Causes students to feel bored and perfunctory about history homework. As soon as they encounter analysis questions, comprehensive questions and inquiry questions, they want to look through various tutorials to find answers, or hope that teachers can directly provide standard answers. The effect of such homework can be imagined.
Therefore, history teachers should pay attention to homework design and arrange homework reasonably. In my opinion, effective history homework under the background of the new curriculum should be based on the new curriculum standards, student-oriented, innovative and diverse, geared to all, and apply what they have learned to achieve an effective combination of effective homework and effective teaching.
So how to effectively design junior high school history homework? I think we should at least do the following: First, various and interesting forms of 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 teach students in accordance with their aptitude at different levels. Due to the influence of 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 the work design
Let students choose the scale and difficulty of homework independently, give full play to their subjective initiative, let them get their proper place, create a practical, improved and developed learning environment for each student, let all students get a successful experience in the completion of history homework, and improve the effectiveness of teaching.
Third, developing individuality, doing homework to develop individuality, and opening personalized teaching questions can cultivate the breadth, 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.
Fourth, people-oriented, people-oriented life and work, people-oriented life and work, humanistic care is not only an idea, a pursuit, but also should be put into action and practice.
In my opinion, the amount of homework depends on the teaching content and the nature of the course. No matter how you practice, you should be close to social reality and student life. The purpose is to guide students to practice and think, turn knowledge into skills, exercise students' intelligence and ability, and more importantly, enhance students' emotions, attitudes and values.
If you have finished watching the Sino-Japanese War in the Sino-Japanese War of 1894-1895, you can watch the movie The Storm of the Sino-Japanese War in the Sino-Japanese War of 1894-1895 and write about it.
After learning the unit "War of Resistance against Japanese Aggression of the Chinese Nation", students are required to collect the data of Japanese invasion of China and the relevant data of Japanese right-wing forces denying and tampering with history, and write a review article in combination with China's solemn position and attitude towards this.
Others, such as writing historical ballads, compiling historical tabloids and acting historical dramas. Students pay attention to the development of Chinese civilization and the rise and fall of the Chinese nation, pay attention to the lives of historical figures and ordinary people, and realize their social responsibilities in the historical experience of eyes, ears, mouth, hands and brains, in the historical travels of movies, networks, libraries and museums, and in the historical visits of communities and hometowns.
Students feel that history is no longer distant and boring, but has become close and vivid, and their interest in learning arises spontaneously.
5. Identify blind spots and reflect on homework to identify blind spots. Confucius said: "Learning without thinking is useless, thinking without learning is lazy."
We often have the illusion that students' homework is corrected and correct and clear after homework evaluation.
The teacher felt very satisfied and thought that the students had mastered it.
In fact, some students often have a little knowledge of some exercises and have cognitive "blind spots".
Therefore, it is particularly important to strengthen the reflection after the revision of homework.
It can not only let students know the causes of mistakes, but also straighten out the thinking of solving problems, accumulate experience, improve their thinking ability and achieve twice the result with half the effort.
There are many ways to reflect: for example, students check their homework and reflect on the gains and losses of their homework; At the same table, discuss different thinking methods and problem-solving methods for different exercises, and summarize the successful practices in the homework; You can also talk about the feelings in the process of homework, the mistakes you think and solve, some wrong thinking methods and so on through the form of teacher-student chat.
6. Diversification of evaluation, encourage diversification of homework evaluation, and encourage flexible and diverse teaching methods under the new homework curriculum, and the evaluation methods are also rich and diverse. We can better mobilize students' learning initiative, maximize students' potential and stimulate their creativity in learning through flexible and diverse homework and evaluation methods.
Only in this way can the study of history be more dynamic and attractive.
Teachers can evaluate students with diversified homework comments such as encouragement, euphemism, inspiration and blessing.
For example, you can use inspirational words such as "wonderful" and "true personality".
For another example, a student's homework is quite sloppy. After the history homework, I wrote the following sentence: "Your handwriting is very good, but it is not right."
A good homework comment is not only conducive to the emotional communication between teachers and students, but also can stimulate students' behavioral motivation, strengthen good quality, adjust and guide students' psychology, and promote students' all-round development and personality development.
Parents' evaluation of students can be an effective supplement.
Under the previous evaluation mechanism, especially in rural families, parents don't know about their children's learning and homework, and only judge their children's learning by their academic achievements.
Students' understanding of learning is one-sided, and they only pay attention to academic performance and ignore the learning process.
Combine evaluation with family evaluation to prevent students from acting in front of teachers and becoming another person at home, so as to evaluate students more comprehensively.
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.