Junior year history mini essay example

History professional essays play a very important role in adding and organizing history. Historical information is the flesh and blood of history professional papers. The following is a sample of a junior history minor paper that I recommend for your reference.

Sample Essay 1: Middle School History Teaching Design Reflection

First, the teaching design is detached from the standard, and the objectives are ponderous

In the design of teaching, the first thing to do is to determine the teaching objectives. Teaching goal is the direction of the implementation of teaching activities and the expected results, is the starting point of all teaching activities and the ultimate destination. The new curriculum advocates three dimensions of classroom teaching objectives: knowledge and skills objectives, process and method objectives, and emotional, attitudinal and value objectives. In practice, some teachers' teaching design establishes objectives that are detached from the standard, huge, messy and abstract, and such objectives are difficult to achieve in the teaching process. For example, Bei Shi Da version of the eighth grade book "Xinhai Revolution" a lesson, a teacher to establish the teaching objectives are as follows:

1. Knowledge and Ability

(1) Understand the main revolutionary activities of Sun Yat-sen and the revolutionaries. (2) To understand the Xinhai Revolution and the founding of the Republic of China. (3) Evaluate the Xinhai Revolution and Sun Yat-sen, and develop students' ability to correctly evaluate historical events and historical figures.

2. Process and Method

(1) Read the historical information about Sun Yat-sen and summarize the revolutionary activities and revolutionary spirit of Sun Yat-sen's life. (2) Compare and contrast the Xing Zhong Hui and the League of Leaguers, and explain the difference between the program of the League of Leaguers and the Three Principles of the People. The relationship between the program of the League and the Three Principles of the People. The relationship between the program of the League and the Three Principles of the People. (3) Organize group discussions to evaluate the Xinhai Revolution and Sun Yat-sen.

3. Emotional Attitude and Values

Through the study of this lesson, students will realize that the Xinhai Revolution was a great bourgeois democratic revolution in modern Chinese history. Learning a generation of great men for the revitalization of China's courageous revolutionary spirit and Xinhai Revolutionary aspirants indomitable spirit of struggle, so as to stimulate the students' patriotism and the will to continue to forge ahead. The capacity of the content contained in the teaching objectives of this lesson design is very large, not a 45-minute class can be completed, such as? Teaching process and method in:? Read the historical data of Dr. Sun Yat-sen and understand the revolutionary activities and spirit of Dr. Sun Yat-sen. If it is changed to students making preparations before class, or teachers providing typical deeds of Dr. Sun Yat-sen for students to read, this link will be operable. Teaching design should reflect the essence of history classroom teaching and adhere to the principle of effectiveness. What do you want students to gain from this lesson? Through what means to realize? Teaching design goals to be clear, clear, practical, which is to realize the premise of efficient teaching in the history classroom.

Second, the teaching design ignores the individual differences of students

We know that teaching should be oriented to all students, pay attention to the development of each child. But in the classroom system, dozens of children are concentrated in the teacher's class, the teacher is really concerned about the students as a whole, the individual students are often ignored. In fact, when designing instruction, teachers need to think about how to allow each student to participate in classroom instruction and grow. A classroom sits dozens of students, their knowledge base, ability quality, personality traits and other aspects are different. As a history subject, the most obvious difference is that students' interest in history and knowledge base differences. Currently, many history teaching designs do not see the concern for the differences of students, it seems that all students are on a level, only based on the starting point of all students or high or low design. Into the classroom, even in the open class, students may be at the teacher's behest to do pre-class preview, their performance in the classroom is also very different: it is common that a few students listen to the lesson attentively, interested, and active performance. Most of the problems of a lesson were solved by their active participation, and some students' speeches were even brilliant, provoking warm applause from teachers and students. However, with them? Showing off their skills and being unique? In stark contrast, a considerable number of students in the classroom is just? audience? They are sitting in their seats in silence, occasionally with the cooperation of a unison response, or since the beginning of the silent. How to mobilize all students to participate in the classroom? How can teachers understand the differences in learning when designing instruction? In the face of differences, how to deal with them in the design of history teaching? These are all issues worthy of our in-depth thinking. In this regard, some teachers' practices are worth promoting. For example, organizing students to collect and read historical information related to the lesson before class, or providing relevant information for students to expand their reading, so that students come to class with a certain knowledge base, and bring some thought-provoking questions into the classroom, narrowing the differences in the learning situation, which can better promote the extensive participation of students in the classroom. In addition, pay attention to students' individual differences and adhere to the principle of differentiation. In the teaching design, the design of the problem can be divided into levels, so that students with different interests and abilities have the opportunity to participate in problem solving, not only to reflect the concept of hierarchical teaching, but also pay attention to the operability of hierarchical teaching.

Third, the design of teaching heavy form, light content

Since the new curriculum reform, people began to pay attention to the classroom teaching? Interesting? This direction itself is correct. However, it seems to be a bit overkill at the moment, a lot of the teaching design over-emphasizes the novelty of the dynamic. In the history teaching seminar activities, if a classroom design a form not used by others, will get? The good news is that the new design of the teaching method is not as good as the new one. A piece, as if that is the lesson? The highlights of the lesson. In such evaluation criteria? Motivation Under such evaluation criteria, many teachers tend to rush, many teaching design blind pursuit of new and different, and even ignore the teaching content. I once listened to a large city-level open class, the subject is the North Shida version of the seventh grade history book "Qin Shi Huang measures to establish centralized power". The teacher of the class designed a link in the teaching: after Qin Shi Huang's measures to establish centralized power, the lives of people from different social classes have changed dramatically. Cartoon characters representing the four classes: peasants, craftsmen, soldiers and landowners were presented on the courseware, and next to each character was a text expressing their own feelings. This link is designed to affirm the positive impact of Qin's measures to strengthen centralization, of which the peasants' feelings are: ? With land, there is motivation for labor, and the days are so happy!!!? Here it is obvious to make a scientific error: the teacher not only the content of the Shang Yang change of law relocated here out of thin air, but also ignored the Qin Dynasty reign of harsh taxes onerous historical facts, imagine: the Qin Dynasty period of the peasants if the life of the peasants so happy, there will be the end of the Qin Peasants' War? The important reason for the death of Qin is the tyranny of Qin. However, in order to make the form novel, look complete and make the class more interesting, the lecturing teacher arbitrarily distorts history, which is an extremely irresponsible teaching attitude. This phenomenon is not an isolated case and must be taken seriously. As a history teacher, you must have a scientific and rigorous attitude towards learning, and you must design your teaching with a responsible attitude towards your students and the subject. Teaching design should respect the original face of history and adhere to the principle of scientificity. We may not be able to guarantee the complete presentation of the truth of history, but we should at least try to approach the truth. Therefore instructional design should not be form for form's sake; form serves content, and content should never be used to cater to form! No matter what form is used, it should be based on correct knowledge or respect for the truth of history. Passed to the students to study the history of rigorous scientific attitude is also incumbent on our history teachers.

Fourth, teaching presuppositions and generation of disconnect

In the junior high school history teaching and research activities or teacher competitions, listening to the lessons of many teachers, found that many teachers of the teaching design and classroom teaching is disconnected. Some of the key points in the teaching design are inconsistent with the key points highlighted in classroom teaching, and some classroom teaching is not carried out in accordance with the ideas of the teaching design. During the post-lesson seminar, the lecturers said: the design was good before the lesson, but during the lesson the students ? The students did not cooperate with the design of the lesson. , they are not able to complete the teaching according to the pre-designed teaching. How to solve this problem? The core concept of the new curriculum is? For the development of every student. The core concept of the new curriculum is for the development of each and every student. Development is a dynamic process. is a dynamic generative process, the process of factors and scenarios can not be accurately foreseen, which gives rise to many generative problems. Generation can be divided into two kinds, one is the phenomenon that we preset, the other is the phenomenon that we do not preset. Therefore, the author believes that to solve the problem of the disconnect between presetting and generation, we need to pay attention to several issues: first of all, in the design of teaching, combined with the standard, the textbook, especially the learning situation, the rational design of a lesson, so that the lesson is operable and conducive to the achievement of the goal. For example, can the design of classroom introduction stimulate students' interest and desire to learn? Is the design of teaching problems of moderate difficulty? Before the presentation of difficult problems, is it a pavement for students to think y? And so on. Secondly, the teaching design should have the flexibility of predetermination. Dynamic generation? Is the main feature of the new curriculum concept of classroom teaching, which emphasizes the classroom teaching to change the traditional classroom teaching fixed, step-by-step, mechanical rigidity of the teaching model, the idea that classroom teaching must be constructed to generate the process of exploratory activities. Therefore, the teaching design should be given to the classroom teaching maneuvering space, adhere to the combination of targeted and flexible principle. Third, in the classroom teaching to comply with the teaching design, can not be arbitrary, rambling class, classroom out of the teaching design, it is difficult to achieve the goal. The new curriculum reform emphasizes the main position of students in classroom teaching, but this does not mean that the teacher is like a dummy, dragged by the students. Teachers should give full play to? Leading? The role of their knowledge and skills, as well as teaching wit, rational and flexible organization of classroom teaching, so that the whole classroom? The spirit of the scattered form is not?

These are the first time I've ever seen a person who has been in a position to do this.

V. Conclusion

In short, the history teaching design should be based on the requirements of the history standard and the needs of the students to learn history, fully embodies the value of the discipline of history, to create conditions for the development of students. Teachers' creative teaching design is not for the sake of novelty, but for the sake of better achieving the teaching goals, creating an efficient classroom, and promoting the learning and lifelong growth of all students.

Sample essay: junior high school history teaching history film and television materials

First, the connotation of film and television works

Historical film and television materials are usually in the form of documentaries, historical events or characters from a certain degree of restoration of the way of filming, can be the historical evolution of some important revolutionary events to be visualized. events in the evolution of history can be visualized. However, this kind of movie and television materials do not necessarily follow the exposition of the textbooks, sometimes combined with a variety of historical data and even a variety of barnyard and wild history and other information to a certain degree of fictionalization. However, these historical film and television materials still have a positive role in junior high school history teaching. In this regard, history teachers in the selection of historical film and television materials, need to be carefully screened, and the text of the knowledge of the clever combination, so that these historical film and television materials in the history of the teaching of the important value.

Second, the junior high school history teaching application of the necessity of teaching film and television resources

In the junior high school history teaching the reasonable introduction of history film and television, for the promotion of students' interest in enhancing the growth of motivation has a positive effect, and this intuitive visual stimulation of the visual senses is also more helpful to students to understand and learn the history of the application of the history of teaching is very suitable for the history of the.

1. Enhance students' interest in learning

The traditional teaching of junior high school history is usually through the board book or oral way to teach, the knowledge will be relatively boring, which affects the quality of teaching junior high school history. With the emergence of multimedia technology, the history of film and television materials are constantly enriched, these materials will be sound, images and historical knowledge is effectively synthesized, can be in the teaching of the impact of the students' visual and auditory senses, to stimulate the interest of junior high school students, so as to enhance their learning motivation.

2. Helping students to understand historical knowledge

Although history teachers are able to teach middle school historical knowledge to students in the classroom in a step-by-step manner, students have great difficulty in understanding. Because there are still some abstract contents in the historical knowledge, these contents are often more difficult for junior high school students, thus hindering students' learning.

3. An important way to cultivate students' emotions

In the new curriculum standard system, junior high school history teaching is also very important to cultivate students' emotions and cognitive ability, if the history of film and television introduced into it, it will be able to make the cultivation of these emotions more concrete. For example, the first year of the history course is mostly about the ancient history of China, this time you can show students the four sheep and the ancient four great inventions and other video materials, so as to enhance the students' respect for the wisdom of our ancestors, and to inspire the future generations to continue to surpass the previous sage.

Third, the introduction of history film and television teaching problems need to be avoided

1. film and television resources utilization principles

(1) rigor

The content of the history textbook on the vast sea of historical data screening, most of which are capped. However, in order to enhance the attractiveness of the film and television materials, often in the process of introducing the history of the inevitable will draw on the content of many barbarians, and even in order to trigger the controversy will be changed to a certain extent, if these materials will be applied to the classroom teaching in a wholesale manner, will bring confusion to the students' learning. So we need to make appropriate cuts and explanations of these historical film and television materials to guide students to grasp the knowledge correctly.

(2) Time

There are many types of historical film and television materials, and the same historical subject matter in different periods of time there are corresponding film and television clips, which teachers need to analyze the historical film and television materials of different periods of time, so that the students can understand the real content, which can effectively enhance the utilization of historical film and television materials.

2. Explanation and visual display should be fully integrated

Historical film and television footage is more intuitive, with a strong infectious force, allowing students to focus on it from beginning to end, but this intuition can not allow students to watch by themselves, the teacher should be combined with historical film and television footage of the content of the course of the lecture, and so on, when explaining to the relevant major historical events, only to play some historical film and television footage to deepen the students' learning impression. Teachers should combine the content of historical film and television materials to explain the curriculum, and when it comes to the relevant major historical events, they should play some historical film and television materials to deepen the students' impression of learning, instead of broadcasting historical film and television materials to the students from beginning to end through the multimedia classroom. In addition, teachers need to summarize the students' learning experience after interspersing historical film and video materials in their lectures. In particular, there may be a number of different profiles in the film and television materials, and the teacher should also cite the views of historical experts from different periods of time to synthesize the discussion.

3. Preventing the misuse of history film and television

History film and television can only be an auxiliary method of teaching, not as the core process of teaching. So in the junior high school history classroom teaching, must be combined with the current teaching content of the history of film and television screening, only to explain the content of the link to play the relevant history of film and television for example, so as to be able to play out the history of film and television teaching value of the material. Otherwise, the abuse of history film and television, not only will not give students a more profound understanding, but also make it become superficial, to improve the creativity of the students can not talk about.

Model essay 3: the use of junior high school history teaching resources

First, junior high school history teaching to play the role of network resources

The network is the most rapid and high-speed means of information collection in today's society. With the help of the computer network, teachers can download all aspects of teaching information, whether it is historical events, historical figures or relevant historical background, the network allows history teaching wings, for the history classroom provides a vivid and rich source of information. Teachers must pay attention to the role of the network in teaching, with the help of the network to gather more teaching resources. For example, in the teaching of "the rule of Zhenguan", teachers can collect through the network? The Rule of Zhenguan? Before and after the country's economic development, social development and other aspects of the data comparison, so that students intuitively feel? The rule of Zhengguan? brought about by the great changes. Another example is the teaching design of the Eight Allied Forces Invasion of China, teachers can collect the world situation of this era through the network, China's domestic situation, but also to collect some of the film and television footage of the scene, in particular, the burning of the Yuanmingyuan? The Burning of the Yuanmingyuan Such a lingering scene in the hearts of the Chinese people, through the collection of network data for the history classroom teaching to increase the capacity of rich information. Such information can be both textual and audio-visual material, in teaching the role of the network to play out, can effectively assist the history of teaching work.

Second, junior high school history teaching to play the role of life resources

History is the accumulation of life, a number of life nodes constitute the development of the long axis of history. Many of the history teaching content is closely related to the students' lives, or in their lives can find relevant shadows. Teachers in the teaching must avoid empty preaching, to try to find the focus of life, the role of life resources to play out. For example, in "? ""? s ten years" teaching, students did not experience this era, the background of the "" produced, caused by the lack of intuitive understanding of the harm, but the students' grandparents of this generation is a decade of "" experience, and even the victims, from their life experience From their life experiences, many fragments of the decade can be extracted, so that students can improve their intuitive perception of this catastrophe. Teachers can ask students to learn from their grandparents about the " " they experienced, and to look for the imprints of this catastrophe from the living conditions, social situation, and even the development of the country during the " " period, and they can also personally harvest a lot of fresh information about the " ". The students will also be able to learn many vivid messages about the "Shoah" from the living conditions during the period. Combined with the next analysis of the teaching materials, teachers and students will be more comprehensive understanding of this decade of catastrophe, more thorough analysis, better to achieve the learning objectives. The use of life resources in the teaching of this lesson has been fully embodied, and then "reform and opening up" in the teaching of this lesson, teachers can also ask students to look for resources related to teaching from life, focusing on guiding students to start from their own families, reviewing five years ago, ten years ago, and now the changes in the conditions of the family from the conditions of living, household electrical appliances, means of transportation, means of communication, as well as the daily structure of food and drink, and many other aspects of life. In many aspects of life, such as understanding the changes that have taken place, from such significant changes in the intuitive feeling of economic development, social progress, family living conditions in the rapid improvement of the reform and opening up of the achievements of a more intuitive understanding. Comparing the changes from the micro perspective of family life, and verifying the achievements of reform and opening up, such life resources strongly enhance the effectiveness of teaching. For the students, the life resources have deepened their understanding, and have contributed to the consolidation and enhancement of the teaching effectiveness.

Third, junior high school history teaching to play the role of emotional resources

The students to strengthen the ideological education, emotional penetration, is an important function of the current junior high school history teaching. The majority of teachers should be good at discovering emotional resources from the history materials, combined with the growth of students' thinking, combined with the promotion of the main theme, advocating positive energy, better reflecting the realization of the emotional education goals of the subject of history. For example, in the "unforgettable nine? 18" lesson teaching, teachers can choose some very shocking video images and data, so that students intuitively understand the war of aggression on the Chinese people caused by the disaster, the Japanese imperialists committed heinous crimes have a more profound understanding. Students in such a demonstration after all the emotion, the teacher can also be linked to this lesson to the current Sino-Japanese East China Sea dispute, the Diaoyu Islands dispute and other current political content, to further stimulate the students to safeguard the territorial sovereignty of the motherland and willing to dedicate themselves to patriotic passions, to guide the students to understand that the strength of the Chinese nation is the majority of the children of the Chinese people are committed to excellence and dedication to the results of the future construction of the motherland, to strengthen the national responsibility is well deserved. The responsibility of the nation deservedly falls on the body of young people, so that patriotism has become the main theme of their hearts cleansing, so that a strong sense of responsibility to become a powerful driving force to promote students to study seriously. And then for example, the "Great Wall of Steel" a lesson in teaching, teachers can look to show the modern People's Liberation Army combat power significantly improved the wonderful scene, such as new weapons and equipment, the People's Liberation Army warriors alive and well training and other audio-visual materials, enhance the students for the motherland strong, strong military pride.

Fourth, junior high school history teaching to play the role of activity resources

History teaching should pay attention to the classroom as well as outside the classroom, not only to strengthen the interaction between teachers and students to explore, but also to play the function of activity promotion. The author has carried out a series of extracurricular activities in conjunction with the teaching materials to reflect the function of this resource. For example, in the teaching of "Cross-Strait Interaction", the author organizes students to collect information independently after class to study the great achievements in economic and cultural exchanges between the two sides of the Taiwan Strait in the past ten years, and conducts thematic research on the development of Taiwan-funded enterprises in the region, etc., so as to validate the compatriotism of the people on both sides of the Taiwan Strait, with vivid cases, detailed data, and real content, and to verify the deepening of the economic and cultural and political exchanges and the unification of the motherland between the two sides.

These are the most important and important issues in the history of the world, and they are the most important issues in the history of the world, and they are the most important issues in the history of the world.