1. Reflection on the Teaching of the Opium War in the First Book of History of the Second Year
In the teaching of this lesson, I make full use of the characteristics of the teaching materials to create a knowledge reserve center, and strive to create a good learning environment for students to play the initiative of learning; in the process of teaching and learning through the development of different levels of activities, fully mobilized students "Seeing, listening, speaking, thinking, writing" and other sensory perception, so that the students' multiple intelligences to improve and develop, cultivate the students' language expression, logical thinking, historical analysis and other abilities, so that students master a certain learning methods, reflecting the "teach a man to fish, rather than teaching him to fish "This teaching concept; the penetration of moral education is not empty, boring didactic, to achieve the effect of immersion.For the thinking of the Opium War, I added nine historical materials. The main angles of choosing and using historical materials include reality, history, the parties involved, and historical research scholars to observe history from several perspectives. The assignment left for the students is a historical short essay, "Your Reflections on the Opium Wars." So that students will not just stay in one lesson, students will do further exploration.
This lesson in the implementation of the process, I used the way to feelings, students in my lead emotion is also mobilized, after the class students have to communicate with me this lesson experience, and actively share their feelings and thinking, I want to be able to achieve such a purpose, this section of the teaching and learning to explore the class is a useful exploration.
2. The second book of history opium war teaching reflection
This lesson for the eighth grade textbook of the first class, but also this semester history teaching the first class, teaching design, as far as possible, through the teaching of the discipline of history to improve and develop the multiple intelligences of the students; the use of the diversity of the characteristics of the diversity of the students' intelligences create a variety of passages to improve the teaching of the discipline. . The Opium War" lesson can start from the following aspects of the development of students' intelligence.Verbal intelligence. Through the "free reading card", students can deepen their understanding of the harm caused by opium to the Chinese society through the reading of "The Ballad of Cannonball".
Spatial Intelligence. Through reading the atlas, students will learn about the three British advance routes and strengthen their spatial awareness.
Mathematical and logical intelligence. Understand the specific number of increase in the number of opium imported, silver expensive money * plunder account, and gradually form a combination of qualitative analysis and quantitative analysis of the learning style.
Self-awareness intelligence. Lin Zexu led the victory of the Chinese people's anti-smoking struggle, its excellent organizational skills and noble personality qualities are admired. Understanding these historical facts, consciously form a sense of identification with the spirit of the Chinese nation - the strong will to resist foreign aggression, and strengthen the feelings of patriotism.
3. Reflection on the teaching of the Opium War in the first book of the second year of history
The Opium War is one of the teaching priorities of the experimental textbook of the new teaching standard of the humanities version of the history of the new standard (the first book of the eighth grade), and it is the threshold of guiding students to learn the modern history of China. Careful consideration of the teaching of this lesson will help to cultivate the interest of eighth-grade students in further studying history, enhance the feelings of patriotism, and form a sense of identity with the history and spirit of the nation.The content standards of the new curriculum standards for junior high school history require "telling the story of Lin Zexu's Tiger Gate Smokeout; briefly describing the main content of the Sino-British Treaty of Nanjing, and recognizing the impact of the Opium Wars on modern Chinese society." The Opium War lesson reflects this requirement very well.
The content of the textbook is permeated with the method of historical comparison, the method of mental historiography, the method of measurement historiography, the method of oral history and so on.
1. Historical comparative method. Britain was in a period of rising capitalism and was the world's largest capitalist country in the 19th century; China was in a period of feudal decline with closed doors, blind arrogance and corrupt rule.
2. Mental history approach. Lin Zexu complained bitterly about the harm brought by opium to Chinese society, and took severe and effective anti-smoking measures, destroying more than 2.3 million pounds of seized opium in public. Lin Zexu's feat was not an attempt to make a fortune as foreigners imagined at the time. The destruction at Humen convinced many foreigners to admire Lin Zexu. Knowing this history also allows students to get emotional experience in the learning process.
3. Measuring Historical Methods. The British input of Chinese opium surge table", the description of the object of the historical process of abstraction for the digital relationship, designed as a mathematical model, intuitively and graphically illustrate the surge of opium input, so that students of the British "engaged in the trade of drugs opium, can profiteer ...... a lot of silver into the United Kingdom, exacerbating the poverty of China". Exacerbated the poverty of China" this history lesson has a deep, clear understanding.
4. Oral history method.
4. Reflection on the Teaching of the Opium War in the First Book of History of the Second Year
As an open class, the failure of this lesson is the Totang, the classroom time is not good, the front and back of the loose, resulting in the third subsection of the treatment of the sloppy, rushed to the end. I think there are several reasons:(1) in some issues on the expansion, took up a lot of time, such as: the harm of opium, Lin Zexu Humen sales of cigarettes and other places, take up too much time. On this point, I also thought a lot: what is the role of history? The role of history is to enlighten the future generations, learn from history, so encountered to educate students, enlighten students on the issue, always feel abandoned, not only to speak, and consciously and unconsciously to expand a lot.
(2) this lesson teaching too much attention to the evaluation of students, as well as the teaching of learning methods. For example, the basic method of telling historical figures. The method of answering questions, the students' creative ability to recognize and so on. This also takes up a lot of time.
(3) on the third subsection of the treatment, before the class I also made a reflection: in the end to or not, to, if the classroom capacity is too large, do not, for a comprehensive understanding of the impact of the Opium War will cause a certain lack of knowledge, the previous old textbook is only from the harm and the negative aspects of the impact of the talk, but the new textbook Wei Yuan compiled a "sea of the country," once again to deepen or to help students understand the war in the objective to bring us to the country, and to help students to understand this time. war has brought us positive effects objectively. Therefore, this subsection is still retained in the lesson. Regarding the knowledge capacity of a lesson in the current new history textbook, in our usual lectures, from time to time, there is not enough classroom time because the content seems simple, but in fact, the teacher has to add a lot of content. This is also a problem that has been troubling me. If in the actual teaching of this lesson, according to the situation at the time, the content of this section will be flexible to remove, perhaps you can avoid the failure of this lesson.
(4) The subsection content link is too cumbersome.
5. The second book of history opium war teaching reflection
This lesson is the first lesson of the new semester in the eighth grade, so in the design of the introductory language, I mainly reflect the upper and lower book articulation and this book into the function of the characteristics of stimulating the interest of the students and desire for knowledge.The teaching process I mainly use the questioning, inspiration and inducement, set up doubts and other thinking training to inspire students a variety of organs to coordinate and cooperate in the activities, make full use of the textbook small words and post-testing to guide the students to actively participate in the teaching course, so as to clarify the clues and knowledge of the lesson and difficult points, and actively mobilize the students' non-intelligent factors, and do everything possible to stimulate students' motivation to learn and take the initiative to create thinking, to complete the course objectives and emotional education. The effect is good, but the shortcomings lie in the students' post-coursework historical terminology and language integration ability, which still needs to be improved.