Reflection on the mid-term history test

The mid-term exam is over. In order to achieve greater results in future teaching , it is necessary to sum up the lessons learned. Here is a brief analysis of the situation of the mid-term exam:

First, the teacher:

1. Due to the limitations of class hours and content, the task is heavy. In order to speed up the general review, I finished the ninth grade in the middle of November. I did not give the students time to review the history and let the students review after class. Leading students to a systematic understanding of the entire content, affecting their mastery of the content of the textbook.

2. The intensity of supervision and inspection is not enough.

3. Although historical stories can motivate students' interests, they sometimes take too long and should be adjusted appropriately in the classroom.

Student: From the test paper, the main loss is that the students in the material 1 have misunderstood and did not grasp the content of the center. The first question is that the Renaissance is wrong, and other problems are all wrong; material 2 and material 3 Role and meaning. How did the question and answer problem mainly develop in the United States?

Second, the student side:

1. Unclear history is a fatal weakness.

2. Some students have a misconduct. Or don't pay attention to it, or think that history is very good to learn, but it is only back-to-back, that is, it can quickly catch up.

3. Lack of problem-solving skills. It is manifested in how to find the best item from the four options, improve the correct rate; how to judge the problem well, and do a close answer to the problem requirements; how to arrange the volume face reasonably, try to score as much as possible.

4. Reading is not fine. I couldn’t listen to the teacher’s loyalty, and I thought that I wouldn’t take it here. I didn’t take it, I was lucky, and I suffered a heavy blow.

5. Can't read. Students are used to reading a textbook from the beginning to the end, but less attention to grasp the pulse of historical development, appreciate the connection between historical events, and appreciate the broadness and depth of history.

6. Students have poor self-learning ability, strong slavery, refused to work hard, and took the initiative to recite the poor polarity, which is the most important reason for the unsatisfactory results.

Third, future measures:

1. Further improve classroom efficiency and take timely feedback and spot checks. After the mid-term exam, I changed my teaching method and took a side-by-side review. After verification, each time I speak a knowledge point, I repeat it, then let the students remember and then check the sample; doing so not only concentrates the students' attention, but also firmly grasps the knowledge, and the classroom atmosphere is tense, and the students are afraid of hearing. And making himself humiliated, thus mobilizing the initiative of the students, activating the students' thinking, the classroom effect is very good.

2. Strengthen the level of memory after class and take the practice of doing exercises. At the same time, the phenomenon that students are required to avoid copying will happen again.

Fourth, my opinion:

History, it is not an exaggeration to regard it as a representative subject of liberal arts. It has certain requirements for your memory, analysis, understanding, and perception of society. The history of learning should be solid, firm, and clear. Up and down five thousand years are strung together by a red line of time. Because of that, although the events learned have been remembered, but these events are like a loose sand, lack of combat power. Today's history test is not simply a study of your memory of isolated events. It requires you to repeat a job—strings—on the basis of remembering a single event. Such clues can be large or small, can be horizontal and vertical, and are very flexible. The more flexible the line, the more secure your knowledge is. Here I briefly mention some: the most common is the time clue. This is a big line from beginning to end. You can also use characters, nationalities, etc. as clues. "There are not many lines, and some are spiritual." In addition, you should think hard, don't think that history is the story of predecessors. My task is just memory. In fact, memory is only a part, just means. The real investigation is based on memory. Analysis, induction, comparison ability. This is also the part that can expose weaknesses.

In the future teaching , I will try hard to explore, make bold attempts, keep pace with the curriculum reform, cultivate students' innovative spirit and practical ability, and strive for life for the education cause.