I have accumulated a lot of experience in this respect, but when it comes to the evaluation, the students' grades have not improved much.
This reality also reflects the deviation of the direction of curriculum reform to some extent.
The teaching process is a whole, not just classroom teaching.
As far as a class is concerned, it is also divided into four parts: preview before class, classroom teaching, review and consolidation after class and evaluation feedback.
Here I want to talk about the review and consolidation after class, that is, the homework after class.
Assigning homework is an important link in the teaching process, which is the consolidation and extension of classroom teaching.
Proper homework helps students to keep the memory of the materials they have learned, digest and absorb the classroom knowledge, and make it their own knowledge reserve. Only on the basis of a certain knowledge reserve can students form the habit of independent thinking and exploration, establish their own sense of judgment and form their own thoughts.
Although we don't emphasize rote learning, the characteristic of history discipline is that there is no basic knowledge to lay the foundation and there is no way to improve our ability.
In teaching, junior high school history teachers will think that students like history classes but don't like to recite history knowledge, let alone do history homework.
Moreover, students have invested a lot of time and energy in the main subjects; In addition, for a long time, the historical operation mode is single and lacks hierarchy. On the one hand, this kind of homework can not fully consider students' willingness to learn and individual needs, on the other hand, it is not suitable for the development of every different student and will have a negative impact on students' weariness of learning.
Therefore, without the consolidation of after-class review, even if the teacher talks more in class, the students will forget everything after class.
Therefore, the effective arrangement of history homework is also a key point to improve students' academic performance. In view of how to arrange history homework after class, the author puts forward the following views:
Various forms and interesting homework.
Interest is the best teacher and the inexhaustible motive force for students to learn.
Homework design should be creative, novel in form, practical in content, and interesting to some extent, so that students can experience the success of seeking knowledge and increase their talents in a pleasant environment.
For a long time, the form of history homework is monotonous, and students feel rigid and boring.
In history teaching, if teachers can pay attention to the interest of homework according to the contents of textbooks and students' psychological characteristics, they can not only arouse students' enthusiasm for learning, but also enhance the "* * *" degree of knowledge points in students' minds and deepen their impressions, which can not only make students like doing homework, but also consolidate and improve their abilities.
Only in this way can we get good teaching results.
In the practice of the new curriculum reform, I made some attempts in the interest of assigning homework.
In my opinion, history homework under the new curriculum concept can be novel, diverse and interesting, so as to effectively improve students' interest in doing homework and give play to their subjective initiative.
According to the characteristics of high school students' strong desire for performance, various forms of competitions, such as group or individual scrambling to answer questions and drawing lots, are adopted, and finally the winning group or individual is rewarded, so that students can firmly grasp the basic knowledge, enhance their sense of competition and improve their enthusiasm for learning in a warm atmosphere.
In addition, students can use games, puzzles and other forms of homework that students like, so that students can master learning methods, cultivate their abilities and improve teaching effects through entertaining.
Second, teach students in accordance with their aptitude and work in different levels.
Influenced by subjective and objective factors, junior high school students have individual differences in the learning process.
Our new curriculum reform requires teachers to respect students' individuality, pay attention to students' individual differences, meet the learning needs of different students, create an educational environment that can guide students to participate actively, stimulate students' enthusiasm for learning, cultivate students' attitude and ability to master and use knowledge, and let every student get full development.
Whether the homework is properly arranged is related to the teaching quality and students' enthusiasm.
For students of different levels, homework can be the same, but the guidance for correcting can't be the same.
For students with learning difficulties, we should try our best to cover everything, use more encouraging language in comments, and adopt more adaptive comments suitable for their learning situation, psychology and personality characteristics, and encourage them in time when they find progress.
You can also use the method of "learning from each other's strengths to make up for each other's shortcomings", because students have no psychological barriers, are easy to contact, and help each other without mental pressure, and are easy to improve.
Students' mutual assistance can not only improve the learning quality of students with learning difficulties, but also consolidate the basic knowledge of outstanding students, further enhance the feelings between classmates and enhance the learning atmosphere.
Suhomlinski believes that "teachers should choose suitable topics for each student so that each student can succeed through hard work." In homework design, students can choose the measurement and difficulty of homework independently, give full play to their subjective initiative, give students their proper places, create a learning environment for each student to practice, improve and develop, and let all students have a successful experience in the completion of history homework, thus improving the effectiveness of teaching.
Third, develop individuality and open operations.
Good open-ended teaching questions can cultivate the extensiveness, flexibility and profundity of students' thinking, improve their ability to analyze and solve problems and develop their creativity.
The outstanding idea of the new curriculum is to be a middle school, take students as the center, pay attention to cultivating students' innovative ability, cultivate students' personality development, and cultivate students' consciousness and ability of unity and cooperation.
Only by actively exploring can students find the direction to solve problems and gain their own development.
When designing teaching open homework, we should cultivate students' universality, sensitivity and rigor of thinking, so as to improve students' ability to analyze and solve problems.
Teachers should not only make good use of open questions in textbooks, but also be good at designing open questions suitable for students.
Our teaching should be student-oriented, fully respect students' interests and hobbies, put students in a dynamic and open learning environment, provide students with diverse and comprehensive learning opportunities, let students learn actively in an unrestrained environment, and let each student become the master of learning, reflecting the independent and open learning process.
It can be seen that the diversified evaluation method of history homework helps students to change the single passive learning method, form an independent, exploratory and cooperative learning method, stimulate students' interest in learning and improve their learning ability.
In a word, the homework process is an organic system, and every link is worth studying and scrutinizing from the selection of exercises, the form of arrangement, the correction of homework, and the strategy of feedback. Only by optimizing every link as much as possible can the effectiveness of the operation be improved.