Reflection on the 9th grade political teaching

Part 1: Reflection on the first lesson of the first unit of the ninth grade politics

Teaching reflection is a process in which teachers use their own teaching activities as their reflection, and examine and analyze the behaviors, decisions, and results produced by them. It is to promote the development of the ability by improving the self-awareness of participants. Way. Through teaching reflection, teachers can form self-reflective awareness and self-monitoring ability. As long as we persist in the practice of teaching reflection, we will eventually gain something and make continuous progress in the field of ideological and moral education. The full implementation of the new curriculum reform in our city is undoubtedly a challenge for all teachers. Below I will talk about the teaching reflection in the ideological and moral class in the middle school according to my own teaching practice.

First, teaching reflection is the ladder of teacher growth.

In the daily work, the teachers of the ideological and moral class often only emphasize the preparation of classes and good classes, but whether they can write "teaching reflection" after completing the class, but did not pay enough attention. The so-called "teaching reflection", as the name implies, is that teachers use action research to continuously explore and solve problems in their own and teaching purposes and teaching tools, and unify "learning teaching" with "learning to learn" and strive to improve the rationality of teaching practice. The process of making yourself a scholarly teacher. Therefore, writing "teaching reflection" is not only an extra burden, but also a good "helper" for preparing lessons. It helps to accumulate teaching experience, deepen the development and utilization of curriculum resources, and thus improve and enhance the effect of ideological and moral education, in order to achieve teacher growth. American scholar Posner believes that the experience without reflection is a narrow experience, and at most it can only form superficial knowledge. Only after reflection can the teacher's experience rise to a certain height and have an impact on the follow-up. He proposed the formula for teacher growth: teacher growth = experience + reflection. A qualified or excellent teacher should not only be an educator but also a researcher. A teacher who only knows how to work hard to reflect, summarize, rethink, and re-satisfy may be able to maintain it for a while, but how far he can go, it is really difficult to make a positive answer. In order for teachers to develop independently, they must have "reflection" as a premise. This is a good ladder to improve the quality of teachers.

Reflection is to solve the problem based on the actual teaching and innovation.

In fact, education has multiple attributes. These characteristics of education determine that educational practice cannot be a purely technical process. The idea of ​​equating a teacher with a bookmaker is fundamentally wrong. Teachers are only focused on coordinating classes, and they are not interested in systematically thinking. As a kind of life education process, "traditional teachers should be laid off." However, "the new curriculum has moved the teacher's cheese." After the training of the new curriculum, teachers often hear such arguments, and the fears and confusions are more than the ardent hope. Many teachers feel awkward in front of the new curriculum. This kind of cumbersome reminds us of a question – how should teachers translate the updated educational concepts into concrete actions to grow together with the new curriculum?

In the context of the new curriculum, how to accelerate the pace of the growth of ideological and moral teachers, so that the teaching reflection under the new curriculum will continuously improve their teaching, based on the actual innovation of teaching to solve problems?

1. Use a multi-dimensional interpretation to find the growth point of reflection and innovation.

The interpretation of the “textbook archives” is diverse because the students are developmental, unique and independent people. We should encourage students to find their own special sentiments from the textbook texts, or to make reasonable hypothetical reasoning and even imagine their own life experiences. Therefore, teaching reflection based on the actual teaching, can find the growth point of reflecting on teaching innovation.

2. Return to life and find the extension point of reflection and innovation.

The teaching of ideology and morality requires us to break the monopoly position of the "book-based" textbook. For textbooks and teachings, we must learn to build it and even criticize it. We should also integrate our personality literacy into teaching reflection, to guide students to learn to be responsible citizens, to lead an active and healthy life, and to make the teaching process an independent and self-independent teaching experience.

The diversity of life, the multi-faceted nature of human nature and the richness of curriculum resources provide a vast and innovative world for our reflection on teaching. When you find the base of innovation in constant reflection, you can say with a new course: "No one can move my cheese."

Reflection is for the "two studies" to accelerate the improvement of teachers and students.

In addition to the teacher's knowledge and life perception, it can also be a student. It is necessary to cultivate students' self-learning ability, mobilize their interest in learning, and often let them combine their living environment and various media to collect materials, and form a commonality between teachers and students and students in teaching. In this way, teaching reflection can unify the "learning teaching" and "learning to learn", strive to improve the rationality of teaching practice, and make teachers become scholar-type teachers. Teaching is a life activity, how broad life is, how wide the teaching space should be, and teaching reflection should extend to social life. Through some social practice and investigation and interview activities related to the teaching materials, students can expand their knowledge. While learning the knowledge of teaching materials, they also learn to be good citizens and live an active and healthy life.

Every successful teacher must be a reflective practitioner, a progressive, forward-looking, courageous, and summed-up performer, rather than an in-place, mechanically repeatable bookmaker. Only on the basis of continuation, continuous summarization and continuous innovation, the level of professional practice can be continuously improved, and we can constantly surpass ourselves and step into a new realm.


Part 2: Reflection on the teaching of ideological and political education in the ninth grade

I have this experience this semester, that is, when I am learning a new course, I should adapt to the requirements of the new curriculum standard as much as possible, emphasizing and paying attention to the realization of situation creation and emotional goals. Use a variety of methods to apply teaching, and if you have time, you can organize students to watch movies, movies and the like. The implementation of the new curriculum standard has been for several years. Since the implementation of the new curriculum standard, many political teachers have become teachers of the thinking class, and the contradiction between the requirements of the new curriculum standard and the reality is difficult to adapt. Indeed, many things are not all contradictory? Let's briefly talk about your own understanding:

First, the relationship of the three-dimensional goals.

The current status of the thinking class is the new course standard, the new textbook, and the old test method. While actively exploring new teaching methods and activities, we must focus on the unification of three-dimensional goals. In particular, the knowledge goal must be put in place in due course. Therefore, we must deal with this contradiction: the new curriculum standard puts the emotional and attitude values ​​first, the ability second, and finally the knowledge. From the actual examination, it is still the memory and application of textbook knowledge. Just like the students’ swearing “back multi-point”. Focusing only on classroom reforms, the variety of forms in the class, letting students move, connecting current affairs news and multimedia applications. As a result, students are excited, but often easily ignore the knowledge of textbooks.

Second, learn the relationship between new lessons and review.

I believe that everyone will do the same thing, that is, to finish the new lesson in the shortest time, and then to review, practice, and test. Trying to pass other towns and villages at the end of the period, this is the case with the thinking class. Each unit has a life and activity online. It is reasonable to be active, so that students can practice or relax. Schools use this to measure teachers. What can we do without doing this? Therefore, I believe that the difference between curriculum reform and assessment is the main reason why teachers have low interest in curriculum reform, because the results of many curriculum reforms cannot be measured by a simple score. The assessment system remains unchanged, and the demonstration class becomes a performance class to a large extent. Just like a silk flower, it is beautiful but difficult to adhere to. We have great enthusiasm for the curriculum reform, but everyone is living the days of rice and oil, who can not eat the fireworks? Just like what forum we are sitting here, what I am thinking about is how to review the next lesson.

Third, the relationship between time and efficiency.

The status of the lesson determines our passiveness, with only three lessons per week. It’s OK to learn a new lesson. It’s obvious that you can’t come to the exam. I have to talk about it, I have to remember it, and I have to practice it. After I practice it, I have no time to check it and then implement it. Now that each class is only 40 minutes, it is even more careful, not to be afraid of students not understanding, and to speak more time to take up student records. Many times I remembered it at the time, but I forgot it later. In our opinion, it can't be grasped simply by a few simple words. The teacher is full of joy and anger with the students' grasp. Improving review efficiency is the most important and most troublesome issue.

Fourth, the relationship between modernity and tradition.

The times are developing and society is progressing. Adherence to tradition is inevitably different. The new curriculum reform we are currently doing is very good. It is the need of national development and national rejuvenation. As a teacher, I have the responsibility and obligation to study and understand it carefully. Many people gnaw their teeth, and many times we care about the results. In fact, the results are largely a direct reflection of the students' ability. Like the thinking class, it can be said that it is the embodiment of students' learning attitude. Therefore, on the one hand, we hold high the curriculum and change the banner. On the one hand, we must adhere to the tradition. The most important thing is that we can't separate the three-dimensional goals advocated by the new curriculum standards. In fact, the three are consistent and unified. Whoever simply emphasizes one aspect, whoever commits a metaphysical mistake, puts himself in contradiction.


Part Three: My Teaching Story: Reflections on the Nineth Grade Political Teaching

First, the basic situation:

This semester is a ninth grade political teaching work. During this semester, I have been engaged in teaching work with a serious and rigorous academic attitude, diligence and perseverance. In order to complete the task of education reform and promote the education of vegetarianism, the task of teaching this semester has been completed carefully and qualitatively. In order to make greater progress in the future work, we will summarize the teaching work of this semester and summarize lessons learned to promote future teaching work.

Second, the measures implemented in the current period and their effectiveness

(1) Do a good job in teaching routine work

1. Seriously study textbooks and teaching plans. Familiar with the teaching materials and their guiding ideology, carefully prepare lessons, and take good lessons in each lesson. Carefully and meticulously correct the student's homework, all the changes, and timely delivery. Students are strictly required to complete their homework independently. Students have good academic performance.

2, open-minded study, more lectures, study materials, enrich their professional theory.

3. Write the plan carefully and in a timely manner, and implement the teaching work according to the plan to achieve the expected goal.

(2) Study hard and improve the professional theoretical level.

I usually pay attention to re-learning, browse encyclopedias, ingest theoretical knowledge related to political disciplines and information on the development of new technologies in contemporary society, and infiltrate into teaching to make teaching more convincing.

(3) Inspiring students' interest and improving their academic performance

1. Optimize classroom teaching. Teaching uses a variety of methods to allow students to participate in learning by moving, hands-on, and brain-moving, using forms of discussion, reading, self-study, and practice to activate the classroom atmosphere and optimize the teaching effect.

2, grasp the excellent support. Encourage eugenics to actively and flexibly learn while assisting poor students. Do a good job in the individual work of poor students, and use the tutoring time to improve the interest in poor students and enhance students' self-confidence.

3. Carry out “one-on-one” activities to encourage eugenics to bring poor students; divide a class into several study groups, implement responsibilities and requirements, organize leaders to supervise learning, review review, preparation and practice, and provide timely feedback to improve overall teaching results.

4. Cooperate with the school's moral education work, give full play to the teaching-teaching education function, and adopt activities such as speeches, symposiums, and debates to guide students' all-round development. Some extracurricular activities have been carried out to motivate students.

(4), strict self-discipline, teaching and educating people

I have been based on my position since the semester and are eager to teach the truth to the students. Words and deeds, equal treatment, and care for students. The work is meticulous and meticulous, educating students to be reasonable, moving their emotions, and trying to make students like to study political science and cultivate good psychological quality.

Third, the future direction

Strengthening the guidance of students' learning methods, reforming teaching methods, strengthening drills, and cultivating comprehensive analytical and problem-solving abilities, hoping to develop advantages, overcome deficiencies, sum up lessons and lessons, and improve teaching achievements to promote the teaching work to a higher level.


Part 4: Reflection on the third class of the ninth grade politics

The main content of teaching reflection:

1. Whether the teaching objectives are based on promoting the development of students.

The teaching goal is the prelude of teaching behavior, and it is also one of the most important contents for teachers to reflect. The clear teaching objectives are often the basis of successful teaching. In the preparation stage of teaching, different teachers have different understandings of specific teaching purposes, but under the new curriculum concept, the ultimate goal of teaching objectives is to promote the development of students. And this development is a comprehensive goal, including knowledge and skills, processes and methods, emotional attitudes and values, and must not return to the old path of the knowledge center.

The teaching goal is “static” to a certain extent, and classroom teaching is dynamic and to some extent unpredictable. In rethinking whether the teaching goal promotes the development of students, teachers need to constantly estimate the implementation of teaching objectives through the attitudes of students, the concentration of attention and the reaction of students, and whether the judgment needs temporary interruption and correction; Re-emphasizing, students can also do simple tests to check the realization of the teaching objectives.

2. Whether the teaching method is based on students.

How to promote learning? The design of the teaching process is not always possible in the classroom teaching of "learning by theory" in the classroom teaching. Which teaching method is on schedule for students? Which teaching method is not on schedule for students? Which teaching-assisted interactions are positive and effective? What are inefficient or low quality? All need to be summarized or evaluated after class, which is what we call reflection on teaching.

3. Does teaching reflect the new curriculum concept?

The core concept of the new curriculum development is: for the development of each student.

Whether the will of the state and the thinking of experts can be turned into the behavior of teachers in our ideological and moral classes is the key to the success of the new curriculum reform. However, acceptance is only an identity, and it must be made a teacher's genius and belief. It is not enough to turn a concept into a human being. It is not enough to recognize this concept. It is necessary to have further understanding of this concept, and this kind of sentiment is only the most effective in practice. Teachers' assessment of their own teaching is to reflect on their own teaching, which enables teachers to constantly update their teaching concepts in the teaching process, gradually improve their teaching methods, improve their teaching skills, and optimize classroom teaching. A forward platform to achieve the goal of independent development of teachers.

4. The direction of improvement is needed.

At present, the new curriculum experiments have been carried out in full swing in the city, and the majority of front-line teachers are working hard with the enthusiasm and endless enthusiasm around the concept advocated by the new curriculum. We are delighted to see that with the implementation of the new curriculum, the concept of teachers is gradually updated, the role of teachers is quietly changing, and the subjective status of students is slowly emerging. The real implementation of the new curriculum is becoming possible. However, the implementation of the new curriculum, the pursuit of "rationality" has become the driving force for teachers to reflect on their own behavior. From the specific reflective teaching practice, the teachers participating in the experiment should also improve in several aspects:

Teachers' excessive reliance on routine teaching strategies does not seem to create more unique teaching strategies, making their styles not fully displayed. The new textbooks are a good example of the concept of “student-based development”. The texts are vivid, vivid, interesting and interesting. They are close to the students' reality and full of the times. However, in the traditional curriculum, the disciplinary system emphasizes the system and norms, emphasizes the strict logical order and the rigorous knowledge structure, and is deeply ingrained in the teacher's mind, so that teachers often have a conflict of understanding on the changes of the new textbooks. Therefore, our teachers should boldly and creatively implement the new curriculum teaching, dare to question the experimental standards and teaching materials, publicize their individuality in the teaching strategy, highlight the specialties, and truly make the new curriculum teaching design appear in full bloom and a hundred schools of thought contend.

Excessive teaching reflection focuses on the completion of the "teaching task", ignoring the classroom teaching of the teacher's creative implementation of the new curriculum. At present, many teachers are faced with the contradiction between the implementation of the new curriculum teaching and teaching evaluation, that is, the result is a contradiction between the process and the process: the students actually develop very well from the performance in the classroom, but what about the bad test results? How to test the exam? What to test? Like the old textbooks and old teaching methods, it is bound to wear new shoes to take the old road. If you do not take the test or change the regular evaluation method, there is no high or low score for the candidate's academic performance. What do parents think? How does society know this? This doubt of the teacher is a fact. We have to admit the fact that a course reform cannot solve all the problems. Many problems are not solved by the education itself. It requires us to wait patiently for the entire society to progress to a certain stage before it can be fundamentally resolved. But one thing is certain. The pace of reform will not stop, and the pace of progress will never stop. Focusing on the eternal theme of the new curriculum for student development, the education administration, schools, teachers and students have taken action and worked together to actively and creatively explore various evaluation methods and means, which are taught by knowledge transfer. The mission" will definitely change. So some people say that everything is changing, it is the only eternal, and stability is only temporary. Even some changes have not been settled and they have been replaced by new things.

Rethinking is a sort of combing, which is a sort of analysis of one's own behaviors, which can enable teachers to clearly understand the imperfections and improperness in their own behaviors, so as to further clarify the direction of their own teaching behavior changes. This makes us think of moral teachers in the teaching of advanced consciousness, super-conscious, overweight consciousness.


Part V: Reflection on the Political Teaching of the Ninth Grade

The new teaching task is a new challenge for me; the new teaching task also makes me full of hope and expectation.

Faced with 134 strange cheeks, I know that my first priority is to remember these cute looks, recite their names, and then try to check in. I can basically know one in nine freshmen, and the other teachers are envious, but I know that it is because of education, so I chose to be responsible.

When it comes to reflection, in fact, only a deep experience will have a deep reflection. When we regard reflection as a fragment of our own growth, reflection will be sublimated, and we will continue to grow in the experience. Because the heart is full of love, there will be beauty around. The depth of love, the beauty of choice. What do you think?

The summary and reflection of this week's teaching tasks and teaching ideas are as follows:

First, the teaching philosophy of this lesson

Strengthening the education of students' sense of responsibility is the foothold of this lesson and the key to the ideological and moral education of students. This textbook will cultivate students' sense of responsibility as the main content of the first unit, and lay a solid foundation for the following to explain the basic national conditions and shoulder the mission.

Second, the teaching objectives of this course

1. Knowledge goal: know the meaning of responsibility; know the source of responsibility; know that people have different responsibilities for different social identities; know that everyone should be responsible for themselves; know the performance and meaning of responsibility, understand The consequences of responsibility; knowing that taking responsibility will be rewarded, but at the same time pay a certain price; knowing that some responsibilities, even if they are not voluntarily chosen, should do their best; understand the deeds of personal gains and losses, selfless devotees.

2. Ability goal: It can clarify the source of responsibility; It can adjust the role behavior with the change of role, assume different responsibilities; Be responsible for itself and be responsible for others; Be able to correctly assess the cost and return of responsibility, and make the most reasonable The choice; be responsible for your choice.

3. Emotional attitudes and values ​​goals:

Have a clear understanding of their responsibilities, enhance their sense of responsibility; be willing to take responsibility for their actions; be grateful to those who take responsibility for themselves and the society; have enough courage to take responsibility for their choices; A positive attitude assumes responsibility that is not voluntarily chosen; respects those who are selflessly dedicated without paying the price and reward, and strives to be a responsible citizen

Third, the corresponding specific curriculum requirements

1. Know that responsibility is a mutual commitment arising from social relationships, understanding the costs of taking responsibility and the consequences of not taking responsibility, and striving to be a responsible citizen.

2. Understand that people have different responsibilities for different social identities and enhance their sense of responsibility.

Fourth, teaching priorities and difficulties

1. The concept of responsibility.

2. The source of responsibility.

3. The costs, rewards and conflicts of fulfilling the responsibility.

V. Overall teaching progress



The third is to pay attention to the rewards obtained by taking responsibility. Once you can't do so, you will blame others.

Fourth, some middle school students cannot correctly understand the relationship between freedom and responsibility, unilaterally emphasize individual freedom and neglect or deny the responsibility they should assume.

Seven, homework:

Some of the students did not pay in time: Jia Ziyue, Jia Zitao, Yue Jiawei, Zhang Qingbo and so on.

Not yet classmate: Wu Dongxue

Do not pay homework: Tian Kun, Jia Ziyong. In the future, we will strive to be proactive in teaching, cater to the requirements of most students, and find students to talk and communicate.