One of the main goals of teaching reform is to improve the quality of teaching, and how to improve the quality of classroom teaching is a matter of opinion and wisdom. After many years of exploration and practice in history teaching, I believe that teachers should have high ideological quality and professional level, carefully organize teaching, adopt effective teaching methods, grasp the key points of historical teaching materials, and create the best classroom effect as much as possible. Only in this way can the quality of history teaching be improved.
1. Grasp the key points of teaching materials when introducing new courses
A good start is half the battle. Educator Bruner said: "The best stimulus for learning is interest in the material being learned." The main role of teachers in the classroom is to "guide." I will talk about the topic of "Confrontation between Song and Jin Dynasties". First, let the students recall the story of "mother-in-law tattooing" that they have learned before. Introduce the key point of "Yue Fei's resistance to gold". In the lesson "Sino-Japanese War of Sino-Japanese War", I first hang up the portrait of Deng Shichang, so that students can imagine the scene of Deng Shichang commanding the Zhiyuan ship to charge into battle in the Battle of the Yellow Sea. When talking about "Culture of the Sui and Tang Dynasties", first review and ask questions about the economic prosperity, national unification, developed transportation, Sino-foreign exchanges during the Sui and Tang Dynasties, etc., and then introduce a new lesson - "The Brilliant Culture of the Sui and Tang Dynasties". In classroom teaching, review questions are designed to introduce new lessons. In this way, students can easily understand the key content and causal relationship between the old curriculum and the new curriculum. Teachers must be good at "guiding" and must carefully design lesson plans during lesson preparation to reveal the internal connections of teaching material knowledge and reflect the pertinence of students at different levels, so as to prepare conditions for inspiring students to think.
2. Carefully design the key points of teaching materials and give full play to the main role of students
When teaching, teachers should work hard on their skills and fully create conditions for students to actively learn so that the teaching process can be truly It becomes a process in which teachers and students participate together, and truly becomes an interactive process, thereby cultivating students' analytical skills, thinking skills and academic abilities. When I was teaching the lesson "Wang Anshi's Reform", I compiled the key contents into different forms of question cards and distributed them to students during preview. The content of the cards appeared on the small blackboard before teaching. During class, students are first asked to read the text based on the content of the cards and fill in the cards at any time. The specific requirements are:
1. The background of Wang Anshi’s reform was the social crisis in the mid-Northern Song Dynasty, which was manifested in (government finance) being unable to make ends meet and (social conflicts) becoming increasingly acute.
2 After (Song Shenzong) ascended the throne, he appointed Wang Anshi to preside over the reform in (1069), hoping to achieve the goal of making the country rich and powerful.
3 The main measures of Wang Anshi’s reform include (Young Crops Law), (Recruitment Law), (Farm Equalization Tax Law), (Farmland Water Conservancy Law), and (Baojia Law).
4 The results of Wang Anshi’s reform include: increasing (government revenue), promoting (agricultural production), and strengthening (military power).
5 Reasons for the failure of Wang Anshi’s reform: a (improper employment, harming the people), b (strong opposition from big bureaucrats and big landowners).
In less than 10 minutes, the students filled in all the cards with what they thought were correct. Through a series of questions, the students were guided to think deeply step by step and cultivate their analysis and comparison abilities. .
3. Teacher’s teaching inspiration and analysis of key points of teaching materials
After students read the text, they understand its main content and solve some problems. The next step is for teachers and students to discuss together. Together, we answer the questions raised by teachers and students’ difficulties, and ultimately highlight key points and break through difficulties. The purpose of explaining doubts.
After I finished talking about the "Xinchou Treaty". In order to deepen students' understanding of the law that imperialist aggression against China is gradually deepening, a teacher-student Q&A was held.
I first asked: Please give a brief answer to the first unequal treaty - the Sino-British Treaty of Nanjing. What impact did it have on China? All students can answer: China began to become a semi-colonial and semi-feudal society. .
I asked again: What is the impact of the "Tianjin Treaty" and the "Beijing Treaty"? Most students answered: The semi-colonialization of Chinese society has further deepened.
Ask again: What is the impact of the Sino-Japanese Treaty of Shimonoseki? Most students can answer this question: it deepened China's semi-colonialization.
I ask again: What is the impact of the "Xinchou Treaty" we learned today? The students all answered correctly: China has fallen into the abyss of a semi-colonial and semi-feudal society.
I raised another question: Each treaty has different impacts on China. Can the students tell the pattern in chronological order? Very few students could answer this question. At this time, I asked and wrote on the blackboard, "It began to sink into—further deepened—greatly deepened—completely sunk in." At this point, the students answered in unison: The aggression against China by patriotism is gradually deepening.
Finally, I added that this law illustrates the aggressive and greedy nature of imperialism, and also illustrates the corruption and incompetence of the Qing government. This kind of teaching method connects old knowledge and progresses layer by layer, which is in line with students' thinking process. Under the inspiration and guidance of teachers, students can reason and draw conclusions on their own, which is deeply impressive and the classroom atmosphere is active.
4. Teachers and students ***jointly participate in summarizing key contents
Students learn through each text. After mastering and understanding some historical concepts, teachers should guide students to consciously master historical knowledge and form correct conclusions by understanding, thinking, and summarizing key contents.
Taking the lesson of "Utopian Socialism" in modern world history as an example, it starts from the conditions and specific historical events of the famous representatives of utopian socialism: Sheng Liangmen, Fourier, and Owen, and elaborates on the three representative figures respectively. Thoughts and opinions. I use the method of teacher prompting and students summarizing. I remind: The three utopian socialists exposed the irrationality of capitalism from different angles, but none of them could reveal the fundamental contradictions and development laws of capitalism. They opposed class struggle, that is, they advocated class reconciliation. The students came to the conclusion that utopian socialism cannot theoretically explain the objective laws that socialism will inevitably replace capitalism, and does not understand class struggle. Their socialism can only be an unrealizable utopia. Students' participation in summarizing the key points of the text not only improves their thinking ability, but also helps them construct knowledge, which promotes classroom teaching.
5. Focus on key contents during classroom exercises
In order to reduce the burden on students, teachers must pay attention to classroom exercises. Under the guidance of grasping the teaching syllabus, we closely focus on the key points of the material and combine the "double bases" to compile practice questions, from easy to difficult, gradually deepening, one question has many types, and less is better than more. When I taught the lesson "Economic Prosperity in Heyday", I designed this question:
Among the following agricultural tools invented and used by the working people in ancient my country:
A. Cart B. Barrel Car c Overturn D Water drainage E Quyuan plow
1 Which ones were created during the Yong Dynasty? (BE)
2 Which ones were created during the Han Dynasty? (AD)
3. Which are irrigation tools? (Bc)
4. Which ones are driven by water power? (BD)
5. Which ones do not directly use human or animal power? ( BD)
Such special exercises not only help students consolidate and deepen relevant basic concepts, but also master the problem-solving methods and techniques of each major type of questions, cultivating students to seek differences from the same, seek common ground from differences, and draw inferences from one instance. , the ability to grasp the essence.
The above are some of my basic practices in teaching history classes. Practice proves. Continuous improvement of teaching methods has played a strong role in promoting both teachers' "teaching" and students' "learning", and is conducive to comprehensively improving the quality of teaching.