Teaching evaluation of history teachers 1
Yesterday has passed, which can only be left to the memory and reflection of history teaching. The future hasn't come yet, we only have hope. Today is the most realistic, so we should grasp the present.
We should attach great importance to the study of history, because history is a mirror from which we can sum up a lot of experience, so that we can take fewer detours.
There are three things to do well in history: do well in class, review and exam. We should do well in every class and fully mobilize the initiative of students in classroom learning. Concentrate the students' attention, so that each class can be very efficient and students can get the maximum benefit. Better improve our teaching methods and means to attract students' attention. It is very important to review well, but it is more important to review well. Review is not a simple recitation, but a profound understanding of students. Then sum up the experience and lessons of history. This is more conducive to students' use of knowledge. This is the fundamental purpose of review. Do well in the exam. Exams are not only monthly exams, mid-term and final exams, but also some quizzes in class.
This is more conducive to students to consolidate basic knowledge. So as to improve students' learning efficiency. The basis and premise of doing the first three tasks well is to better enter students, understand and solve the difficulties students encounter in learning history, and strengthen exchanges and communication with students. The important task of history teaching is to let students establish a correct view of history, which is beneficial to their future development. Do a good job in classroom efficiency, improve the review effect, realize the real purpose of the exam, and strive to improve students' historical achievements. Our teacher should make unremitting efforts!
Teaching evaluation of history teachers II
As a language teaching, history teaching is mainly to cultivate students' language skills, that is, the potential of using language, so its classroom teaching is different from other courses. Through the study of the new curriculum standard, according to the arrangement of middle school textbooks, I highlighted the cultivation of this potential, adopted the tutorial mode, emphasized the two-way application between teachers and students, and enhanced the effectiveness of classroom teaching. History classroom teaching should reflect this feature, pay attention to application, establish a "grand history teaching view" and truly implement the purpose and requirements of effective teaching.
The first is the change of teachers' concept. The first thing that history teachers should change is that history teaching is not the teaching of language knowledge, but the teaching of language skills. In the past, due to the influence of examination baton, history teachers overemphasized the teaching of historical knowledge and neglected the analysis. The reform of middle school history textbooks has laid the foundation for the change of teachers' ideas. However, the "afterglow" of the traditional examination is still there, and the examination is still the baton of teaching. As a history teacher, you should know how to find a balance between these two points. It is gratifying that the history syllabus of middle schools has been adjusted in time, and it is clearly stipulated to reduce the difficulty of grammar test questions, reduce the objective questions of knowledge, pay attention to cultivating students' speech potential, and learn Chinese in middle schools by using words.
The second aspect of the change of teachers' concept is: from this-oriented to use-oriented. History is a developing language, and the development of modern science and technology has injected fresh blood into it. History textbooks are only the basis and medium for students to learn history. If students want to learn history well, they must be integrated into the ocean of history and keep up with the pace of historical development. Therefore, I often input vivid history into teaching at any time on the basis of teaching materials, so that students can feel history and express their thoughts with history.
In the usual teaching activities, a single and inflexible teaching method can easily make students lose interest in learning and cannot reflect the vividness of language, while various teaching methods can stimulate students' different excitement and inhibit brain fatigue. Computer-aided teaching broadens the application of teaching methods. No matter what kind of teaching method, its basic starting point is students, and students are the main body of the classroom. Classroom should be a school and a paradise for students to learn. Classroom teaching should give full play to students' subjective initiative. The characteristics of history learning determine the special benefits of discussion in history classroom teaching. The discussion mode of history class should have more extensive information and a more free democratic atmosphere, which can not only discuss the problems of this class, but also express their own opinions and discuss the right and wrong at home and abroad in combination with history. The discussion class is to test the teacher's driving potential for the whole class. In the usual teaching activities, there are often students who don't use history in the discussion class, or some topics that have nothing to do with this class, which requires teachers to constantly urge them.
In this year's teaching activities, I think the biggest difficulty is how to maintain classroom discipline and how to make teaching activities in a simple and democratic atmosphere. What kind of attitude should a teacher treat his students? When teachers can't do corporal punishment, what other ways can be taken to educate students and improve the efficiency of history classroom teaching? These are all questions that we should think about.
History teacher teaching evaluation 3 pages
Since the new curriculum, the majority of history teachers have organized teaching around new ideas and new curriculum standards, and diversified teaching models have emerged in history classes, and gratifying changes have taken place in teachers' teaching methods and students' learning methods. Formally speaking, laughter and orgasm are often repeated in a 40-minute class. It seems that our history class has entered the best state of the new curriculum. However, if we carefully examine and study the current history classroom teaching, I think the understanding of the new curriculum is one-sided, superficial, and the outstanding performance is that it pays more attention to the phenomenon than the essence, and pays more attention to the form than the essence, resulting in the false prosperity of the classroom. Secondly, it analyzes some teaching behaviors in history classroom practice.
First, in the process of realizing the three-dimensional goal, we can't ignore the "knowledge" goal.
The new curriculum reform opposes the idea of ignoring students' feelings, experiences and needs and treating students as knowledge containers. But it does not exclude knowledge itself. On the contrary, the reform is to enable students to acquire more knowledge. Basic historical knowledge includes important historical facts and basic historical clues. Teachers spend a lot of energy on how to make teaching forms diverse, advanced and flexible, and pay attention to students' experience and perception in class. However, they often scratch the surface in the teaching of knowledge objectives, and seem to emphasize that basic knowledge deviates from the original intention of curriculum reform and does not meet the requirements of new curriculum standards. For example, in designing the class of "The Debate between the Spring and Autumn Period and the Warring States Period", students are arranged to express historical stories such as "Playing a vassal in a bonfire" and "Reducing the kitchen" and idioms such as "Friendship with Bao", "Retreat from Three Houses", "Battle of Chengpu" and "Encircling Wei to save Zhao" in their favorite form before class. In class, students come up with their own animations, cartoons, scripts and so on to communicate. The form is lively and students are very interested. However, how many historical facts do students know, master and understand in the process of learning? Only these stories? What are the characteristics of this period? What are the reasons for the success of Qi Huangong and Jin Wengong? The knowledge that should have been solved in teacher-student activities has gone up in smoke. Knowledge is the foundation, support, carrier and wing of students' development. Only by mastering the basic historical clues and specific historical knowledge can students form the initial potential of historical learning, truly learn to learn and have patriotic feelings.
Sense of justice and social responsibility
And correct attitude towards life, attitude towards life and scientific outlook on life, world outlook and values. Therefore, to truly realize the training goal of the new history curriculum, we should not only belittle the status of knowledge, but also further strengthen the role of knowledge. In teaching activities, the teaching process of teachers and students should be a process of re-creation. Through the activities of teachers and students, the framework of historical basic knowledge of textbook design is enriched and enriched to the maximum extent, so that written knowledge can be "alive". Whether this can be done is directly related to the quality and level of historical knowledge, and then to whether the three-dimensional goal can be effectively realized.
Second, to realize the diversification of classroom teaching forms, we can't take "form"
History curriculum standards advocate diversified teaching forms. In the process of classroom teaching, in order to create an interesting environment for students to learn history and stimulate their interest in learning history, teachers have explored a variety of teaching forms, changed the situation of teaching step by step in strict accordance with the teaching process in the past, and organized a variety of teaching activities. Classroom discussion, organizing debates, editing historical dramas, holding historical knowledge contests, idiom relay races and virtual auctions are all common teaching forms for teachers. In these activities, students can directly participate in teaching, and teachers, students and students cooperate with each other to complete teaching tasks.
However, as a teaching form, some activities are just an ornament. Historical drama, for example, is a form that students like very much, but when teachers design these activities and guide students to edit and perform, they don't fully think about what they want to achieve and what students can learn from them. Sometimes students laugh and laugh during the performance, with simple information and single form. After the performance, we entered the next stage. As for the theme of the play, we don't know what it is. The performance only played a role in invigorating the classroom atmosphere. For another example, discussion is almost a teaching form that teachers have to adopt in every class, but some problems are not discussed at all.
Another kind of question, such as "What measures are there to consolidate the reunification of Qin", can find the answer. As long as students are given time to read books, they can sum it up. The discussion is really superfluous. Not only can it not open students' thinking, but it will also lead to disputes and sparks coming in and out. Over time, it will also destroy students' enthusiasm for thinking. Therefore, every link of classroom teaching should be based on the needs of teaching and students, and situations should not be created for the sake of creating situations. Pursuing superficial form will be far away from the requirements of the new curriculum.
History teacher teaching evaluation 4 pages
With reflection, failure can be the cornerstone of success, adversity can be the driving force of human progress, and a good environment can provide nutrition for human growth. Without reflection, failure will knock people down, adversity will sink people, and a good environment will make people muddle along. Because of reflection, no matter what happens, we will never lose our goal or make progress. Therefore, some thoughts on teaching this semester are as follows:
1, tell interesting stories about historical figures
Most students don't know or know little about the anecdotes of historical figures, and they are very interested. Teachers wear these materials properly in class, which can attract students' attention, activate the classroom atmosphere and help students master the corresponding historical knowledge. For example, when I was talking about the New Culture Movement (a compulsory course for three cultures), I mentioned an eccentric genius in the late Qing Dynasty, Gu Hongming, and I introduced his famous remarks defending polygamy in China feudal society: men in China are like teapots and women are like teacups. There is only one teapot with several cups in the world, and the students can't help laughing. This not only enlivens the classroom atmosphere, but also broadens students' knowledge and further understands Cai Yuanpei's school-running thought of "freedom of thought" and "inclusiveness".
2. Memorize historical knowledge with formulas.
A lot of historical knowledge is boring and difficult to remember. Teachers may wish to compile some vivid formulas to help students remember, so that students can accurately grasp knowledge in a lively classroom atmosphere and never forget it. When I was teaching the textbook Tianjin Treaty (a compulsory course of political politeness), I introduced two mnemonics to students. The data of Tianjin Treaty can be recorded as: the minister went to Beijing to lose face and opened ten new ports. The autonomous navigation of the Yangtze River port destroyed the navigation rights of inland rivers. Going to the mainland to preach, huge compensation is a pleasure. Memory method of ten trading ports: about ten more ports will be opened in one day, namely Nancheng of the Yangtze River and Jiuhan. There are cigarettes in the coastal camp and Shantou, and there are Joan lamps on the island. Students remember this knowledge point with a knowing smile. Such a key and difficult knowledge point was solved in this way. In addition, the data of treaty of shimonoseki between China and Japan can be compiled into a factory with 230 million islands and four mouths. Wait, the list goes on.
3. Adopt multimedia teaching.
Multimedia teaching is the inevitable trend of education development today. Through multimedia teaching, people, tables, pictures, objects, cartoons, movies and so on can be vividly displayed. Not only can students better master and understand knowledge, but also make history visible, tangible and tangible, thus becoming lively and interesting, thus greatly improving students' initiative in learning history and the quality of classroom teaching.
4. Establish a discussion session
The evaluation of historical events or historical figures is subjective and there are often different views. At this time, teachers can properly organize students to discuss a historical event or historical figure, or even stick to the expression of textbooks, which can not only form a lively classroom atmosphere, but also cultivate students' ability to analyze and solve problems. For example, when talking about the Taiping Heavenly Kingdom Movement (a compulsory course of political politeness), a question was raised: What would be the result if the Taiping Heavenly Kingdom Movement successfully overthrew the rule of the Qing Dynasty? As soon as this question was raised, it aroused students' great interest and the classroom atmosphere suddenly became active. After a few minutes, many students took the initiative to express their views. Some say that we should establish a regime controlled by the peasant class, some say that we should establish a regime of joint dictatorship of workers and peasants, and some say that we should still establish a regime of the landlord class ..... Finally, I made a conclusion: because of the class limitations of the peasant class, the peasant leaders after the victory of the revolution, like other peasant uprising leaders in history, will become agents of the feudal landlord class and still establish the regime of the landlord class.
I want to thank the students. It is the students' evaluation that inspires me, spurs me, spurs me to forge ahead, and spurs me to take a step forward on the road of educational reform. In the later teaching process, I will constantly reflect, as the saying goes:
There is still a long way to go in Xiu Yuan, and I will go up and down!
History teacher teaching evaluation 5 pages
First, pay attention to the accumulation of teaching experience and improve the teaching level.
I have been engaged in history teaching in senior three since 1998. I have a little experience because I am familiar with the teaching materials. After teaching for a long time, I naturally have some experiences and feelings. The teaching practice in recent years can basically grasp the key and difficult points of the textbook and let me impart knowledge to students in class.
Second, grasp the routine teaching, do a good job in each class, and strive to improve classroom efficiency.
This is the most basic requirement for teachers, but also the highest requirement for teachers. Every lesson should be carefully prepared, and the teaching materials, teaching reference books and supplementary books should be turned over, so as to prepare all the knowledge that teachers understand the most, all the key points contained in the teaching materials, the key points, difficulties and related points of knowledge points, and teach them to students in an orderly manner. Grasping the main position of classroom teaching, carefully organizing classroom teaching and stimulating students' learning intention, we must seize the classroom for 40 minutes to improve classroom teaching efficiency, which is the key to improve teaching quality.
Third, do a good job in the customs inspection of students' knowledge points, give timely feedback, and make achievements in peacetime.
Good class, pay attention to improve the efficiency of classroom teaching, but also timely feedback on students' knowledge, check, before each class, teachers will review students' old knowledge and ask questions, which not only checks students' previous knowledge, but also plays a role in linking up old and new knowledge. You can kill two birds with one stone. It is what we usually call "reviewing the past and learning the new".
Fourth, strengthen the collection and processing of information such as recruitment and new curriculum reform, pay attention to the trend of recruitment proposition, and infiltrate the awareness of recruitment in the usual classroom.
The teaching work of grade three is to directly deal with the entrance examination. As a junior high school teacher, you can't just stare at the present, close the door and not learn new information. Therefore, teachers should browse the latest teaching reference materials and magazines, pay more attention to the information about the senior high school entrance examination, so as to better grasp the trend of the senior high school entrance examination, try to infiltrate the consciousness of the senior high school entrance examination in the usual teaching, and teach students some basic skills and methods to do problems. In the usual teaching, we should seize the opportunity to cultivate students' comprehensive potential, so as to achieve rapid progress and form a habit.
Five, teach students some learning methods, so that students can develop good study habits, which can get twice the result with half the effort in teaching.
In the usual teaching, while imparting knowledge, we should also teach students some learning methods, such as generalization, induction, comparison and decision-making, so that students can develop good study habits such as diligent review of old knowledge, being good at summing up and solving problems clearly and standardly, which are all necessary skills for graduates. Teachers are generally well-trained, so they won't attend to one thing and lose sight of another during the exam.
Finally, I ended with the famous saying of Van Gogh, a famous Dutch painting master: "Believe me, the following sentence is the best way to solve the art problem. I would rather take the trouble to study it carefully than be opportunistic and grandstanding. "
I took a course called Brilliant Sui and Tang Cultures (II)-literature and art with eternal brilliance. This lesson is carried out according to the teaching design in preparing lessons. By creating the situation, the learning theme of this lesson is led out, then the learning goal is achieved through inspiration and inquiry, and finally the thinking is expanded and the standard is tested. Reflecting on this lesson, I think the biggest regret is that students' learning mood has gone from high to calm, and finally to low.
At first, I introduced the theme of this lesson through an audio-visual material. When talking about the first question "the golden age of poetry", I asked a question "What do you know about poets in the Tang Dynasty?" The students were in high spirits and rushed to answer "Li Bai, Du Fu, Bai Juyi, Wang Wei". Then I let them enjoy the pictures and introductions of three key poets respectively, and carried out activities of reciting poems and finding poems in paintings in the form of competitions. The students were very attentive in class and raised their hands enthusiastically. When talking about the second question, "Wonderful Prose", I ask students to read textbooks and answer questions prepared in advance. The students immediately began to read the book calmly and answered questions with the words in it. There is no cheerful expression, no argument, no doubt, and the air seems to have solidified.
Thinking quietly, I think the reason for this situation is that the starting point of organizing teaching activities is biased: I only think about "how should I teach" and ignore "how do students want to learn". The class is completely in accordance with the default when preparing lessons. Although I will also consider students' factors when preparing lessons, there is no room for students' independent activities in actual teaching. I just regard students as walkie-talkies in my pre-programmed program, and teachers and students are like "playing table tennis". When I communicate with the head of the teaching and research group and other teachers, they remind me that you didn't let students follow their own ideas when their thinking was most active, that is, you didn't let students talk about themselves from familiar knowledge to unknown knowledge, and you didn't give them time to read, think and ask questions independently, so students' mood plummeted. What everyone said made me more aware of the failure of this lesson.
Classroom teaching should leave room for students' activities, and we should always grasp "how students want to learn" in specific teaching. Students' thinking cannot be led by their own problems, and students have no room for self-thinking activities at all. Teachers can give students "the right to serve" by creating problem situations, and accomplish learning goals through students' self-study, questioning and debate. Students are also very active and thoughtful in this open and relaxed environment, and put forward some problems outside the teaching design to achieve teacher-student interaction and student-student interaction.
This unsuccessful history class made me realize that in teaching design and teaching activities, we should really change the roles of teachers and students: if I am a student, how do I want to learn, what questions do I want to understand instead of how to teach, and ask myself according to the teacher's preset, students can answer the teacher's questions only if they have completed their learning tasks. I think the reason for this deviation is that my teaching philosophy is divorced from teaching practice. Although students' factors are considered in teaching design, they unconsciously fall into the "old-fashioned" teacher-centered approach in actual teaching. This is also the place where I should pay great attention to correction in the future, that is, to put the concept of the new curriculum into teaching practice, not just to talk about it.
Through this lesson, I learned a truth: only when the teacher stops telling in class can students really think, and only by giving students a space in teaching can students move forward and find themselves.
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Chapter 1: a model essay on ideals
1. Ideal is the sun of life. Dreiser
2. The ideal person is a trinity of moral health and talent. Kimura ku