Reflection on the Class of History Teaching in Grade Eight

The new curriculum requires that teaching should be to teach students and how to analyze and understand a certain knowledge so as to get inspiration from it. Next, I'm here to bring you some reflections on the eighth grade history teaching class, and welcome you to learn from them!

reflection on the eighth-grade history teaching class (1):

after half a semester of eighth-grade history teaching, some reflections are made:

first, reflection on the teaching design: study the teaching materials, reference materials and prepare lessons carefully.

In the lesson preparation process, I not only prepare teaching materials and teaching methods, but also prepare students. According to the teaching materials and students' reality, I design the types of courses, and make careful arrangements for the procedures and time schedule of the teaching process, and carefully write the lesson plans, so that every lesson is "prepared".

In this semester's eighth grade history teaching, I made full use of multimedia teaching, designed various teaching situations that are conducive to attracting students' attention, focused on teaching materials without sticking to teaching materials, and broadened my knowledge and enriched teaching materials with the help of network resources, so that teaching would not fall into a noisy and boring situation. Make teaching reflection and summary on classroom teaching in time after class.

second, reflection on the teaching process: classroom teaching focuses on stimulating students' interest in thinking.

"Interest is the best teacher." If teachers create a funny thinking mood by setting doubts, thus stimulating students' strong curiosity, it will undoubtedly make teaching more effective.

For example, before I talk about "The Spring Tide Comes Again", I first played the song "The Story of Spring", and introduced the new lesson through the lyrics, so that students can get interested and enter the new lesson with questions. Through the video materials of Deng Xiaoping's southern talk, the students are brought into the teaching materials with questions, and they are recognized, analyzed, summarized and evaluated with questions, thus stimulating students' thinking and achieving good teaching results.

Third, the reflection on the teaching subject: teach students to sort out the clues of historical development and grasp the key points of study

The clues of historical development are the inherent relationship between the regularity of historical development and major historical events. The characteristics of middle school history textbooks are wide range, complicated clues, abundant information, and too many times, places and people involved, which is not easy to master, so it is difficult to guide students to sort out the clues of development in this complicated historical knowledge and prompt the regularity and regularity of historical development.

On the basis of sorting out the clues, students should also master the key points in the textbook and guide them to learn to determine the learning key points. I guide students to determine the key points in the textbook from the following four aspects: first, materials that can explain the most basic viewpoints of historical materialism; Second, historical figures and events that have a significant impact on historical development; Third, the information that belongs to "the best in the world"; Fourth, there are illustrations in the textbook and materials for exercises after class. If students master the above principles, it will be easier for them to grasp the key points of the textbook.

After writing this teaching reflection, I feel that there are the following aspects that need to be worked hard in the future:

1. Guide students to learn the scientific methods of history and master memory skills

We understand that time, place and events are the key to basic knowledge of history. Many students adopt mechanical memory method, which has little effect, so it is very important to teach students scientific memory method. In the future history teaching, I should try to teach students a variety of memory methods, such as decentralized memory method, interesting memory method and guiding students to remember outlines.

2, pay attention to cultivate students' autonomous learning

The new curriculum requires that teaching should teach students how to analyze and understand a certain knowledge, so as to get inspiration from it. Therefore, I should continue to work hard to change students' original simple understanding learning style, create an educational environment that can guide students to actively participate, establish and constitute a learning style that fully mobilizes students' subjectivity, stimulate students' learning intentions, and enable students to self-control, self-adjust and control their learning activities, so as to achieve the expected teaching goals.

These are my personal experiences after teaching reflection. History teaching is not a one-off event, which requires each of our history teachers to persevere and be brave in innovation. I believe that as long as we can grasp the main theme of the new curriculum, open the door to learning history to every student, and let every student speak freely and display their talents, we must be able to enhance the charm of history!

reflection on the history teaching in the eighth grade (2):

It has been two weeks since I took up my post as a teacher, and my life, work and study are on the right track. During this time, I felt a sense of accomplishment and frustration, but I did gain a lot and grow a lot. With the gradual development of teaching work, I found that my original teaching mode didn't fit the academic situation, which led me to encounter very difficult troubles at the beginning of my work.

First, the analysis of academic situation

My internship school is in Beijing, and I am a history teacher in three classes of Grade 8, and I am responsible for 8 students.

In Beijing, history, geography, politics and biology do not take the senior high school entrance examination, but only take the next semester's examination for grade eight, and grade nine will no longer study these four courses. This means that students need to finish the three-year junior high school courses in the seventh and eighth school years, and the time is very tight, and the knowledge capacity of each class is very large. At present, I need to complete the teaching task of the second volume of history textbook for grade nine in one semester, which is the sixth and last textbook in junior high school, and I have relatively rich time.

as far as the school's historical achievements are concerned, it is not very satisfactory. Judging from the results of the three classes I am in charge of, nearly half of the students in the final exam of the eighth grade failed in history, but the excellent rate of each class was around 6%. Compared with the subjects of geography, politics and biology who did not take the senior high school entrance examination, the excellent rate was too low and the unqualified rate was too high. As far as I know, there are three reasons for this situation: < P > (1) Teachers change too frequently.

Due to the lack of resources for history teachers in our school, I am the fourth history teacher in my teaching class so far. Changing teachers too frequently is the main reason for students' unsatisfactory history achievements. It takes time for teachers and students to adapt to each other, and each teacher has his own teaching style. Every time a teacher is changed, it means that students need to spend more time adapting. In the long run, students will feel tired and lose their sense of belonging to this course, which will make them think that this course is not important.

(2) Time is tight and tasks are heavy.

Because students need to learn six books in two school years, the materials cover the ancient history, modern history and modern history of China, as well as the ancient history, modern history and modern history of the world. Due to the teaching task, teachers have to increase the class capacity, and the speed of lectures is also on the high side, so that students can't grasp the knowledge firmly, which also increases the learning pressure of students invisibly.

(3) History is not a subject in the senior high school entrance examination.

Because history is not a subject of senior high school entrance examination, students may work less on history than on Chinese and mathematics. But that's not the main reason.

Second, reflection on teaching

By this day, I had 13 classes. Based on nearly two weeks' actual teaching, observing other teachers' classes and instructing teachers to listen to class evaluation, combined with my own experience, I summarized my own shortcomings in the actual teaching process and made clear the direction that needs to be improved in the future.

(1) I don't know enough about students

This is the root cause of my teaching mistakes at this stage. Because I have understood education in Hebei since I was a child, I know the most about the learning situation of students in Hebei. Therefore, when teaching was set at the beginning, the characteristics of Hebei teaching mode were reflected more. Under this teaching mode, students must increase their investment in learning history. However, in Hebei history, it is necessary to take the senior high school entrance examination, which is the biggest difference between the two regions, but I ignored it.

In addition, I have been in contact with senior high school students for a long time, so when designing the teaching link, I tend to prefer the history class in senior high school, with a lot of comprehensive materials, which just deviates from the learning characteristics of rebirth. Limited by age and experience, it is not easy for junior high school students to understand some professional terms and complicated historical events, but it has deepened their confusion and aroused their disgust.

(2) Insufficient preparation for preparing lessons before class

Preparing lessons before class is an extremely important job, which directly determines the quality of your class. At the beginning of class, due to insufficient preparation before class, I often don't understand what the materials to be displayed in the next courseware are, and even the appearance of some materials will even give me a feeling of being caught off guard. So that the courseware took me away, not me to control the courseware.

another point is that when preparing lessons before class, you should investigate some extracurricular knowledge in advance. I mentioned the word "blank ammunition" when I was teaching the October Revolution in Russia. As a result, students raised deeper questions about this word, which I did not expect when preparing lessons. It is conceivable that the scene at that time was very embarrassing.

(3) Unreasonable class schedule

A class lasts for 45 minutes, and it is very easy to finish the class because of unreasonable class schedule. In the first class, it took me fifteen minutes to lead in before class, which is far beyond the normal range. Explaining the textbook knowledge and dealing with exercises often means that the information in a lesson can only be completed with two buts, or it can't help students form a complete system of knowledge.

(4) The design of teaching activities is not attractive

In the first class, my students and I got to know each other briefly. In the meantime, in order to enliven the classroom atmosphere, I designed a simple game. Due to the lack of understanding of students from the beginning, and the failure to fully mobilize the students' intentions before, there was a silence in this link, and the whole game was almost completed by me alone. From this, I also fully feel that a boring class is suffering for both students and teachers.

(5) The lecture is straightforward, lacking highlights

It is the biggest feature of my class. In order to avoid following the book, but also to help students form a complete understanding of historical events, when preparing lessons, I deliberately strung the knowledge in the textbook into a line and tried to cover everything. This not only failed to achieve the desired effect, but put me in a dilemma. I have been instilling knowledge into the students throughout the class. Although the knowledge is closely connected, it is too general, so that the students can't grasp the key points and find places that interest them, and the response is naturally not enthusiastic. Obviously, this class has failed.

(6) I didn't pay attention to the details

Details determine success or failure, but I often lose on some small details. For example:

1. Writing in the wrong order, which the instructor and my students have mentioned to me;

2, leaning on the podium in class, too many small moves;

3. I often forget to write on the blackboard, or writing on the blackboard is too simple and casual.

The subtleties can reveal a person's quality and self-cultivation. Paying attention to details can also convey a careful attitude to students.

Teaching is a challenging profession. Every time I attend class, my students' facial expressions will directly touch my central nervous system. The one-semester internship has just begun, and everything is difficult at the beginning. I have reason and confidence to believe that everything will be fine. In the days to come, learn lessons, study hard and be a qualified people's teacher.

reflection on the history teaching in the eighth grade (3):

1. In the teaching process, I made full use of teaching materials and supplemented some short and incisive historical materials, especially paying attention to the use of historical maps and guiding students' thinking, thus achieving the preset three-dimensional goals better. While cultivating students' learning methods, the key points of learning are skillfully highlighted and well implemented, and the learning difficulties are easily broken through with auxiliary materials. The design of structured blackboard writing makes the main points of this lesson clear at a glance, and the design of consolidation training covers the learning focus of this lesson and expands the thinking space of students.

However, because of paying too much attention to the integrity of teaching, students are not given enough time for independent thinking and cooperative learning. How to deal with the relationship between imparting knowledge and cultivating potential, especially for students with learning difficulties, and how to stimulate their interest in learning so that every student can get full development is the direction of future efforts.

2. The teaching design of this course is quite individual. From the data point of view, the teaching is not completely organized according to the purpose designed in the textbook, but the relevant materials of the textbook are appropriately integrated, highlighting the great influence of geographical location on ancient Egyptian politeness. This design can clearly highlight the theme of politeness development, highlight the geographical environment factors in the development of politeness, and enable students to understand the important materials in the development of human politeness more directly. Generally speaking, the teaching effect is obvious.

But this arrangement may also bring inconvenience. For junior high school students, if the teaching process is not handled properly, it will be boring. Therefore, teachers should be cautious when choosing this method.

4. The teaching design and implementation of this course have basically achieved the teaching objectives, among which the more successful ones are: through the teaching of Mohenjo? The comparative analysis of the restoration map and photos of Daluo site improves the potential of students to extract historical information by using pictures, and makes them understand that first-hand materials are more valuable for historical research; Through the teaching of Brahman myth in "expressing one's own opinions", students understand that oral historical materials including myths and legends contain necessary historical information. Both of them focus on potential cultivation, which improves students' learning potential and learning methods.

in teaching implementation, it is difficult to deal with the teaching schedule. One class is relatively tight, and two classes are comfortable. How to coordinate? I believe this problem can be solved through more detailed preparation before class.

6. The core of the teaching process of this course is to sort out the clues of the process of ancient Roman courtesy from the appearance of the polis to the demise of the empire. The clues to the development of politeness in ancient Rome are relatively clear, and the explanations in textbooks are relatively complete, which is conducive to the implementation of teaching design. Of course, the main purpose of this teaching process is to let students know the development of historical things as a whole and grasp the historical process in time sequence, so as to cultivate their potential to sort out historical clues. Although students have been trained many times before to cultivate this potential, because the historical development is not completely linear, teachers should fully reflect its guiding role to avoid problems in teaching.

8. The materials in this lesson are divided into two parts: Charlemagne Empire, Manor and City. In order to enable students to grasp the medieval western European society as a whole, I have integrated the materials of this lesson into four sections, namely, major countries and governments.