Summary of the selection of high quality courses in history

First, the general situation of this historical quality class selection

The basic process is: preliminary evaluation of each school, education management office → selection of excellent reports → summary of teaching and research room → sub-discipline selection.

A total of 15 people in this history subject were enrolled and participated in the evaluation. They were completed in 2 and a half days, with one subject per half day. The key teachers from the schools without the participants were judged by the city or county level; one of the five judges was named Judging, the teacher will take the school as the unit and participate in the evaluation of the class; remove the highest score and the lowest score, and then take the average score. The scores of the contestants will be given a half-day highlight, which will ensure the openness, transparency, fairness and justice to the maximum extent.

Second, several highlights of this historical quality class selection:

1. General comments: The teacher's teaching materials are in place, paying attention to the three-dimensional goals, and completing the teaching tasks well. The participants in the competition have a strong sense of curriculum reform, and the teaching concept of “autonomous mutual learning and learning” is throughout the classroom; the guidance of the guiding case is adopted, “self-learning, cooperative inquiry, intensive teaching , effective training”, and “advocacy by the Municipal Academy of Education” The four links are completely consistent; they attach importance to the mastery of basic knowledge and achieve a high degree of achievement. Because of the attention of the participating players, they all came up with their highest level, competing on the same stage, brilliant and unique. This high-quality class evaluation combined with the sending of classes to the countryside activities, is a major advancement of the classroom teaching reform in the county.

2. Most of the guiding cases are scientific, practical, simple and easy to operate. The design of the guiding problems is profound and simple, and the key points are outstanding. The difficult and breakthrough measures are appropriate, and the guiding case has really played a guiding role. Obviously, most of the contestants have a group behind them, especially the players with good grades. The classroom is the result of the collective preparation of the school, which reflects the collective wisdom.

3, history subjects and pictures, rich in historical materials, 15 participants in the competition have designed the teaching courseware, intuitive, exquisite, making the classroom very appealing. Most of the participants can reasonably use audio-visual means to assist teaching . Students are highly motivated and enthusiastic, and receive good results. For example, the vibration principle of the second course high Chunmei's courseware ground instrument uses a piece of popular science video. When the video material is played, the vivid image makes the students' thinking clear and easy, and the difficult problem is solved easily.

4, good players, each has its own characteristics: some teachers have a simple language, clear tasks, no redundant links and nonsense, classroom efficiency; some teachers speak and point in place, good at inspiring students, and can answer students The content is quickly refined, grasping the key, rather than simply repeating; some teachers can grasp the characteristics of history class, conduct emotional education well, and connect with real life and student reality, which will resonate with students; some young teachers have good quality. It has distinctive features in mobilizing students, teacher-student cooperation and life-long cooperation, and has great potential.

Third, existing problems and suggestions for improvement

1, the form is monotonous, the teaching method is dull.

Some teachers use a questioning method throughout the class: the teacher asks, the students answer, behind the lively atmosphere, many poor students are neglected, the teacher can't grasp the real situation of the students; the same question, let the multiple groups repeat one by one Answer, purely wasted time; some teachers ask questions to use the answering method, the questions are too simple, the students answer the order disorderly, the effect is poor; or let a group of members ask another group, the problem is too simple, like playing games, students can not think Answer, no thinking content.

Suggestion: To grasp the skills of questioning in the classroom: throw out the problem - leave time, think all - individual questions - judges or supplements by other students - teachers point to guide

Note: 1 must be reserved for all students to think about; 2 for the whole, take care of the majority, can not ask another one or several eugenics, cultivate the so-called "study"; 3 do not let a student stand up, the teacher asks questions again So that not only other students have nothing to do, but the students who are being questioned will also be very nervous.

2, the textbook is not in place.

Some teachers do not grasp the heavy and difficult points according to the curriculum standards, and strive to cover everything. The teaching materials are too deep, and the design of individual topics is difficult. Some teachers do not pay attention to key issues, and the difficulty is not enough. The class gives people a little bit of water. Feeling, students are also like "seeing flowers in the fog", can not grasp the key; some teachers' historical expertise is not systematic, put forward the topic, can not guide the development of students' thinking.

Suggestions: Strengthen the study of historical professional knowledge, study the new curriculum standards, thoroughly understand the teaching materials of the three grades, and master the teaching materials and effectively integrate the teaching materials, which can be integrated and can systematically process the historical knowledge of the country, such as the knowledge network. And related knowledge for vertical and horizontal comparison.

3, the dialing guidance is not in place, do not pay attention to the guidance of the school.

Some teachers will not give good guidance at the same time. One question, when no one can answer, it means that the problem design is unreasonable or the teacher leads the party. In the classroom, the teacher repeatedly asks "Who is answering", but no one echoes, very embarrassed, and will not conduct effective guidance. The answer.

Suggestion: In the classroom, it is necessary to pay attention to consciously cultivating students to think about problems from multiple angles, how to grasp material analysis questions, and how to organize answers more scientifically. More guidance and guidance than to directly tell the answer; at the same time pay attention to the cultivation of students' ability to summarize, can let students summarize the inductive and tandem bold let go of the students, learn to build their own knowledge network.

4. The design of the guiding case.

After half a semester of online collective group preparation, the teachers exchanged ideas and learned from each other, and basically mastered the design ideas of the guiding case. However, there are still some problems, such as the irrational design of the problem, the illustrations and problems in the textbook are still copied to the guide.

Suggestion: The guiding objectives should be concise and clear, and can not copy the teachings; the problem of cooperative inquiry: to closely follow the three-dimensional goals, the problem design must have the value of inquiry, the content of thinking, and the difficulty is moderate; the class summary must be the lesson of this lesson. Summarize sublimation, do not become a duplication of knowledge, allow students to generalize and build a knowledge network; standards test questions should be selected.

5, can not applaud in the classroom. Applause is that the teachers and students in the classroom are not spontaneous because of the wonderful answers from their classmates. They are not forced. Some teachers in the classroom repeatedly applauded for the students' answers, which is very ridiculous.

6, other problems exist: 1 Some teachers in the classroom fraud, in advance to tell the answers to the difficult questions of the inquiry, the students' answers in the classroom are too perfect, the fraud is obvious, and must be resolutely put an end in the future;

2 Some teachers are nervous because of unfamiliar business, and the classroom is confused;

3 Some teachers do not speak Mandarin, which is a taboo for quality courses and expert selection;

4 Some teachers have a conservative concept, and they are not assured of self-study and communication. Repeated repetitions in the classroom;

5 Individual teachers did not grasp the time and the time allocation was unreasonable.

Because the participating contestants have come up with their highest level of design guides and production of courseware, they also have an evaluation of their performance after the end of the lecture, and the experience of gaining and losing in the course of teaching is also deep. Therefore, the teaching and research section uniformly requires all participating contestants of all departments to upload the tutorials, production courseware and after-school reflections, and the teachers and researchers will publish them for reference, exchange and study.