly show people good and evil, beauty and ugliness, success and failure, gains and losses, experiences and lessons, and the laws of human social development, so that people can enjoy reading historical writings and receive historical education in a subtle way. For the compilation of history textbooks for primary and secondary schools, we should strive to achieve clear content structure, clear objectives and strengthen educational functions. Also, when you take the history exam, you should be more interesting and applied, and don't go too far and too carefully to pursue the knowledge of pure death. Reading history makes people wise and sensible, at the same time, they can improve their theoretical cultivation and get patriotic education. If you simply study knowledge, you will fall into a pedantic misunderstanding. Naturally, the more you learn, the more boring it will be, which will make students daunting, lose interest in learning and increase the difficulty of history teaching.

The current curriculum reform is an important measure to realize educational modernization, and the fundamental purpose of educational modernization is to realize human modernization. The reform and teaching of history course aims at cultivating high-quality talents needed by modernization and qualified citizens in the new era. They yearn for and pursue truth, goodness and beauty, and have scientific spirit and humanistic spirit (or scientific literacy and humanistic literacy). Among them, the scientific spirit is mainly manifested in perseverance, rigor and truth-seeking, truth-seeking, doubt, criticism and innovation; Humanistic spirit is mainly manifested in being able to deal with the relationship between man, society and nature harmoniously, putting people first, loving life, respecting personality and human rights, and paying attention to humanity and humanity. What I understand most is that once I come into contact with teaching practice, the problems are one after another, and the group relationship is complicated, which is really dazzling and overwhelming. Undoubtedly, it has become an urgent task for history classroom teaching to face, correctly understand and straighten out these complicated relationships as soon as possible. So, which relationships should be straightened out first?

1. The relationship between three-dimensional curriculum objectives

The three-dimensional curriculum objectives of "knowledge and ability, process and method, emotion, attitude and values" are put forward in the history curriculum standard. Among them, "knowledge and ability" is the basic goal of course learning, which requires students to have basic cultural quality and potential for further development. "Process and method" aims to emphasize the historical cognitive process and the possibility of drawing conclusions, which is conducive to the cultivation of students' scientific literacy, scientific methods and practical ability. The goal of "emotional attitude and values" refers to cultivating students' national spirit and patriotic feelings, humanistic spirit, excellent personality quality, scientific view of history and open world consciousness through historical study and sentiment, and so on. Compared with the previous goals of history teaching (that is, mastering knowledge, cultivating ability and ideological education), the goals of three-dimensional history curriculum have changed greatly: mastering knowledge and cultivating ability have similarities, but the scope of knowledge required for students has been greatly reduced, while the requirements for historical inquiry ability have been significantly improved; It pays special attention to students' participation, experience and feelings in the process of history learning and inquiry, and attaches importance to guiding students to learn to learn; Try to reverse the tendency of pan-political education in ideological education in the past, try to give full play to the educational function of history education, enrich students' emotional and spiritual world, enhance students' personality and moral taste, and guide students to learn to be a man. In teaching, as long as we have students in mind, rely on subject knowledge and pay attention to cultivating students' scientific spirit and humanistic spirit, the relationship between the three-dimensional curriculum objectives is not difficult to deal with, and the three-dimensional curriculum objectives will certainly be realized.

Second, the diversification and modernization of teaching methods.

What is the classroom teaching of the new curriculum? There is no ready-made experience to learn from, and there is 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 own teaching behavior. This process of exploration and action is the process of teachers' continuous improvement and maturity. Confusion, difficulty and misunderstanding will inevitably occur in this process, but as long as we establish the new curriculum consciousness and grasp the new curriculum concept, we will constantly adjust and improve it in practice. In a sense, the implementation of the new curriculum is also a process of constantly discovering, analyzing and studying misunderstandings and forming countermeasures and methods. When old misunderstandings are eliminated, new misunderstandings will appear. Of course, this will not be a simple repetition, and the emergence of new misunderstandings often means new problems encountered in the further development of the new curriculum. The misunderstanding in the new curriculum classroom is a problem in the implementation of the new curriculum. Only by constantly solving problems can teachers internalize the new curriculum ideas into personal beliefs, push forward the new curriculum reform in depth and truly improve the implementation level of the new curriculum. If you see a misunderstanding in the classroom of the new curriculum standard (sometimes it is hard to say whether it is a misunderstanding) and make a fuss, which is less than the rest of the attacks, then it will bind teachers' hands and feet and make the implementation of the new curriculum standard wander at a low level. It is often said that no problem is the biggest problem. Perhaps it can be said that no misunderstanding is the biggest misunderstanding in the new curriculum classroom. When people talk about the misunderstanding of the new classroom, they will almost always list something like "abusing modern teaching methods", and they will often blame the abuse of multimedia courseware. In fact, the teaching technology characterized by multimedia courseware is far from being "abused", even for a teacher, it is only occasionally. Can independently produce for their own teaching use.

There are few teachers of multimedia courseware, and the opportunities for teachers to use multimedia teaching technology are very limited. Perhaps, the teaching task can be well completed without these "fancy" means, but the application of modern educational technology, especially multimedia, is not only to complete the teaching task, but also to let students feel the charm of current educational technology, especially multimedia, and experience a unique atmosphere, so that students can be infected and edified. So now teaching technology, especially multimedia, is not used much in the classroom, but less.

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

An important reform of history curriculum standard is to break the traditional teaching mode of teachers teaching and students learning passively, so that the previous single teaching process becomes a trinity process of knowledge and ability, process and method, emotional attitude and values, and establish a modern teaching mode of students' active learning, active participation and emphasis on the cultivation of ability and method. Under the background of the new curriculum, history teaching should establish the concept of students' development, pay attention to students' physical and mental health development, study students' cognitive obstacles, stimulate students' thirst for knowledge, and promote students to pay attention to their own interests in the process of consciously participating in learning. History course must also pay attention to the cultivation of historical thinking ability, especially the cultivation of students' innovative consciousness and spirit.

Teachers should update their teaching concepts, change their roles, and gradually realize the diversification and modernization of teaching forms, teaching methods and teaching means. We should rationally and creatively apply modern educational resources and actively promote the curriculum integration of information technology and history. In the teaching process, it is necessary to appropriately increase the content that inspires students to think, more "theory comes from history" and less indoctrination of conclusions, so that the teaching process becomes an exploration process in which students constantly discover and solve problems; Become a teacher to guide students to collect and use learning resources; The process of becoming a teacher to help students design appropriate learning activities; Become a process in which teachers choose different learning methods for learning content; Become a process in which teachers guide students to form emotional experiences. Teachers can hold class discussions, organize debates, hold story meetings, give lectures on history, conduct historical and social surveys, visit historical museums, memorial halls and local patriotic education bases, inspect historical sites and cultural relics, write historical dramas, watch historical films and television works, read and appreciate historical literary and artistic works, copy historical cultural relics, write historical essays and biographies of historical figures, edit historical blackboard newspapers, newsletters and publications, and interview historical witnesses. Effective ways and means such as compiling a brief history of family and community, holding special exhibitions, etc., enable students to master scientific learning methods, develop correct historical thinking habits, form a rational way of thinking, and provide a solid foundation for the healthy development of students. In teaching design, we should be good at creating teaching situations and designing teaching problems from the reality of students, so as to cause students to find, explore and solve problems; Pay attention to the interaction between teachers and students; We should design two or three teaching arrangements for different groups of students. To advocate students' autonomous learning, teachers should attach great importance to and respect students' subjective status while organizing, guiding, demonstrating and imparting knowledge, and inspire, guide and cultivate students' autonomous learning. We should attach great importance to students' interest and enthusiasm in learning, and strive to promote students' active thinking in knowledge presentation, content selection, students' independent thinking and drawing their own conclusions, problem setting, teaching activity suggestions, class selection, participation in social practice, and encouragement of students' hands-on, so as to stimulate students' enthusiasm for learning, cultivate students' desire and interest for knowledge, and fundamentally change the traditional learning mode in which students passively accept learning. At the same time, the reasonable requirements and effective practices in history teaching in the past are still worth learning and inheriting.

Reflection on History Teaching in Senior Three; The senior high school entrance examination has ended. Looking back on the ninth grade history teaching in the past year, we intend to try our best to help students achieve the best results with the least burden in the face of the situation that the examination content has doubled and the ability requirements have been comprehensively improved. Reflecting on one year's teaching work, some practices have become valuable experiences that we should cherish, but there are still many places to be improved.

Here are some successful experiences:

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

After a year of history teaching, our history teacher has formed an important knowledge, that is, try not to make history learning a burden for students, but do everything possible to make students love history and learn it well. There is basically no written homework this year, and there is basically no time to make up lessons except for the teaching time arranged by the school. We always try our best to grasp every 40 minutes and reduce students' burden after class by fully improving classroom teaching efficiency.

2, collective lesson preparation, scientific arrangement, the successful completion of the review plan.

The successful completion of one-year teaching review depends on our clear planning of what we need to do, how to do it and what kind of goals we want to achieve in each teaching review stage. Although the two teachers teach separately, their goals and methods are the same. The review syllabus and review papers are the results of collective preparation, which embodies the wisdom of the two teachers and enhances their scientificity.

3. In-depth study of textbooks and exam instructions, accurate grasp of the main knowledge of history, the preparation of a systematic review outline.

Our two teachers take advantage of various opportunities to study textbooks and discuss the problems encountered in teaching; I have discussed with the exam instructions several times and deeply understood why the knowledge points in the exam instructions are arranged in this way, what is the specific connotation of the ability requirements, and what propositional information is revealed in the examples. On this basis, the test sites are rearranged according to the learning topics, and the 1 1 system review outline is compiled, and each topic has corresponding selected exercises. In this way, speaking, watching, reading and practicing are organically integrated in review, and each class has a special topic, which greatly improves the classroom efficiency. The review outline is welcomed by students, especially the chronology of Chinese and foreign events is regarded as a "magic weapon" by many students.

4. Review scientifically, grasp all aspects of practice and pay attention to practice efficiency.

The purpose of reducing the burden in the review stage is to avoid the battle for the sea of questions, try to let students do useful questions and learn how to do them. In review, we try our best to grasp every link of the exercise: selection, practice, correction, comment and correction. Every exercise is carefully written on the basis of the teacher's extensive reference to various materials. We try our best to let students use class time to complete each exercise, avoid copying homework after class, and realize the value and function of exercises. Every time the teacher carefully examines the questions, he asks the students to correct them carefully and truly understand how each question is done. We attach great importance to the evaluation of each exercise, never talk about the topic, but discuss in depth what is the effective information in the topic, how to solve it and how to change it, so that students can really master the problem-solving method.

5. Make makeup well and adopt new ways to improve makeup efficiency.

In the centralized reinforcement work, the multimedia equipment is fully used to make the exercises visually presented, and the exercises are organically combined with the method guidance, which has achieved good results.

Reflecting on the one-year teaching review process, there are still some areas that need to be improved in the future work:

Of course 1, 1 1 the review outline is all-encompassing, but students often have no way to start. We imagine that we should further refine the outline according to the study situation and examination situation to make it easier to use.

2. Many things I learned early have been forgotten, so we should pay more attention to the systematic and effective review of China's modern history in grade eight in the review process.

3. From the seventh grade, we should pay attention to cultivating and improving students' understanding and expression ability of history in daily teaching.

The above summary may not be comprehensive, and criticism and correction are welcome.

Reflections on the history teaching of grade 4 1 in grade 3. Support the school work and actively complete the teaching tasks arranged by the school.

Teachers in the history group of grade three actively support the school work and jointly formulate teaching plans; Boldly try problem-based teaching and group teaching; Seriously prepare lessons on time and with high quality; Excellent completion of the teaching and research activities organized by the school, the guidance office and the grade group, with an average of per person 1 class, and achieved good results.

Second, adhere to the system of collective lesson preparation and classroom discussion.

This semester, according to the requirements of the school, we actively prepare lessons and attend lectures collectively. Prepare lessons collectively. We practice the unit to prepare lessons collectively and have an activity once a week. Collective lesson preparation has implemented unified progress, unified requirements and unified content. In each unit, the main lesson preparers give lectures first, put forward lesson plans, and others discuss them together. Finally, unified requirements are formed, and the lesson preparers organize teaching ideas. Brainstorming, learning from each other's strengths, the effect is obvious. The teaching objectives, key points and difficulties of the collective lesson preparation unit, the connection of teaching materials, the measures to highlight key points and break through difficulties, and the law, methods and skills of solving problems that students in this unit should master, so as to be planned, have time, be prepared, have problems, have a central speaker and record, and upload all kinds of collective lesson preparation materials in time according to the requirements of the school.

Teachers not only delve into their own business, but also pay attention to learning from each other and attending classes. After class, the lesson preparation group discussed the lesson seriously. Through lectures and discussion classes, this paper makes pertinent and comprehensive comments and discussions on whether the teaching content is properly arranged, whether the difficulties are broken through, whether the teaching methods are appropriate, the application of teaching means, the infiltration of teaching ideas and methods, whether it meets the requirements of quality education, and the basic teaching skills of teachers. We conducted specific consultation and guidance with teachers in teaching research, pointed out the successes and shortcomings, put forward the direction of efforts, and studied countermeasures, which greatly improved classroom efficiency and teachers' level.

Third, strengthen learning and communication, as stones from other mountains can attack jade.

There is no end to learning. The new curriculum requires teachers to establish the concept of lifelong learning. It is the unanimous pursuit of all teachers in the history group of Grade Three to keep learning and improve their teaching theory and professional level.

We also take advantage of the opportunities created by the school to actively walk out of the school gate and study and communicate with our brothers' schools and other places. After the exchange study, we all wrote down the exchange study experience and discussed it in the group meeting.

Fourth, the direction of future efforts:

1. Strengthen the pertinence of collective lesson preparation, prepare students and contents, and strive to serve classroom teaching and senior high school entrance examination.

2. Further highlight students' dominant position and strengthen group cooperative teaching.

3. Strengthen the guidance of students' problem-solving skills and methods, actively and healthily guide students' psychology, and be their mentor.

How time flies! A semester ends in a blink of an eye. Looking back on the teaching process of this semester, I really feel a lot. This is a busy term. I have been teaching the history of six classes in Grade Three. In order to have more time to review HKCEE next semester, I must finish the teaching task of five volumes on time and add six volumes. The workload is relatively heavy and the teaching task is quite heavy. Fortunately, I was able to make overall arrangements and everything ended smoothly. Now I will make the following preparations for this semester:

Teaching situation

1, prepare lessons carefully

Sun Tzu's art of war says, "Know yourself and know yourself, and you won't be in a hundred battles." In order to make the work more effective, we must fight a prepared battle, so preparing lessons carefully is the first link. Every time I prepare a lesson, I carefully study the syllabus, distinguish the primary and secondary teaching contents according to the important and difficult points, and supplement the corresponding extracurricular knowledge with the main points to make my teaching more colorful. At the same time, according to the content of the new curriculum reform, I also pay attention to cultivating the ability of observation, analysis and summary, and set corresponding questions for students.

2. Serious courses

"No rules, no Fiona Fang" No matter what grade students are, they are always looking at the teacher's eyes. The teacher's lax indulgence will make the whole class in disorder, so no matter how good the class is, the effect will not come out. So at the beginning, my teaching style was rigorous. My eyes will be fixed on every student, and I will tell him with my eyes what is praise, what is reminder and what is blame. At the same time, I also let students express their opinions freely. Differences in ideas are allowed, but they must be justified. However, sloppy behavior and habits can never be acquiesced.

No matter how busy I am at work, I actively participate in various teaching and research activities in the group. Read relevant teaching magazines, dig deep into teaching materials, and strive for more exquisite teaching art. At the same time, I also actively participate in teaching and research activities in the district and the city, grasp first-hand information in time, guide my actual work, and be targeted.

In order to cultivate students' comprehensive quality, I use limited conditions to organize students to watch historical short films in multimedia classrooms and write afterwards, so as to cultivate students' historical interest and comprehensive quality ability.

The above is my main work and achievements this semester. I will continue to work hard, be diligent and practical, and strive to make my work better.