Reflections on English Educational Composition 1
Unconsciously, I have been teaching for many years. How to deal with the relationship between students and teachers, how to adapt to my psychological changes as a teacher, and how to put my position in school life and teaching have always been my hard thinking.
The informationization of social life and the globalization of economy make English more and more important. As one of the most important information carriers, English has become a widely used language in all fields of human life. Since the reform and opening up, the scale of English education in China has been expanding and remarkable achievements have been made in education. The ideas contained in the new curriculum standards can be summarized by equality, individuality, openness and pluralism. Equality, that is, students enjoy equality; Personality, that is, fully develop each student's personality and cultivate colorful personality; Openness refers to the openness of teaching materials; Diversification, advocating the diversification of teaching materials, teaching methods, evaluation contents, evaluation methods and methods.
It emphasizes the recognition and respect of differences, from the initial concern for subject knowledge to the concern for human development, that is, people-oriented and democratic educational thought. In primary school English teaching under the new curriculum standards, teachers should cultivate and maintain students' interest in learning: seize the opportunity to render the English classroom atmosphere; Fully study the teaching materials and prepare lessons carefully; Pay attention to "people-oriented" and give full play to students' main role; Establish a new relationship between teachers and students and attach importance to emotional communication between teachers and students. Therefore, in English teaching, I tried some new teaching methods:
First, focus on changing English teaching methods to stimulate students' inner enthusiasm;
1, changeable teaching methods:
(1) Play it by ear, delete and supplement appropriately, and push it off in advance. "Books are dead and people are alive." Therefore, when teaching the content, our teachers can appropriately delete and supplement the teaching materials, and can advance or postpone some content.
(2) Various methods are commonly used in teaching, such as "performance method", "competition method" and "game method".
First, be a "little teacher" and "imitation show"
For example, "tell me about it." In this module, we can encourage students to imitate boldly and say sentences with expressions. For example, "I am hungry." (you can be hungry); "I'm thirty." It can make you thirsty. Students can also be encouraged to be "little teachers" on the platform and read sentences. Let them imitate the teacher's expressions and actions in class and encourage them to learn to use classroom language. For example, stand up. Good. Please sit down.
B. Children's songs are sung in English, and classroom teaching is organized according to children's lively nature, with good results.
For children, they love to perform, so I made up simple movements for each children's song. For example, "dog, dog, what can you do?" I can chase you. Panda, panda, what can you do? I can eat so much bamboo. And so on. Although some actions are simple, students are happy to participate.
2. Various teaching methods
The main task of English course in basic education stage is to stimulate and cultivate students' interest in learning English. Therefore, teaching methods are very important in English teaching. The thinking of primary school students is obviously intuitive and vivid. The use of objects, pictures, stick figures, slides and other intuitive teaching methods can stimulate students' strong interest in learning English.
Show more things, close to students' life. For example, if I teach a review class, in order to avoid mechanical boring review, I ask students to bring physical apples, pears and bananas in advance. ......
Fruits, as well as students' ready-made stationery, are in class. First, I show my slides and let the students read the words one by one. Then, I use the sentence pattern of show me__ (show me) to ask students to lift objects. Finally, I play games of listening to music and transmitting objects. When the music stops, the owner will say the name of the item. In this way, students are full of interest and greatly improve the review effect.
Second, pay attention to students' listening and speaking ability and cultivate students' good English quality.
1, cumulative teaching
Rome was not built in a day. In the face of primary school students who have just started to contact English, sentences can be reduced to words, which is the teaching of keywords. Students understand "words" and expand them into sentences. For example: car-this is my car. Let's leave now. In this way, from easy to difficult, English listening and speaking training is carried out step by step, which is in line with students' cognitive laws, and the snowball is getting bigger and bigger unconsciously.
In addition, I ask students to listen to the recording for about half an hour after school every day, because English, as a language, must first be able to speak, and only by listening to the original pronunciation can students speak confidently.
2, life English teaching
China students' learning English is a lack of English language, which requires teachers to organize and conduct teaching in English as much as possible, thus providing students with a strong English language learning atmosphere. I began to use English classroom language from the first time students came into contact with English. First of all, solve some common sentences: hello! Good morning (afternoon). Stand up. Please sit down. Listen to me. Read after me.
Adhere to every class and gradually increase the number of sentences. Over time, students can basically understand simple classroom language, enhance their confidence in learning English, create life scenes in the classroom, make the classroom lively and close to students' lives, let students explore new knowledge in their familiar environment, and lay a solid foundation for future study.
3. Environment-oriented language teaching
Harmonious classroom is very important: teachers should create more realistic language situations and arouse students' enthusiasm; Acquire language competence through communicative practice; Student-centered, teachers are students; Good teacher-student relationship is an important guarantee for teaching; Guide students to enjoy learning, be clever at learning, be eager to learn, and be eager to learn, fully reflecting the main role. Therefore, it is very necessary to create an extracurricular English environment for students. After class, the teacher took the lead and said, whether I meet my classmates on campus or at the stairs, I always say hello with the simplest sentence: "Hi! How are you, boy? " After a period of time, when students see me after class, they will rush to greet me in English, forming the habit of communicating in English, which effectively improves students' listening and speaking ability.
Interest, knowledge and ability are what modern primary school students need most and what our English teachers pursue. The change of teaching methods has narrowed the distance between classroom and life. Students learn English in scenes similar to life, which makes them relaxed and happy, and their comprehensive English listening and speaking quality has been improved rapidly. Only by constantly stimulating students' interest in learning, guiding them to participate in some active, effective and colorful classroom activities, making students "move" and making the classroom "live" can they get knowledge happily to the maximum extent and easily improve their English quality. As a primary school English teacher, our burden is heavy and our task is arduous. Therefore, I need to constantly encourage myself "English, I can do it" (I can teach English well. At the same time, we should constantly encourage students to "English, I can do it" (I can learn English well. )
Reflections on English Education Composition II
Linyi 2 1 Middle School held a training meeting on new English textbooks for primary schools in Luo Zhuang. The training will last for one day. Although it was only a short day, I gained a lot. Four wonderful classes made me applaud, and 2 1 Middle school students' English literacy surprised me. Let me briefly talk about my own experience.
First, the teaching design is excellent. The teachers in the four classes are all primary school English teachers and researchers. After listening to their class, I feel that they are not fictional. Due to limited experience, I only express my views on the familiar third-grade courses. Miss Li is in an alphabet class. The focus of this lesson is to be able to read and write the learned letters and master the pronunciation of these letters in words. As Miss Li herself said, the teaching idea of her class is to teach the pronunciation and writing of letters first, and finally to teach the pronunciation of letters in words. When I teach similar courses, I always use the chanting in the textbook and teach the pronunciation and pronunciation of words at the same time. The result of this kind of teaching is that students confuse these two sounds in later activities. Compared with his own class, Mr. Li predicted the possible situation of students in advance, that is, he prepared enough students to adopt the above teaching ideas. This shows that its teaching design is excellent. The second teacher's vocabulary class is also wonderful. First of all, what a clever idea it is to run through the classroom with a main line of smiling faces. When presenting the content of this lesson, we adopted the idea of the whole first and then the part. In addition to the teacher's wonderful performance, this class also uses the PPT courseware carefully designed by the teacher.
This is also a great credit. First of all, in the presentation of words, show students the meaning of words with various pictures. Secondly, the required game links are well presented in vocabulary practice. While reading it, I secretly felt in my heart: if only I could make such a courseware.
Second: Strong control over the classroom. Teachers' ability to control the classroom is first-class. They can attract students' attention again by giving them familiar instructions or making quick actions. Students' attention time in a class is relatively limited. How to make the best use of students' attention time can greatly improve classroom efficiency. And this is exactly what our new teacher lacks.
Reflections on English Education Composition 3
The five-day English training is coming to an end. During these five tense, full and happy days, I felt a lot and learned a lot. I benefited a lot from this training. Although the time is short, the content of the training is of great help to my teaching. After listening to the theoretical guidance of Song and Zheng Lanfeng, I also watched some teaching examples and experienced some activities personally, which combined theory with practice and made me more profound and thorough. Here are some of my experiences:
First, get to know yourself again.
Through study, I have made new changes in my mind. As an English teacher, I must have profound English knowledge, skilled operation skills and good thinking quality. In the process of English inquiry, teachers no longer regard imparting English knowledge as their main teaching task and purpose, and no longer spend their main energy on checking students' mastery of knowledge, but become members of the learning community. Teachers and children look for answers together in front of questions, and teachers become students' partners and explore English partners.
Second, a new understanding of English classroom teaching
By listening to some teaching skills taught by teacher Zheng Lanfeng and some experiences and feelings of his classroom teaching, I also have a new understanding of English classroom teaching. English class takes language as the object, emphasizing starting from tasks, looking at the world and cultivating students' English ability. This is the knowledge point. Pay attention to interest, experience success and cultivate self-confidence; Pay attention to creating learning environment in the course implementation to improve learning efficiency; Pay attention to participation in practice and innovative development in teaching mode and method; In the language teaching goal, pay attention to cultivating language sense and communicative competence; In teaching evaluation, we should pay attention to the application of incentive mechanism and multiple evaluation. The teaching skills that English teachers should possess, such as listening, speaking, reading, writing and translation, point out the direction of efforts and clarify the basic qualities that a qualified English teacher should possess.
Third, the basic knowledge and skills of English have made a qualitative leap.
This basic knowledge professional training is undoubtedly a great gain for me. Pronunciation, listening, speaking and writing have greatly improved my English. In particular, Zheng Lanfeng's pronunciation class, from not knowing how to pronounce correctly to the basic standard now, has a clear understanding of how to teach students English pronunciation, which is really fruitful. Language learning can only happen in meaningful and purposeful activities. Through the expert teacher's careful explanation, I learned how to teach English listening, speaking, reading and writing better. Our English teaching methods make students feel heavier pressure, but they don't feel the joy of learning. In fact, the teaching of every ability can be very interesting. I am very inspired by the practice of excellent teachers. Many times our students don't want to speak English because there is no safe language environment. The emphasis on vocabulary and grammar makes teachers often interrupt students' speeches in public, which makes students feel embarrassed. In the long run, students are reluctant to communicate in English in public. Therefore, to improve students' listening and speaking ability, we must first create a safe language environment for students. In a safe language environment, teachers pay attention to the content of communication rather than the correctness of vocabulary and grammar. By using self-correcting ability, students can improve their listening and speaking ability in constant communication. Only through continuous practice can students' oral English ability be continuously improved.
Fourth, have an overall understanding of the teaching materials.
As a front-line teacher, I know what kind of class is good, which does not include teacher-student interaction, student subjectivity and so on. But I think the key is to grasp the teaching materials. Through training, I understand that I want to teach students with textbooks, not them. I can use textbooks creatively, and I can add or delete textbooks around curriculum standards. In addition, I want to train students' practical ability, that is, the ability of listening, speaking, reading and writing. Pairwork and Groupwork should not only practice, but also let every student participate in it, dare to speak, make the classroom atmosphere lively and orderly, and let students find their place and really enjoy English classes.
As a front-line English teacher, through this training, I feel the burden on my shoulders is heavier. I am very grateful to the leaders of Education Bureau for giving me such an opportunity to study. I will redouble my efforts, be diligent in thinking and good at analysis in future education and teaching, and become an excellent English teacher as soon as possible!
Reflections on English Education Composition 4
Starting from English teaching practice, combined with students and themselves, this paper makes some reflections, and draws some conclusions: In order to adapt to China's national conditions, how to carry out teaching in order to conform to the law of students' language learning? As a starting point, we emphasize that English teaching in middle schools should be based on grammar and pay attention to the cultivation of students' study habits and the improvement of their interest in learning. Keywords: China's national conditions; Foreign language teaching; Grammar; Increase interest; Habit formation is based on students' English level, teaching feedback and reflection on their own teaching. After nearly ten years of teaching practice, I have some experience in English teaching.
First, China's national conditions determine that English teaching is the teaching of English as a foreign language. Although English textbooks have changed, China's national sentiment remains unchanged. English teaching in China is a formal classroom teaching, which must be completed through formal courses, formal syllabus, qualified teachers and considerable class hours. This is a formal teaching, with textbooks and exams. There is no language environment for English teaching in China. China people's first language is Chinese, especially Chinese. When learning a foreign language, our mother tongue has a good foundation, so English teaching in this environment becomes foreign language teaching. In China, the language of our society, family, work and life, and the language of other school courses are not English. English is neither the official language nor our second language. Our mother tongue may play a great role in foreign language learning. These reasons and factors determine that English teaching in China is English foreign language teaching.
The content of the new textbook is close to students' life and modern social life, full of the flavor of the times, rich in cultural information and activities, and emphasizes the cultivation of comprehensive language use ability. Many of our teachers are puzzled when they see such textbooks: Is it possible for students to learn English unconsciously by letting them do task-based activities? In fact, activities are just a way to encourage students to obtain, process and use information and communicate in English, thus improving their ability to do things and solve problems in English. In China, our class is large and there are many students, so the chances of students' language participation in the classroom will be correspondingly reduced, and the same degree will be almost the same. Except for English classes, we seldom communicate in English at other times, and often the environment determines the different learning methods. We don't have much time to practice. We must acquire language ability by memorizing, learning rules, mastering knowledge and applying knowledge.
Second, English should be based on grammar. Language knowledge is the foothold of foreign language teaching. Judging from the above situation of China students learning English, China students must rely on their own spelling ability to learn a foreign language. Vocabulary knowledge is not only a means of learning, but also a tool to test the correctness of language input and output, especially grammar knowledge. Now there are many open classes that avoid explaining grammar, so can those students who have grammar knowledge learn it through reading? I have deep doubts about this. The formation of comprehensive language ability is based on the all-round development of students' language skills, grammar, emotional attitude, learning strategies and cultural awareness. Admittedly, the classroom pays attention to the ability to use language, but according to the national conditions of learning English in China, grammar knowledge should be taught with confidence. In our English teaching, we should try our best to create an environment for students, create scenes for teaching, let students be there and increase the atmosphere of learning English. But it must be in China, unlike learning Chinese, which has a good mother tongue environment for students to practice easily. A solid grammar foundation is obviously very important for us China people to learn English. Without a solid grammar foundation, you often can't read well, let alone write. Of course, grammar foundation and reading ability cannot be completely proportional, but the lack of grammar knowledge will make us misunderstand and even fail to understand the meaning of sentences.
For example, he knows that he should care more about his friends. If you don't understand subjunctive mood, you may mistakenly think that he cares more about his friends. But the original meaning of that sentence is that he doesn't care much about his friends. When I explain grammar knowledge, I will explain it in Chinese as appropriate. If all the explanations are in English, students will shake their heads to show that they don't understand. In the new textbook, the reading part is in the front, the grammar part is in the middle, and the comprehensive skills are at the end. This order is well arranged, and reading should be the first goal of teaching. If you can't complete all the goals of a class during the course of listening, you can leave some grammar items for the next grammar item in reading, which can also play a good role. For example, the attributive clause is a very important grammar item in Senior One. There are some attributive clauses in the reading part of Unit 5. Students can find out these attributive clauses first, and then guide them to summarize the usage of these relative adverbs by induction in the next class. Put the comprehensive skills part at the back, and you can use the grammar and vocabulary learned in this unit when writing.
Third, we should pay attention to the cultivation of students' interest in learning and study habits. Students come from different schools, and there are various differences between them. Good study habits include the habits of previewing, reviewing and doing homework, reading and reciting, and so on. In teaching, teachers should give guidance on learning methods, consciously help students form their own learning strategies, and constantly adjust learning strategies. Teaching is not teaching, which not only helps students to master the learning direction and improve learning efficiency by scientific methods, but also helps students to form the ability of autonomous learning and lay a solid learning foundation. The new curriculum especially emphasizes that teachers should pay attention to each student's emotion, stimulate students' interest in learning English, and help students build a sense of accomplishment and self-confidence. The new standard clearly puts forward the cultivation of students' non-intelligence factors, and fully recognizes the position and role of non-intelligence factors in the development of students' personality. Therefore, we should give priority to cultivating students' interest in learning. Interest is a psychological tendency to explore things with strong emotional color, which enables people to explore new knowledge and develop new abilities. With a strong interest, we can turn "I want to learn" into "I want to learn" and enhance the initiative of learning. Whether students are interested in what the teacher teaches is directly related to the teacher's teaching attitude and teaching methods. Teachers must make their classes lively and interesting, and good teaching methods are an important factor to stimulate interest. If teaching is boring, you won't study happily. There is still a long way to explore, and the confusion in practice will become the subject we continue to study. I firmly believe. Along the way, I will enrich more energy, make steady progress and see colorful fruits ... I will further explore and make a solid contribution to English reform.
Reflections on English Education Composition 5
Shortly after I took over 12 class, several students asked me privately: Teacher, how can I learn English well? Hearing this question, I am both worried and happy. The good news is that these students are open-minded and want to learn English. I must keep their enthusiasm. What worries me is that most students in the class have poor English foundation, and some even can't speak it at all. According to my thinking, the main reasons for this situation are as follows: (1) These students have no plans, no goals and no learning responsibilities. Many students are lazy, dependent and lack initiative and consciousness in learning English. (2) These students still continue their junior high school study habits and methods that are not suitable for senior high school. (3) These students can't consciously preview, review and finish their homework. But past teaching experience tells me that there are no students with poor academic performance in this world, only students who are not interested in learning.
After answering some specific methods for students' senior one English and other subjects, some questions always linger in my mind, that is: how can students learn English well? How to take effective measures to help students overcome learning obstacles and adapt to English learning in senior high schools as soon as possible? My preliminary summary and reflection are as follows, and I hope you can correct me.
First of all, introduce the characteristics of junior high school English to students, and help them change their learning concepts and adjust their learning methods.
Junior high school is the stage of laying the foundation. All kinds of learning mainly focus on the memory and accumulation of knowledge, and generally focus on simple training of listening, speaking, reading and writing. With a little knowledge, you can learn well by leaning back. Senior high school English is an improvement stage based on junior high school English, mainly listening, reading, understanding and writing. These are higher in language requirements and difficulty than junior high school English. After entering high school, if you just remember words, you can't learn English well. In order to change students' view of learning, I have carefully prepared a handout entitled "Student English Framework". From the students' listening eyes, I know that they have kept up with my pace, or they understand that senior high school English is not a simple continuation of junior high school English, but a deepening. The focus of senior high school English has shifted to reading comprehension and practical application, emphasizing application ability, and the college entrance examination is also a test of application ability. Students should find ways to expand their reading, and on this basis, they should also train their ability to understand, write and listen to language materials.
Second, learn about students' English learning as soon as possible, do students' ideological work, and help them overcome psychological barriers of inferiority and self-fear.
Some students always fail to learn English well in junior high school and want to regain their confidence in senior high school. But I don't know, after high school, because of the difficulty of English, after they passed one or several exams in high school, their ranking in the class was even worse, and they often worried about it, so they lacked the motivation to learn English slowly, and some simply gave up. In fact, students who are distressed and feel inferior show that they are self-motivated, which is also their bright spot. I encourage them to have confidence and tell them that no one is perfect. The key is how you know. It is not terrible for a person to have inferiority and self-fear. It is important to be able to adjust his mental state. Think more about your own advantages to enhance your self-confidence. Facing the intense study pressure and the pressure of various exams, students should adjust their mentality and turn their advantages into motivation, so that they can work harder. Tell them to take a bite, learn slowly, don't worry, and put an end to the mentality of quick success as always. After all, attitude determines everything!
Third, help students make reasonable learning goals and plans according to their own learning situation.
The purpose of making learning plans and goals is to make students clear their learning goals and realize their own shortcomings through analysis. While learning new knowledge, we should also let them review junior high school knowledge properly and in a planned way, do a good job of connecting junior high school knowledge with senior high school knowledge, check for missing information and make the foundation more solid. It is important to set learning goals. Teachers make students understand that learning goals are like beacons in navigation, pointing out the direction for their learning. For students, the goal is hope, but the goal should not be too high, according to their own situation. If the goal is set too high, students will feel tired after several setbacks, but it should not be too low. If the goal is too low, the requirements for them will be reduced, leading to laxity and ineffectiveness.
Fourth, encourage students to find a suitable learning method and cultivate good study habits.
What is a good learning method? I always think that a good study method is in line with my study habits, effective and can improve my level. Personal learning methods vary from person to person, but can be summarized as follows:
1. Do a good job in preview before class and review after class. Many students don't have this habit. They have to learn every word. Students will find difficulties through their own preview, so that they can pay attention to the teacher and grasp the key points and difficulties. Take time to review and consolidate after class, master what you have learned through listening, speaking, reading and writing training, and lay the foundation for the application of knowledge. In order to effectively avoid students' laziness, I have instructed students to do dictation relay activities many times, which not only increased their enthusiasm for learning English, but also cultivated their sense of happiness in small groups.
Don't memorize English words in isolation. The correct way for students to learn words is to memorize words in sentences and reading articles, so that they can remember them firmly. Secondly, cultivate students' good habit of guessing the meaning of words in reading. Let them guess what they want to express in the context, and then look it up in the dictionary after reading it, which is very beneficial to cultivate their language understanding ability. Learning English is like building a house. The sentence structure of English is a frame, and words are the bricks of the house. Although you have enough bricks and tiles, you can't build a house without knowing how to build them. At best, it's just a mess of bricks. This is why some people remember words but can't write sentences.
3. Deal with the relationship between grammar and listening, speaking, reading and writing. Learning English requires a little knowledge of grammar. As long as students master the basic grammar, what they say and write will be standardized, and there will be no mistakes in tense, voice and structure. Generally speaking, the articles in textbooks are selected repeatedly. It is not enough to read the literal meaning, but also to read between the lines. You should know all the words in the text, some sentence structures should be imitated and used, and classic sentences can be memorized. 12 class's activity of "having to recite 35 sentences" should be a very successful move.
4. Cultivate good study habits. "Behavior becomes habit, habit develops character, and character determines fate." So it is very important to cultivate good study habits. Such as reading more, remembering more, thinking more and writing more-students should develop the habit of reading more English articles, insist on reading aloud and recite some wonderful articles, paragraphs and sentences; Students should form the habit of thinking; Students should develop the writing habit of diligent hands-on and pen practice. ...
"The belt is getting wider and wider, and I don't regret it. I am thin for Iraq! " Let's take this feeling as the end of this log.