Summary of the work of middle school history teaching and research group

Summary of the work of middle school history teaching and research group

This semester, under the unified guidance of the Academic Affairs Office and the Academic Affairs Office, the history group teachers, on the one hand, strengthen the study of professional theories, master and understand the basic theories and methods of education and teaching, and actively implement them in education and teaching; On the other hand, do a good job in conventional education and teaching, strive for continuous innovation in classroom teaching, and strive to improve the effectiveness of teaching. With the joint efforts of all the teachers, the teaching and research activities of the history teaching and research group have achieved certain results, laying a good foundation for further improving the teaching and research level of history in our school. The work of the past semester is summarized as follows:

First, strengthen theoretical study and improve business level.

1, strengthen theoretical study

Our history group teachers constantly strengthen theoretical study in their usual education and teaching activities, and put wings on teaching and research activities. History teachers require rich knowledge accumulation, not only reading relevant professional books carefully, but also reading literature, politics, geography and other related knowledge, perfecting their own knowledge structure and enriching their own knowledge connotation. Entering the college entrance examination, you can learn about the academic dynamics of the members of the college entrance examination proposition group. Recommended professional books include Principles and Skills of History Test Paper Compilation by Huang Muhang and Zhou xx, Special Analysis of Compulsory History Courses in Senior High School by Ren xx, and Exam Collection. The system of special subject plus general history requires teachers to have a solid professional foundation. The books we read are Modern History of China by Jiang xx and Modern History of China by Stavri Anoos.

2. Pay attention to teaching research.

Every teacher in our history group conscientiously sums up teaching experience and actively writes teaching reflections and experiences. After the mid-term exam, I wrote a reflection summary of the mid-term exam. Four senior two teachers summed up the corresponding solutions and methods for the problems existing in the examination, which is beneficial to the later teaching. Under the leadership of group leader Shu, adhere to the teaching process of the "five-link learning plan guidance model" in the school, improve the classroom teaching effect and strengthen the guidance of learning methods; In view of the weak basic knowledge, pay attention to strengthening students' memory of basic knowledge; Cultivate students' thinking ability according to college entrance examination questions. Teacher Liu Xu's specific approach is: let 4-6 students write on the blackboard, and the other students write below. After writing, all students should make corrections, which will help students remember the knowledge points and achieve certain results. Secondly, students usually do study plans, class assignments and weekly cleaning, and ask them to complete them independently, and then carefully correct their mistakes and analyze them to truly understand them. Teacher Wen Bin pays attention to the elaboration of the historical concept and clarifies the connotation and extension of the concept. In his own teaching process, he integrated theory with practice, let history approach students, and let students walk into history, trying to solve a common problem in history teachers' teaching, "I like history rather than history classes." Teacher xx is knowledgeable and pays attention to the guidance of learning situations and learning methods, such as "thinking more about multiple-choice questions, strengthening the training of examination ability, cultivating students' ability to interpret, analyze, extract and process information, cultivating students' ability to extract effective information from materials, guiding students to learn to summarize and summarize information such as keywords, words, sentences and quotations in materials, and cultivating students' thinking ability of comprehensive analysis of problems.

By reading the background materials, let students learn how to examine questions and how to find the combination point with textbook knowledge; Careful examination of questions is the most important ability to take the exam. When examining the questions, we should examine the ideas of the questions and so on.

3. Promote school-based research and training.

Teaching and research activities are an aspect of daily teaching management in schools. As Zhang Ruimin, CEO of xx Group, said, "It is not easy to do simple things well, and it is unfair to do everything smoothly." . In order to carry out the activities of the teaching and research group solidly and effectively, we institutionalized the school-based teaching and research activities. At the beginning of the school year, the whole group carefully studied the work plan of the teaching department in the first semester of xx Middle School 16- 17 and the work plan of the history teaching and research group in the first semester of xx Middle School 16- 17, and conveyed the contents of the meeting of the head of the teaching and research group. Each grade has formulated the work plan of the discipline group of this grade, and the usual work is planned, guided, content-oriented and targeted. Therefore, at the end of the semester, when the school organizes the annual "school-based research and appraisal materials", it is targeted.

Second, standardize collective research and training to improve the teaching effect

1, strengthen the standardization of collective lesson preparation

In preparing lessons collectively, we don't take the form. According to the requirements of the teaching department, the time, place and theme should be fixed for each collective lesson preparation. Preparing lessons is the key and prerequisite for a good class. We adopt the method of combining collective preparation with individual preparation.

Senior one pays attention to the cultivation of students' historical interest, while senior two pays attention to the cultivation of students' thinking ability. Senior three teachers conduct a targeted and systematic round of review according to the curriculum standards and college entrance examination syllabus, combined with college entrance examination questions.

Senior one and senior two should draw up a guidance plan and implement the "five-link learning plan guidance model". Senior three also made some explorations in solving problems. The first step is to find keywords (effective information in the material); Step 2: check the test center analysis; Step 3: Look up the text and see the score. It is also emphasized that when answering questions, if the words in the material are different from those in the text, they must be based on the text.

The teachers of the study group discussed and finally reached an understanding, agreeing that the lesson plan must have traces of preparing lessons for the second time, especially writing after-class reflection carefully. Encourage teachers to make and use multimedia-assisted teaching. Give full play to the strength of study groups and realize the sharing of teaching resources.

2, cooperate with the school to carry out regular teaching task inspection twice a semester.

This semester, under the arrangement of the academic affairs office of the school, the history group will check the completion of teachers' teaching plans, learning plans and materials, and give timely feedback.

Generally speaking, the information is complete, the writing standard is serious, the teaching design is novel and so on. But there are also some problems, such as incomplete teaching reflection. A teacher once said, "You may not be a good teacher if you insist on writing a three-year teaching plan, but you will be a good teacher if you insist on writing a three-year teaching reflection." It can be seen that teaching reflection plays a very important role in the professional growth of young teachers; Some chapters of the tutorial plan are still at a low level, and there is no mastery of knowledge. Fill in the blanks is used to organize knowledge, and the designed "cooperative inquiry" question does not have the significance of group discussion.

3. Organize demonstration classes and open classes, and conduct lectures and class evaluation activities.

This semester, our history group organized a school-level public class (several teachers took multimedia classes). For example, teacher Yu xx talked about the Revolution of 1911, teacher Guo xx talked about a round of review class on the tortuous development of socialist construction in exploration, and the teacher talked about a round of review class on the initial exploration of the socialist construction road in the Soviet Union. After the class started, we organized the whole group of teachers to give lectures and discuss the class with the students. Actively explore the teaching methods and learning methods of various courses, standardize the new teaching, exercise class, examination paper evaluation class, review class and other modes, with the active participation of the whole group of teachers and effective activities.

4. Actively participate in special research and training activities arranged by the teaching department.

In the eighth week of this semester, the activity of "talking about examination papers" was arranged to study the examination questions of the college entrance examination over the years and make suggestions for the college entrance examination in 20 17. Senior one said 20 16 national examination questions and provincial and municipal college entrance examination questions, senior two said 20 15 college entrance examination questions, and senior three said 20 14 college entrance examination questions. With the theme of "there is a road under your feet", Mr. Shu Chengan started from "the importance of studying college entrance examination questions; How to take the exam? Start from a test center; History teaching and review under the guidance of college entrance examination, explain the characteristics of college entrance examination over the years, and provide professional guidance for the 20 17 college entrance examination, just as teacher Li Juan said when commenting on the class, "Teacher Shu has a master style"; Mr. Zheng Ting commented on "A Brief Analysis of the History Test Paper of National Volume 2 on 20 16". Mr. Zheng's lecture closely follows the concept of "core literacy" in current teaching, and makes a detailed analysis of the corresponding "core literacy" involved in each question of National Volume 2 of 20 16, and carefully analyzes the representative and typical college entrance examination questions, and interprets the characteristics of the college entrance examination questions, just like Mr. Liu Xu. Teacher Guo xx of Grade Three in Senior High School talked about her understanding of the college entrance examination questions, just as Teacher Yang xx said: the level is high.

Through the research on the college entrance examination questions over the years, every teacher has established the consciousness of studying the college entrance examination questions. By attending lectures and combining my experience in completing college entrance examination questions over the years, the lecturers have made great efforts and gained wisdom.

In addition to taking part in the "oral test paper" of the school, I also actively participated in the "College Entrance Examination Seminar" organized by the Teaching and Research Section of Ankang City and the "College Entrance Examination Training Meeting" organized by the Provincial Education Institute to learn from each other's strengths. Focus on experience and execution. At the "College Entrance Examination Seminar" organized by the Teaching and Research Section of Ankang City, Jin Song, a teacher of our school, gave a class of observing Confucianism in the Han Dynasty for the history teachers of senior three in the city, which won unanimous praise and high praise from the teachers. The author also combined with the "characteristics" of our school's teaching reform, and made an exchange and sharing entitled "Application of Learning Plan-guided Classroom Teaching Model".

5, undertake the research of municipal "planning projects"

In 20 16, the history group of our school was fortunate to undertake the municipal project of "Optimization, integration and application research of information technology and high school history curriculum". With the attitude of improving, learning and using for reference, we should seriously study relevant theoretical knowledge, and combine our own teaching practice to effectively integrate traditional teaching and information technology to improve classroom teaching efficiency. Everyone writes two instructional designs, both traditional and multimedia. By comparison, this paper explores how to use multimedia efficiently in history class, write "case analysis", find out problems and solutions, reflect and sum up experience, write relevant teaching papers, enrich and improve blog content, hold thematic seminars and share with each other.

At the same time, the county-level topics undertaken by our history group teacher, "Investigation and analysis of the current situation of high school students' history learning" and "Investigation and analysis of high school students' historical humanistic literacy in poverty-stricken areas" have been concluded. In addition, the municipal small project "Exploring Effective Strategies for Self-study of History Review in Senior Three" hosted by Jinsong Workshop has been successfully concluded and was rated as an excellent project.

Third, reflect and summarize in time to enrich the classroom content.

1, reflect and summarize in time

Our history group teachers constantly reflect and summarize in their usual education and teaching activities, ensuring the orderly, compact and rhythmic development of teaching and research activities. After the mid-term examination, teachers from all disciplines exchanged teaching experiences in stages: Zheng Ting's summary of the teaching work in the first half of the semester, Cheng Rongmei's reflection on the history teaching in senior three, and Zhao Fang's reflection on the history review stage, all of which made a serious analysis and summary of the previous teaching. Only with reflection can teaching be improved, and only with understanding can it be targeted and implemented.

2, the implementation of the "speech contest"

According to the requirements of the teaching department, players are recommended to participate in the "lecture competition" of the teaching and research group and the school through the lecture activities within the discipline group. Through careful preparation, the lecture activities have achieved good results, which have promoted teachers to better master teaching theory, be familiar with teaching syllabus and teaching materials, improve teachers' handling of teaching materials, reasonably choose teaching methods and learning methods, and improve teachers' oral expression ability and logical thinking ability. Through the lecture activities, every teacher felt the importance of teaching design, and the significance of teaching design idea, teaching design content and teaching design process in teaching activities. Only by doing these well can we make our teaching more handy.

3. Carry out meaningful historical activities.

In order to improve the use efficiency of the tutorial plan and standardize the compilation of the tutorial plan, the history discipline group of Senior Two arranged an "excellent tutorial plan exhibition activity", aiming at driving students at all levels to carefully sort out, compile and standardize the answering requirements. Lay a foundation for students to develop good study habits.

In the future teaching process, in order to better improve students' interest in reading and learning history, and enrich students' knowledge of history in and out of class, it is suggested that the junior middle school history subject group should carry out a story-telling competition of "feeling history" according to the characteristics of the subject. If the story-telling contest of "Feeling History" is well organized, I believe it will be very popular with students, and it will also enhance students' interest and enthusiasm in learning history, so that history subjects can really play the role of patriotism education, and students can understand the long-standing historical and cultural traditions of the Chinese nation through reading and feeling history, inherit and carry forward national traditions, love the country, and implement the requirements of "emotional attitude values" in the "three-dimensional goal".

We are soberly aware that our classroom is still a past classroom, but the "ancient" classroom is not a "modern" classroom, and new ideas and methods have not been widely implemented in teaching. In the future school-based research activities, our history group will continue to strengthen the examination training in teaching, attach importance to the study of basic historical knowledge, and effectively improve the quality of "mastering" basic historical knowledge. At ordinary times, we should stick to the left picture and right book, improve students' ability to read pictures, fully embody students' dominant position, and strive to improve the teaching level of history education.

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