High School History Teaching Essay 2000 Words

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High School History Teaching Essay 2000 Words I

Abstract: In today's era, with the rapid development of computers and information technology, the transmission and exchange of data is becoming more and more frequent, and mankind has ushered in the era of big data. In the context of big data, high school history teaching is also y affected. With the help of modern technology, not only the teaching means have been innovated, the teaching methods have been improved, and the teaching content has been greatly enriched. Therefore, high school history teachers in the new era must master the appropriate technology in order to serve history teaching.

Keywords: Big Data; High School History; Interest

In recent years, with the development of the times, information technology and multimedia technology have been more and more applied to the field of education. The great progress of this technology has not only directly changed the means of teaching and the form of teaching, but also had a significant impact on the teaching content and teaching concepts, playing an increasingly important role in high school history teaching. Its role is roughly as follows:

First, innovative means of teaching, stimulate students' interest

In the traditional history teaching, the blackboard, chalk is the most important teaching tool, the teacher's verbal explanation is the most important way of teaching, the blackboard, chalk plus the teacher's means of teaching is more primitive and single. The whole teaching activities, often the teacher is in the absolute active position, while the students are in a passive position to accept. The single means of teaching coupled with the boring content of the teaching, the students' learning enthusiasm has a serious impact.

Although many teachers are trying to cultivate students' interest in learning, but due to technical constraints, the results are not satisfactory. Since the popularization of information technology, the means of teaching has been greatly improved, and the problem of students' interest has been greatly improved.

To "Confucius and Laozi" as an example of this teaching content, teachers can use multimedia to Confucius, Laozi's picture in front of the students, while the teacher should guide students to review the period of Confucius, Laozi's life, the world also gave birth to what thinkers, some students said: Aristotle; some students said: Plato; some students said: Siddhartha Gautama. Through this simple introduction, so that students have a more comprehensive understanding of this era. When making multimedia, the teacher should compare the ideas of Confucius with those of Laozi, which will not only let students understand the differences between the ideas of Confucius and Laozi, but also make it easier for students to memorize. It can be seen that the use of multimedia in high school history teaching can make the boring historical knowledge interesting, thus improving the learning efficiency of students in history class.

Second, it promotes the improvement of teaching methods

In the background of big data, information technology can not only improve students' interest in learning, but also facilitate teachers' improvement of teaching methods. As multimedia can display a large amount of information, it basically replaces the teacher's board writing, and also replaces the teacher's lecture to a considerable extent, thus enabling the teacher to save a lot of time. In this way, the teacher has the opportunity to change from a mere lecturer to a learning guide. While imparting knowledge to students, the teacher can spend more time on teacher-student interaction, guiding students to think and helping them analyze problems. As a result, the status of teachers and students can be realized, so that teachers become the dominant classroom, students become the main body of the classroom.

At the same time, with the help of multimedia technology, teachers can use more new teaching methods to realize the diversification of teaching methods. For example, to "the opening of new routes" as an example of teaching content, teachers can use the map dynamic demonstration method, the table summarizes the method of the process of the opening of new routes to form a clearer understanding of the students, but also to improve the students' ability to read and understand the map. Through the use of multimedia, the theoretical knowledge can be more intuitive, image in front of the students, so that students can get more useful information, and cultivate students' divergent thinking.

In this new teaching environment, some new teaching methods, new teaching ideas began to emerge, such as, cooperative learning method, exploratory learning method. The emergence of these teaching methods are to a considerable extent thanks to big data.

Third, enrich the teaching content, broaden students' horizons

In order to comprehensively improve the students' comprehensive historical literacy, the content of history teaching should not be confined to textbooks, but should be based on the content of the textbooks, and appropriately introduce some of the content outside the textbooks. However, due to the limitations of technical conditions, there was not much expansion and supplementation of textbooks before. Now, with the advent of the big data era, teachers can use information technology to find and refine relevant teaching content, and introduce these new teaching content into the teaching courseware to continuously broaden students' horizons.

Taking the teaching content of "The Great Unification and the Establishment of the Centralized System of Power in the Qin Dynasty" as an example, teachers can use multimedia to display the Great Wall, the Terracotta Warriors and Horses of the Qin Emperor's Mausoleum, the Alhambra Palace, and other pictures in front of the students, and then introduce a new lesson in this section. Teachers can also add in the multimedia courseware in the same period of the rest of the world's relevant graphic introduction, after explaining the content of the textbook, you can guide students to look at the development of the rest of the world in this period. In this way, not only can students form a more complete knowledge system, but also have a macro grasp of the world situation in the relevant historical period.

At present, the information technology development speed is amazing, as a high school history teacher, not only to master a wealth of historical expertise, but also to master a certain information technology. Only by skillfully mastering the appropriate information technology can we effectively innovate teaching methods, comprehensively improve teaching methods, and truly expand students' horizons, thus achieving better teaching results.

References:

[1]Ayin Hong. The Cultivation of Historical Literacy in the Teaching of the New High School Curriculum [A]. Proceedings of the award-winning papers of the Fifth China Education Technology and Equipment Forum: in [C], 2014.

[2]Wang Yugao, Shi Liping. High school history teaching in the context of new curriculum reform [J]. Reform and Opening, 2012(02).

[3]Zhang He. Using? Friendly use of brain? concept to create the introduction design of high school history classroom[A]. 2013?Academic Frontier Series? China's dream: educational change and human quality improvement: the next [C], 2013.

High school history teaching essay 2000 words two

I. Background chapter

The last semester of the first year of high school is almost over, and as of the end of the final exams, our first year of high school history preparation group organized We have organized three exams: two unit exams and a midterm exam. The frequency of student questions before and after these three exams fluctuated greatly, especially before and after the midterm exam. During the self-study time when I was on duty, very few students came to ask questions, but in the week before the midterm exam, many students frequently took books and exercise books to ask me when I was on duty, and some students even made an appointment with me to come to the class during other self-study times to answer questions for them, which impressed me with the enthusiasm of the students to study and research, and I was also busy going back and forth among the several classes I taught. After the midterm exams, the students went back to the calm state before the exams, I sat for a class, none of the students came up to ask questions. I had teased them, saying: ? The exam is really a panacea, a test can be all the pre-test problems are solved. In the students will be in the laughter, I fell into a deep thinking, students ask questions before and after the examination frequency fluctuations behind the phenomenon, exposing the first year of history learning in the senior class there are many serious problems.

Second, the problem

1. do not pay attention to the study of history, learning attitude is not correct

Although it has entered the high school, but the majority of students are still with the middle school mentality of high school subjects, that is, in addition to the language, mathematics, English is the main subject, the other is a secondary subject. The most important thing is that they have to be able to do it in the right way. In addition, due to the seriousness of the culture of emphasizing science over literature in society, many students hold the mentality of studying science subjects. Therefore, many students usually do not attach importance to the study of history, do not listen attentively in class, are unwilling to take notes, and throw their books and notes to the side after class and wait until the next class before picking them up again. So, there are no questions to ask if you don't usually study.

2. Do not pay attention to the accumulation of basic knowledge, learning methods are not scientific

Junior high school history is an open-book examination, many students in the days before the examination to familiarize themselves with the knowledge points in the textbook position can be a good score. Therefore, many students are with the method of junior high school history to study, think before the exam memorization, exercise book to do a do a look at it, usually do not pay attention to review, digest knowledge and find problems in learning, so there is no problem to ask the teacher.

3. Do not pay attention to the training and cultivation of the ability to study, learning is not efficient

In the process of ordinary learning part of the students exist? The three passive? Without their own initiative on the process of organizing knowledge points, understanding and application of training, there is no way to find learning problems, let alone put forward constructive questions to communicate with the teacher.

So, despite the fact that many students come to the teacher before the exam and ask a lot of books, exercise books on the problem, but the midterm examination results are not satisfactory, many students even test a very low score, mainly because students do not pay attention to the usual accumulation and study.

In response to the senior students in the history section of the study of the exposure of . All kinds of problems, as a history teacher, it is necessary for us to adjust the teaching strategy on the basis of reflection, to guide students to more scientific and rational learning of the history subject.

Third, the countermeasures chapter

1. Emphasis on the guidance of the first class of the first semester

In the first semester of the first semester of the first year of high school in the first class of history, it is best not to teach the content of the textbook, but rather to do a good job of connecting the work of the junior high school and high school history learning. For example, it is necessary to talk about the differences in the content, difficulty requirements, and examination forms of junior and senior high school history learning, so that students have an overall comprehensive understanding of senior high school history learning, change the junior high school thinking that belittles the subject of history, and make preparations to adapt to senior high school history learning.

2. Emphasize the guidance of learning methods in classroom teaching

In the usual classroom teaching, not only to speak lively and interesting, to attract students to fall in love with the history class, but also pay attention to the penetration of the guidance of learning methods in history. In the teaching of the comparative method can be used to guide students to the same time period of different historical events, phenomena, horizontal comparison, similar, the same historical events, phenomena, vertical comparison, but also guide students to use the table and other graphic method to summarize the knowledge points, and so on. Through the inspiration and application of various learning methods, students are guided to learn more y and thoroughly, which can stimulate and cultivate students' sense of problem in deep learning, and at the same time realize the gradual cultivation of students' historical learning ability. For example, compare the political systems of China and the Greek regions around the 3rd century BC. When learning the content of the second unit, it can link the knowledge points of the first unit and play the role of reviewing the old knowledge.

3. Emphasize the training and implementation of practice

Many students usually do not pay attention to do history exercise book, passive copying to cope with, therefore, usually to strengthen the examination of the students' exercise book, not only do they want to be done in a timely manner, but also require them to use a red pen on the answer to the corrections, and then the teacher to regularly check the approval of a sample of the requirements, not to re-do or another The teacher will review them regularly and re-do or assign homework if they are not up to the required standard. In addition, but also by the preparation group of teachers combined with the actual teaching situation of regular quantitative group practice volume, students should be the first time to collect the correction and pick out the typical topics to evaluate, to do in a timely manner, quality, quantity, targeted, routine training, so that students can apply in a timely manner, digestion of the knowledge points, in the practice of the problem, problem solving, so that all the problems are not backlogged into the days before the examination, and the ordinary The first time I saw the movie, I was able to see the movie, and I was able to see the movie.

In short, in the usual teaching, we have to be a person with heart, timely detection of some unreasonable phenomena in teaching, and their in-depth analysis, analyze the hidden problems behind the phenomenon, from which we can find a solution to constantly adjust our teaching work to improve the quality of teaching and learning.