Reflection on the teaching of the French Revolution

Part 1: Reflections on the teaching of the French Revolution

Napoleon is one of the most legendary and controversial figures in history. After teaching the course of the French Revolution, I was given an opportunity to teach students how to evaluate historical figures.
Looking back at this lesson, I designed three sections for students to recognize Napoleon: the establishment of the Napoleonic Empire; the Napoleonic Code; the Napoleonic Wars. In each session, I designed certain questions to give students good access to useful information. Such as:
1. Why can Napoleon act as a "sword" in the bourgeoisie and in his hands?
2. Why did Napoleon say, "I will never be obsessed with my code?"
3. Read the material about Napoleon and talk about the mystery of his early war victory and the reasons for his subsequent failure. While questioning the students as a whole, in order to publicize the students' personality, highlight the students' subject status, and fully use the discussion method to inspire students to feel Napoleon.
After a class, ask students to complete "How to evaluate Napoleon." In this assignment, problems were discovered: the students often relished Napoleon’s military achievements, and Napoleon’s evaluation was also a matter of self-assessment. But how do you evaluate Napoleon as a "professional" like a historian? After reflection, I will only pick the most prominent one:
The premise of evaluating historical figures is to correctly understand the relationship between individuals and the times. Any great historical figure, in the final analysis, is the birth of the times. The sum is linked to a certain time, place and condition. The reason why a great man is great is that he can correctly analyze the social contradictions at that time, conform to the trend of social development, and lead or grasp the theme of the times. To evaluate historical figures is to analyze the role of the words and deeds of historical figures in solving major social contradictions and influencing historical development trends. In France at the time and even in Europe as a whole, the main contradiction in society was the struggle between the bourgeoisie and the feudal forces. The development of capitalism was a trend of historical development. In the struggle between capitalism and feudalism, French capitalism urgently needs a "sword."
Grasping this theme, I designed a series of questions during class: Why did Napoleon become a "sword"? How does Napoleon maintain the interests of the bourgeoisie like a "sword"? How did Napoleon’s “sword” end up being betrayed by the principles of the French Revolution? Through the solution of these problems, students can understand that the historical trend is vast, and the people who follow it are prosperous. Of course, the main body of historical activities is people, and historical activities will naturally be influenced by human talent, character, will, and quality. However, after teaching, it is found that the misunderstanding of students' evaluation of historical figures is too sensible, and the emphasis on individual talent, character, will, quality, etc. on the historical figures and the impact of these activities, especially in the middle school students.
Specific to Napoleon in the text, students often attribute his success to his genius. In fact, this can partly explain why Napoleon succeeded, but could not explain why Napoleon failed. In response to this problem, I carefully designed some aspects before class or in the classroom, such as Napoleon's student card, Napoleon's famous words, Napoleon's evaluation of the Code, Napoleon's speech and video materials, etc. to highlight Napoleon's hard work, Strong, erudite, patriotic, passionate and far-sighted, demonstrating the initiative, complexity and richness of historical development; but at the same time, I should also pay attention to not exaggerating the role of these factors, but should emphasize the relationship between Napoleon and the times everywhere. More essential issues. This revision of this lesson will make this lesson more bloody and fleshy, with bones and bones, and a rich historical atmosphere.
After completing this class, you will not only teach the students, but also benefit yourself.

Part 2: Reflections on the teaching of the French Revolution

After finishing a section of the French Revolution, I have some thoughts:
1. Changes in textbooks: Although they are all new textbooks, this year's and last year's ratio is much less:
The revolutionary measures of the Jacobins in the Great Revolution were removed.
2. The treatment of student feedback is not targeted. The research on students should be done more carefully: preschool pays attention to the acceptability of students' knowledge, and the introduction of scenery films has aroused the interest of students to learn. It can be said that the goal has been achieved. Students can respond to each other in the classroom, but after the class is finished, each student has a specific grasp of what is needed. I don’t know exactly. Therefore, students should also have a self-assessment: How is my performance in this class? What did I feel from this lesson? What else do I want to know?
3. The processing of the content of the textbook with time-critical tasks. The focus of this lesson is on students' understanding of the content of the Human Rights Declaration and the evaluation of the Napoleonic Wars. The revolutionary process has to say how to make students understand the revolutionary process and save time. At the same time, students can observe the role played by the three people's uprisings in the Great Revolution. In the classroom process, I first took the process of the Great Revolution. After classifying the students again, add the Jacobin reform measures, and then let the students look at the material "The Chronology of the French Revolution" and think: "What is the power to advance the revolution at every critical moment of the revolution? What do you think of?" "It seems very hasty, want to save the waste. After class, Teacher Zhao Chunlan proposed to use a chronology of major events to explain. I think it is quite right. My approach seems to be repeated, hasty, and Mr. Zhao's handling is simple, clear at a glance, and can always remind students of the process of the Great Revolution, a sense of overall, so in the presentation of the original courseware.
4. Handling of the content of the Human Rights Declaration. It is helpful to help students understand the progress and limitations of the Human Rights Declaration by analyzing the principles embodied in the content one by one.
5. Pay attention to communication with students throughout the class, pay attention to the life of the students, and help students understand:
"Assuming you are Louis XVI, how would you solve the financial crisis?" The students proposed many democratic practices, such as reforms. In the lectures, attention was given to guiding students to understand the practices of Louis XVI in the historical stage and to cultivate students' historical thinking.
“Why did the European feudal monarchs form the coalition army?” With the familiar domino chain reaction, the students migrated to understand the reasons why the European feudal monarchs formed the anti-French coalition.
6. The treatment of Napoleonic empire content, the curriculum standards stipulate the evaluation of Napoleon, can initially achieve the student's combination of historical facts divided into two evaluations. Now that I feel that the students have evaluated the Napoleonic wars, they have to be comprehensive. Napoleon’s internal and external policies should be summarized and concluded. Therefore, the problems presented in my last presentation should allow students to evaluate Napoleon as a whole, and should not be limited to Just let the students evaluate the nature of the Napoleonic war.

People always have fear and fear of the unknown. I remember that Teacher Zhao once told a story of “Through the door.” A group of prisoners were circled together, waiting for trial, demanding that they have to go through a door, and some people out of various All kinds of moods, walked through the door, waiting for him is freedom. "Be sure to smash his bones, hungry for his body, lack of body, and gain everything he can." After sweating, many things and things that have been experienced tell me that strength is the only key to victory.

Chapter 3: Reflections on the Teaching of the French Revolution

Through the analysis of the history of the French Revolution, this course makes students realize that the French Revolution is a trend of historical development, with great significance and historical influence.
Although the lecture was very smooth, it ended. But in contrast to the entire class, there are many places worth noting improvement.
1. For the social situation before the French Revolution, the introduction was relatively monotonous and did not supplement extracurricular materials. It is completely limited to the text and pictures of the text. Although students can understand, the fun is much lower.
2. There is a vagueness in the explanation of the revolutionary process. For example, the relationship between Napoleon and the Napoleonic Empire and the revolution lacked the necessary account. This has an impact on the students' understanding of the text.
3, the content of this lesson, a class in the teaching objectives are a bit too hasty. In the future teaching practice, we should pay more attention to the time allocation of teaching content.

Part 4: Reflections on the teaching of the French Revolution

From the beginning of this semester, our school introduced the teaching of the case. In the process of using the case study, despite many confusions and puzzles, I am still trying hard to learn and strive for progress.
In October, the school organized a lecture on teaching case studies. In the second class on the morning of the 19th, I spoke the class of the French Revolution in class 95. I will now summarize my reflection on this lesson as follows:
First, teaching design
In this lesson, I plan to use two lesson hours to complete, because this lesson has more content, it is not easy to grasp the difficult points, and the number of questions in the case is relatively large. Therefore, a lesson is given to the students, so that the students can study independently and explore the group. Presented to everyone is the student showing the results of the study, feedback on the problems in the study, and breaking through a difficult lesson. So in this class, I saw that the group cooperation is relatively small.
Regarding the design of the case, the first part is to ask for self-determination, that is, the students themselves read the textbook and complete the preparation requirements. The content of this part is obvious in the text, and most of the students can find it quickly. The second part is collaborative exploration, leading the case. It is through group learning to get the answer, and learn how to solve the multiple choice question. The third part is material analysis, consolidation and improvement. It is a repetition of the focus of this lesson. The fourth part is the filling and analysis of the form, which is a difficult problem. The final knowledge framework is a systematic review of the knowledge of this lesson. The summary after class is a summary and questioning of the lessons in this lesson.
Second, self-assessment
First of all, I felt that my class was not very successful. The first idea was that it did not meet the curriculum reform. It only blindly increased the amount of students' learning and reduced their burden. Although the students showed up very well on the podium, I can see that there is some knowledge that they really have mastered. However, the model is indeed taught by the teacher of Shaanxi Minfeng, and the lectures of the teachers have become the lectures of the students. The full house of the teacher has been turned into a full house of students. That is to say, he deviated from the original intention of feedback display in the re-learning teaching.
Secondly, the role of the teacher in the classroom is not reflected. He is also like an observer. He only speaks a few words and does not connect the whole classroom well.
Finally, the content of the two lessons did not allow students to consolidate the time for review, it is really their own mistakes.
Third, the future direction
In the future, we must first understand the ideas and concepts of curriculum reform, and we must not blindly change it. You need to know what to do in this class, what students should do, what kind of purpose should be achieved at the end of a class, how much knowledge students should master, how much skills should be added, and how to concentrate on the ladder method.
Secondly, we must work hard on the design of the case again. The question is not too expensive, and the effort is used in peacetime.
The above is some reflections on this seminar, and I hope that I can make some progress in my future teaching work.

Part V: Reflections on the Teaching of the French Revolution

This course uses multimedia to teach, using projection pictures and instructional videos to enhance students' perceptual knowledge of the French Revolution and to stimulate students' emotions.
It complements the incomplete part of the textbook and restores the historical content so that students can fully understand the historical facts of the French Revolution and highlight the key knowledge.
Exercise students' analytical inductive ability, with group discussion and students' free speech, the effect is better.
The over-language connection is better, and the layers are deeper and inspired. Strive for a good class to be "good language + good fruit."
Due to the limitations of the textbooks, the time for students to study independently is not sufficient.