Who has a good junior high school history lesson plan? Can you give me a copy for reference?

Junior high school history teaching case

Xin Zhixia

While studying the 4th lesson "The Sino-Japanese War" in the eighth grade volume of "Chinese History", something like this happened Things: After the class bell rang, I walked into the classroom to teach, opened the multimedia courseware, and a picture of "Fierce Battle in the Yellow Sea" appeared in front of the students - Chinese and Japanese warships were fighting on the sea, and a poem "This" slowly appeared on both sides. The sun sheds tears all over the world, and the public has enough power to strengthen the navy." Then I told my classmates: "Students, this elegiac couplet was written by the people to mourn the national hero Deng Shichang, who led the Zhiyuan ship to misfortune during the Sino-Japanese naval war. The hull was injured and ammunition was cut off. He calmly commanded his "Express" to rush towards the Japanese vanguard command ship Yoshino, determined to escape, and attacked Zhiyuan with rapid fire and torpedoes. After his death, the whole country was shocked. The emperor wrote a couplet for him in tears, praising Deng Shichang's great achievements in the Yellow Sea War. This reminds me of Yue Fei, the famous anti-Jin Dynasty general in the Southern Song Dynasty. His mother-in-law tattooed the words "Serve the country with loyalty" (also printed with animation effects). I wanted to use famous historical quotes to highlight Deng Shichang's achievements, and to naturally introduce new lessons.

At this moment, a student raised his hand and asked to speak, saying, "Teacher, I'm wrong, serving the country with loyalty is not given to Deng Shichang." ". Perhaps his speech inspired the courage of another classmate. Another one also stood up and said: "I know that serving the country with loyalty and loyalty was the word tattooed on his back by the mother of Yue Fei, a famous anti-gold general in the early Southern Song Dynasty. That Yue Fei and What do Deng Shichang have in common? "

For the "Cheng Yaojin" who came out halfway, I praised them at a slower speed for thinking and boldly asking questions, and at the same time I thought about how to deal with them at a very fast speed. If I talked with them It is difficult to complete the teaching task of discussing this issue, and it is not a topic that the whole class is interested in. This link is not included in my teaching plan. If I use the usual method of "Shall we discuss this issue after class?" "Obviously it is a "diplomatic rhetoric" for students (actually the teacher does not allow discussion) and continues to introduce students into my carefully preset teaching procedures. In this way, students' enthusiasm for learning, curiosity, and students' creative thinking are likely to be I was stifled! I immediately gave up the multimedia courseware that I had produced and said to the students: "When we are together, there must be a teacher from me. I don't know how to answer the questions you asked. I think we will be able to figure out everything as long as we study." question. Now I propose to study in groups. If you two (I sincerely smiled at the two students who asked the question just now) are willing, you can lead a group to start with the elegiac couplets, and also inspect the geographical environment of the Yellow Sea to understand the difficulties that Deng Shichang overcame in the Yellow Sea War. Difficulties, understand Deng Shichang's patriotic sentiment when he fought against Japanese imperialism, and report your gains to the classmates; the second group examines the status of the Yellow Sea in my country's coastal defense from the perspective of national security of the Qing Dynasty to understand why Deng Shichang insisted on fighting against Japan Imperialism, the survival of battleships and the significance of this move? (Group members are free to mix and match); the third group will examine the historical status of the Yellow Sea and the Korean Peninsula, and see if you can use your research facts to tell the students the historical facts of Japanese aggression: The Yellow River has been China’s territory since ancient times, and you will not be allowed to trample and invade! North Korea is a dependent state of the Qing Dynasty and is protected by the Qing Dynasty! The fourth group examines Deng Shichang’s historical process in the Yellow Sea War. It is required to clarify the routes, measures, processes, and results of the naval battle. Each group forms written materials, and the teacher makes necessary supplements or corrections, and appropriately evaluates the students’ results. Yes, some areas will be discussed with the students. In this way, the total *** only has 3 pages of text, pictures, text, and small print. It was more than enough to teach in one class, but it took me two classes, but in addition to completing the lesson In addition to teaching tasks, students gain a sense of satisfaction and a sense of achievement in acquiring knowledge independently as learning masters. From then on, I found that these two students were very kind to the teacher, and many students became more enthusiastic in class.

While studying the lesson "Recovering Xinjiang" in the eighth grade volume of "Chinese History", the third lesson, something like this happened: After the preparation bell rang, I walked into the classroom confidently, opened the multimedia courseware, and... A beautiful picture appeared in front of the students - a willow road blocked by the sun among the long Gobi sand dunes (the painting "Gantang Relics"), and a poem slowly appeared next to it, "The general has not yet returned the edge, the lake The descendants of Hunan are all over the Tianshan Mountains, and three thousand miles of newly planted willows have attracted the spring breeze to Yuguan." Then came my narration: "Classmates, looking at these clumps of Zuogongliu growing tenaciously in the Gobi Desert, people are singing their praises. This poem was written by Zuo Zongtang, who led the Hunan warriors to regain Xinjiang and manage the frontiers. This poem reminds me of Wang Zhihuan's poem about Liangzhou in the Tang Dynasty: "Far above the Yellow River, among the white clouds, there is an isolated city in Wanren Mountain. Why should the Qiang flute blame the willows? The spring breeze does not pass through Yumen Pass. " (I also used animation effects to make it appear at the bottom of the entire screen). I am very proud of my "creation" - using two poems for comparison to highlight Zuo Zongtang's achievements and to naturally introduce new lessons.

At this moment, a student raised his hand and asked to speak, saying, "Teacher, I'm wrong, the willow in the two poems is not the same concept. The first one refers to the willow tree, and the second one is the name of the song." It was his speech that inspired the courage of another classmate. The other student also stood up and said: "I seem to have seen it somewhere. The Yellow River is far up among the white clouds. It was later generations who mistranslated Liangzhou Ci. The original sentence may be It should be between the white sands far up the Yellow River."

For the "Cheng Yaojin" who came out halfway, I praised them at a slower pace for their thinking and bold questions, while at the same time I spoke at a fast speed Think about ways to deal with it: If you discuss this problem with them, it will be difficult to complete the teaching task. This is not a topic that the whole class is interested in. This link is not included in my teaching design. If I use the method I used to use before, "We will solve this problem." Is it okay to discuss after class? "Obviously it is a "diplomatic rhetoric" for students (actually the teacher does not allow discussion) and continues to introduce students into my carefully preset teaching procedures. In this way, students' enthusiasm for learning, curiosity, and students' creative thinking are likely to be I was stifled! I immediately gave up the multimedia courseware that I had produced and said to the students: "When we are together, there must be a teacher from me. I don't know how to answer the questions you asked. I think we will be able to figure out everything as long as we study." question. Now I propose to study in groups. If you two (I sincerely smiled at the two students who asked the question) are willing, you can lead a group to start with poetry, examine the geographical environment of Xinjiang, and understand what Zuo Zongtang did in governing Xinjiang. Overcome the difficulties, understand the gratitude of the border people to the left for regaining and governing Xinjiang, and report your gains to the students; the second group examined Xinjiang’s position in my country’s national defense from the perspective of national security to understand why the left persisted Recovering Xinjiang and the significance of this move? (Group members are free to mix and match);

The third group examines Xinjiang’s historical status and see if you can use your verified facts to tell Russia and other invaders: Xinjiang has been China’s territory since ancient times and you will not be allowed to trample on and aggression! The fourth group investigated the historical process of Zuo Zongtang's recovery of Xinjiang. It was required to clarify the route, measures, and process of Zuo Zongtang's recovery of Xinjiang. Each group formed written materials, and the teacher made necessary supplements or corrections, and made appropriate comments on the students' achievements. Definitely, there are some areas to discuss with the students. In this way, the total *** only has 3 pages of text, pictures, text, and small print. It was more than enough to teach in one class, but it took me two classes, but in addition to completing the lesson In addition to teaching tasks, students gain a sense of satisfaction and a sense of achievement in acquiring knowledge independently as learning masters. From then on, I found that these two students were very kind to the teacher, and many students became more enthusiastic in class. The words "Teacher, you are wrong" aroused my deep reflection on the current situation of history teaching, which led me to the current misunderstandings in history teaching:

Myth 1: Teachers' lesson preparation focuses on the preparation teaching process design, and the process design is too specific, detailed, and rigid and does not leave room for students.

Teaching plans are subjective design blueprints.

At present, the focus of teachers' lesson preparation (writing lesson plans), in addition to the analysis and processing of the key points and difficulties of the lesson, teaching objectives, etc., is often more concerned with the design of the teaching process, and strives for perfection. How to explain each sub-item needs to be What questions students answer, and even how to say transitional language, etc. are all designed, but it ignores students as the masters of learning, neglects to consider what problems students may encounter in the process of learning this course and what methods are used to solve these problems. , methods and reserves of learning materials (course resources). Under the guidance of such teaching plans, students are likely to become your "operators". Therefore, when preparing lessons and writing lesson plans, teachers should leave some space for students to think, express their opinions and discuss, and have a certain degree of flexibility so that the teaching plan can be adjusted in a timely manner according to classroom situations such as students' reactions during implementation. Misunderstanding 2: Classroom teaching is teacher-centered, centered on subjects, books, and classrooms, and centered on teachers’ teaching. It “remains unchanged in response to ever-changing changes” and ignores complex educational objects. It rarely allows students to interact with students through their own activities. Practice to gain knowledge.

The current classroom teaching is still based on teachers’ teaching, focusing on the teaching of basic knowledge and basic skills. Teachers rely on textbooks, teaching books and other teaching materials and certain means to enter "standardized" operations (this form of teaching practice has become the work routine of millions of teachers and is stable in daily teaching concepts and behaviors). Students are rarely encouraged to ask questions. Once students ask questions other than their own in class, they will use "after-class discussions" to prevaricate them. Students are always led by the teacher and lack independent exploration, cooperative learning, and independent acquisition. Opportunities for knowledge, this step-by-step learning method cannot cultivate students who truly have a spirit of truth-seeking, doubt and falsification, innovative thinking and enterprising spirit! This is also contrary to the new curriculum concept. I think that in order to change classroom teaching behavior, we must first establish the idea of ??teachers serving students and consider what services I can provide students in this class? Are students more likely to express what they want to know during class? Especially when students find problems, teachers should guide them to think, pursue, and explore, guide students to find ways to solve problems, and develop creative academic abilities, rather than thinking about how to implement your lesson plans. Only in this way can students' enthusiasm for learning be mobilized, so as to Lay a good foundation for future creative work.

Misunderstanding 3: Misunderstanding of effective classroom teaching, taking whether the content has been taught or whether students have mastered it as the only indicator of effectiveness.

Under this concept, what the teacher pursues in classroom teaching is how to seriously teach students all the teaching content of my class, so things that have nothing to do with it should be discarded. However, the new curriculum concept believes that effective classroom teaching should pay attention to the progress or development of students, requiring teachers to have the concept of "whole person". The development of students is the development of the whole person. Therefore, I believe that we must establish the students' goals in our teaching. The main position not only pays attention to the learning gains of students in this class, but also considers the role of each class in students' future and lifelong progress or development; it not only pays attention to the value of the teaching content of history subjects, but also considers the organic integration of knowledge from related subjects. In short, effective teaching is positioned on the development of students as a "complete person".

History course teaching design

Topic: New Culture Movement and May 4th Patriotic Movement

Teaching process:

1. Introduction of new courses :

Show the portraits of Sun Yat-sen and Yuan Shikai, and let the students give a brief introduction to them, pointing out that while Yuan Shikai was preparing to restore the monarchy politically, he was also actively carrying out restoration of the monarchy in the cultural field. Preparatory activities were carried out to carry out the reactionary policy of respecting Confucius and restoring ancient times. At this time, radical democrats launched the New Culture Movement, thus introducing new courses

2. Present learning objectives:

1. Study the New Culture Movement

2. Explore the footprints of the May Fourth Movement

3. Guide self-study

The content of this lesson is divided into two parts for learning

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1. Study the New Culture Movement

(1) Provide self-study guidance:

① Outline the reasons for the occurrence of the New Culture Movement and the process of its development

< p>② Does the promotion of democracy and science in the New Culture Movement have any practical significance today? Is it still necessary to promote democracy and science today? How to promote democracy and science? Do you think it is easy to achieve democracy and science in China?

(2) Student self-study: Ask students to read the first paragraph on pages P122 to P125

Methods: read, memorize, think, discuss, and the teacher inspects to ensure that each The students were all reading and thinking nervously.

(3) Teacher-student exchange: Solve the basic knowledge points that need to be mastered in the New Culture Movement, guide students to solve the problems themselves, and determine the knowledge points; then, complete the thinking questions, and let the students speak freely about democracy and science. Topics can guide students to use phenomena that exist in reality to demonstrate the practical significance of democracy and science.

(4) Teachers’ post-teaching: analyze the historical significance of the New Culture Movement.

2. Study the May 4th Patriotic Movement

(1) Provide self-study guidance:

① Outline the fuse of the May 4th Movement and the process of its development

p>

② Analysis: China was the victor in World War I, but why was China’s reasonable demands rejected at the Paris Peace Conference?

(2) Student self-study: Ask students to read the May 4th Patriotic Movement on page 125 of the book

Methods: read the book, memorize, think, discuss, and the teacher inspects to ensure that every student Reading and thinking nervously.

(3) Teacher-student exchange: Solve the basic knowledge points about the May 4th Patriotic Movement, guide students to solve the problems themselves, and determine the knowledge points; complete the analysis questions, and through the students’ answers, summarize that "it is necessary to fall behind" The historical conclusion of "being beaten" cultivates students' ability to analyze and solve problems from the perspective of connecting with historical facts.

(4) Teachers’ post-teaching: analyze the historical significance of the Five Nations Movement.

4. Discussion:

Showing a leaflet from the May Fourth Movement, you can design the discussion question like this:

“Exploring what is the May Fourth spirit? In the anti-imperialist and anti-feudal revolutionary era, what is needed is the patriotic spirit of the patriotic students in the May 4th Movement. So in today's peaceful era, how do you need to learn the patriotic spirit of the students in the May 4th Movement? ”

Fifth, summary

6. Self-study test:

Show the exercise strips to test the learning content in class

It has been more than half a year since I started teaching history... These six months of history teaching have made me deeply feel that history teaching has a long way to go and is a long-term and arduous project. At the same time, it also made me deeply appreciate the joy of history teaching.

History is no stranger to students. There are shadows of history in TV series and novels, and students are also very interested in it. However, students’ interests and enthusiasm should be fully mobilized to participate in history. Learning a subject is never easy. In the history subject, the old-fashioned content, trivial knowledge points, and rote learning formed in people's minds all bring difficulties to teachers' teaching. How to solve these difficulties has become a worry for many history teachers. We are also trying our best to solve this problem, because in today's implementation of quality education, fully mobilizing students' enthusiasm is the key to learning a course well. After one semester of teaching practice, I found that learning history from a connected perspective is effective, not only for history classes, but also for other classes.

No subject is isolated, especially history. History is all-encompassing and touches on all subjects in secondary school.

The subject most closely related to history is Chinese. Most of the teaching in this semester is related to Chinese. For example, the example of Shang Yang's reform is related to the Chinese allusions "moving trees for reward" and "standing trees as trust"; Zhang Qian's talk about the desolation of the Western Regions during his mission to the Western Regions is related to the relevant poems of "Weicheng Song" and "Liangzhou Ci"; When it comes to culture, more Chinese knowledge is involved. The background of Chinese texts is history. For example, the background of "The Analects of Confucius" studied in Chinese classes is the historical situation of the Spring and Autumn Period and the Warring States Period. Understanding this will be of great help in understanding the "Analects of Confucius" and Confucius. This really corresponds to the saying "literature and history cannot be separated." Geography and history are closely related. Historical maps, historical and modern place names, etc. all show the sister relationship between history and geography. Among the current graduate majors, there is the major of historical geography. The historical thinking method is historical materialism, which itself belongs to the political category. In terms of mathematics, there are the famous mathematical work "Nine Chapters of Arithmetic", the Pythagorean Theorem, and Zu Chongzhi, the calculator of pi, etc. These are all learned in history classes. The development of biology, mathematics, physics, and chemistry is all history.

In addition to various subjects, students should also be taught to look for and discover history around them, because the society we live in is also closely connected with history. TV dramas, novels and other literary and artistic works, social systems, and hot issues in the world today, which one has nothing to do with history? For example, when studying the history of Emperor Wu of the Han Dynasty, the Three Kingdoms, and the Sui and Tang Dynasties, you can show students related videos such as Emperor Wu of the Han Dynasty, The Romance of the Three Kingdoms, and Wu Zetian. You can also recommend books such as "The Romance of the Three Kingdoms" and "Heroes of the Sui and Tang Dynasties" to students, as well as books related to the history of the Qing Dynasty. There are countless films about China's modern history of humiliation, such as the Opium War and the burning of the Old Summer Palace, which can deepen students' understanding and understanding of China's modern history. In terms of social systems, the origins of the political systems of various countries in the modern world will be known if you study world history. Students can find out the Xinjiang issue, Tibet issue, and Taiwan issue from history classes, and it is clear that Xinjiang, Tibet, and Taiwan have been an inalienable part of our country since ancient times. However, when using literary and artistic works such as films and novels, we must pay attention to the difference between them and historical facts. The two are not equivalent.

Learn history from a connected perspective, allowing students to come into contact with history in various subjects and in the world they live in. They will naturally discover that history is everywhere and that history is really interesting. Using this method to teach can encourage students to acquire new knowledge and consolidate old knowledge through multiple channels, give them opportunities to express themselves, increase students' interest in learning history, and activate the classroom atmosphere, thus increasing students' classroom participation. Become the real master of the classroom and significantly improve the effectiveness of classroom teaching. Using this method to teach can also cultivate students' ability to use the knowledge they have mastered to think independently, acquire new knowledge and make judgments. This not only helps cultivate students' exploratory spirit, but also helps improve students' ability to analyze and solve contemporary practical problems. . It can also help them sort out their known knowledge and correct incorrect historical information they have. At the same time, it is also of great benefit to students' all-round development and improvement of their overall quality.