3 reflections on the teaching of high school ideological and political courses

As a new teacher, teaching is one of the important tasks. Writing teaching reflections can summarize many lectures in the teaching process. Skills, so how should we write teaching reflections appropriately? The following is a reflection on the teaching of high school ideological and political courses that I compiled for you. You are welcome to read it. I hope you will like it.

Reflection on the teaching of high school ideological and political courses 1

Textbooks are the basis for students’ learning and reading, and are the basis for answers to college entrance examination questions. "Students' intellectual development depends on good reading ability." Students' textbook reading ability is not only beneficial to the improvement of students' current academic performance, but also beneficial to students' college entrance examination, and is also beneficial to students' future lifelong development. Students should make full use of the "book" of political textbooks, develop their ability to read political textbooks, and learn strategies and methods for reading and understanding political textbook knowledge during the study process of political textbooks.

1. Divide the sentence components-comprehensively grasp the concept.

Many political terms and concepts may seem complicated on the surface, but as long as we use the method of dividing sentence components, we can understand them quickly, accurately, and comprehensively.

2. Distinguish easily confused words - accurately understand knowledge points.

As the saying goes: "A word is worth a thousand pieces of gold", so "read carefully". In recent years, some of the multiple-choice and analytical questions in the college entrance examination focus on certain easily confused words to check whether students have an accurate grasp of knowledge.

3. Grasp synonyms - cultivate information conversion capabilities.

The ability to convert information is a very important thinking ability. In the college entrance examination questions in recent years, there are some material questions that require you to complete certain questions after reading. This kind of question is a question that tests the ability of information conversion. In this kind of questions, there are often some popular words, which actually correspond to the concepts of political terms in the politics textbooks for the third grade of our high school. Focus, center, key, and primary, these four nouns are "synonyms" with "main contradiction"; mainstream, overall situation, direction, these three nouns are "synonyms" with "main aspects of contradiction"... In teaching, for We can make comments on these synonyms in the textbook to accurately understand the knowledge points.

4. Pay attention to corresponding words - learn flexibly.

"Major" corresponds to "secondary", "phenomenon" corresponds to "essence", "matter" corresponds to "consciousness", "subjective" corresponds to "objective", "correct" corresponds to "wrong"... We First of all, you should pay full attention to the corresponding words in the description of the textbook and make comments in the textbook. In this way, we can achieve the purpose of drawing inferences from one instance, drawing analogies and applying them flexibly.

5. Re-read key words-grasp the key points of knowledge.

The so-called "keywords" refer to some words in the text that have profound meaning and can prominently reveal the essential attributes or characteristics of concepts and principles. The most, primary, premise, foundation, basic, key, core, main, dominant, essence, essence, fundamental, root, sign, goal, purpose, principle, source, decision, first, etc., are "keywords" .

There are many keywords in the textbook, and they play an important role in the text. When studying, we can use dots, lines, circles, ticks and other emphasis marks on keywords in textbooks, or use colors to highlight keywords.

6. Find antonyms - correctly understand the knowledge points.

Everything has its opposite. Learning to observe things from their opposites can make our understanding of things more accurate. When experts write teaching materials, they generally use precise words in order to accurately express concepts, ideas, principles, etc. When we read, we should use the antonym method to accurately understand the knowledge points, viewpoints and principles in the textbook, and then cultivate dialectical thinking.

7. Pay attention to the "introduction" - pay attention to the connection between the two lessons before and after.

In current political course textbooks, each lesson has an introduction. This introduction not only summarizes the main content and requirements of the course, but also concisely and comprehensively establishes the organic connection between this course and the previous course. Paying attention to the introduction can help us grasp the connection between knowledge sections at a macro level and understand the knowledge more thoroughly.

8. Writing the title on the blackboard - making the study "outlined".

The title is the eye of the article. Grasping the title will guide the main content of the text. Lessons (units) have titles of lessons (units), sections have titles of sections, and boxes have titles of boxes. By grasping the various titles, you will grasp the most important things in the textbook content. By "stringing together" various titles, you can achieve the effect of "outlining the outline". Therefore, when studying, you cannot ignore various titles. It is best to use colors to highlight various titles. When studying and reviewing, "stringing together" various headings can not only guide the knowledge, sort out the knowledge clearly, but also train the orderliness of thinking and narrative.

9. Differentiate fonts - understand the knowledge points thoroughly.

The current political course textbooks have three fonts in terms of writing style: bold fonts, Song fonts and small fonts. Bold fonts are emphasis. Song typeface is an extension of boldface typeface, and together with boldface typeface, it forms the main text of the textbook. The small print is a supplementary explanation of the key points and the main text. Together with the famous aphorisms, quotations, proverbs, etc. next to it, it plays a supporting role in key knowledge. When reading, we must not only distinguish the functions of words in different fonts, but also connect them for thinking. In this way, you can not only familiarize yourself with the teaching materials, but also activate your thinking, so as to understand the knowledge points thoroughly.

10. Questioning at all levels - divergent thinking.

Generally, every sentence in political textbooks has its causes and consequences. When we read political textbooks, we must connect each sentence with the content of the preceding and following sentences, paragraphs, sections, and lessons. The specific method is: around the established center (paragraph meaning, box title, section title, lesson title or others), constantly ask yourself the corresponding "what", "why", "how" and other questions. In this way, one sentence will be born into several sentences, and one paragraph will be expanded into several paragraphs. In this way, the connection between the previous and previous knowledge will become closer and clearer, and the thinking will be diverged.

11. Logical reasoning - clarify the relationship between knowledge points.

When learning new courses, new knowledge should be derived from old knowledge as much as possible. When reviewing old lessons, you should explore the internal relationships between knowledge points. This not only conforms to the laws of people's understanding of things, but also establishes a knowledge network to facilitate the memory of knowledge.

12. Reading with questions - thinking deeply about the text.

Read the text with questions, so that reading becomes a prepared, critical, and highly focused process. In this way, it can not only improve the reading effect, but also improve the ability to think independently and solve problems. Reflection on the Teaching of Ideological and Political Courses in High Schools 2

Traditional high school ideological and political teaching has many drawbacks, especially the low interest of students in classroom teaching and the weak awareness of active participation, which has always troubled our political teachers. The trial of new standards for high school ideological and political courses provides us with an opportunity to solve this shortcoming. However, when we calmly and carefully observe the teaching of high school politics courses, which is one of the main positions for cultivating people, we find that there are two situations: First, in various open courses, high-quality courses, and evaluation courses, there are people who pursue the pursuit of attracting students. And the teaching tendency that aims at satisfying students' sensory stimulation is also euphemistically called "classroom teaching with new curriculum concepts." Second, in daily teaching classrooms, there is a teaching pursuit that targets various test scores, and there is a strong atmosphere of focusing on improving test skills. These are worthy reminders to frontline teachers.

1. "Blow Ball" Classroom Teaching

In many regular classroom teachings, we often find that teachers only use a single form of lecture-based teaching to impart knowledge and solve problems. Skills, what students get is temporary expansion of knowledge and improvement of problem-solving skills, most of which are returned to teachers after the exam.

The new high school ideological and political curriculum standards advocate that teachers are the organizers and participants of student learning. Creating a democratic and equal classroom teaching atmosphere is conducive to students quickly entering the main role of classroom teaching. However, if the atmosphere is only created to cater to students' interests, classroom teaching will become laissez-faire, scattered, and even out of control. Therefore, when we create an atmosphere, we must keep in mind our identity as an "organizer". We must determine appropriate teaching methods based on the content of classroom teaching, and make careful arrangements and reasonable organization of classroom teaching based on the characteristics of students. During the specific implementation process , we must pay attention to retaining our "authoritative" image in the minds of students, and promptly detect signs of "dissociation" and stop them. Therefore, the creation of an atmosphere must adhere to the principle of moderation. We should participate in students' learning, but we cannot equate ourselves with students. Only in this way can we achieve good results in classroom teaching.

The transformation of teaching methods and learning methods does not happen overnight. What is important is that teachers can continue to carry out teaching practice and innovative attempts in a down-to-earth manner. Some teachers think that the textbooks are thick, have too much teaching content, and the curriculum stipulates too few class hours. In fact, this has an important influencing factor, that is, under the influence of the concept of teaching textbooks, teachers still copy the textbooks page by page, plus at the beginning When trying out the textbooks for the new high school politics course, many teachers were worried about the college entrance examination and put on "new shoes" over their "old shoes". Our high school politics teachers must update their concepts, change their thinking, be brave enough to be practitioners of political teaching reform, use the new curriculum concepts as guidance, sum up experience and lessons in practice, learn to solve various problems encountered in classroom teaching, and constantly improve high school thinking. The effect of political classroom teaching promotes the harmonious development of teaching and learning. Reflection on the Teaching of Ideological and Political Courses in High Schools 3

Due to its inherent subject characteristics, some political teachers in junior high schools often do not pay enough attention to the lectures and follow the textbooks, asking students to mark out the textbooks and memorize them. , leading students to form a prejudice against political classes since junior high school, which aggravates the perception that political classes are boring and boring, and forms a psychological stereotype. After entering high school, the philosophy knowledge in the second year of high school is more interesting than the economic knowledge in the first year of high school, but the difficulty of understanding has not been reduced! Summarizing the teaching work in the previous period, I found that I have some problems in teaching activities:

1. Insufficient implementation of questions

Political classes have a strong memory. If students only understand, they are limited to Listening to lectures in class will be quickly forgotten if you don’t review and memorize them in time after class. When teaching new lessons in the next class, there will be a situation where the knowledge is not connected, and the science class will have to take the high school entrance examination in mid-May next year, and the high school entrance exam will be taken in March next year. All political textbooks are over. So time is tight and the task is heavy. But the science class has two political classes a week, and I hardly take the time to memorize politics. Therefore, the implementation of memory in political classes is very important. To this end, I will take the following measures: 1. Work harder on lesson preparation and lectures, and strive to explain the textbook introduction to students clearly. This can be saved in class, leaving time for students to strike while the iron is hot and memorize what they have just learned. I think this might work better. 2. Ask questions before class. The interval between the two political classes in each class is about 2 days, so the review before each class is very important. Therefore, before each class, I carefully prepare review questions and list them on the blackboard or type them out with a projector. Let the students review accordingly. After the five-minute review and memorization time, pay attention to ask more questions about those students who are not good at it.

2. The classroom is not lively enough

Political classes in science classes are difficult because students generally do not pay enough attention to them, so students’ enthusiasm should be fully mobilized. To this end, I also have some ideas: such as working on the humor of classroom language or working on classroom activities. Therefore, science students and liberal arts students should be treated differently. Science students insist on only teaching important things that must be tested in the general examination, and some things that cannot be changed will not be taught, so as to reduce the learning burden of students.

In short, I have exposed a lot of problems in my teaching work. I should further strengthen my practice, summarize teaching activities, form teaching reflections, and continuously improve the level of education and teaching! ;