Excellent template for teachers' teaching reflection 1
The core idea of the new curriculum reform is to respect students' all-round development as life individuals and build an efficient classroom. As far as the Chinese subject in primary schools is concerned, in order to build an efficient classroom, we must change the simple knowledge indoctrination in the past, pay attention to the process of students acquiring knowledge, pay attention to the emotional experience of students in the learning process, and pay attention to the all-round development of students' knowledge, skills and emotions as life individuals. This is a comprehensive reform of traditional teaching. So, how to build an efficient Chinese classroom? In this regard, I have the following experiences.
First, to stimulate students' interest in learning
Piaget said: "All mental work depends on interest." Interest is an important non-intellectual factor, and it is the intrinsic motivation and driving force of students' cognitive activities. Stimulating students' interest in learning and realizing the transformation from what students want me to learn to what they want to learn is the premise of building an efficient classroom. Therefore, we should pay attention to the excavation of emotional factors in Chinese teaching and change the boring teaching in the past, so as to stimulate students' strong enthusiasm for knowledge and stimulate their initiative and enterprising spirit.
1. Beautiful music infects students. Music is a highly lyrical art form. With strength, ups and downs of melody and cadence of rhythm, students can get richer, more intuitive and more vivid feelings, bring aesthetic feeling and interest to students, and be more infectious and interesting. Introducing music into Chinese teaching can better show the situational and humanistic nature of Chinese subject, better show students a pleasant and relaxed teaching atmosphere, and stimulate students' initiative and enterprising spirit. For example, when we study the landscape of Guilin, we can play a piece of music with Zhuang characteristics for students and use beautiful music to mobilize students' learning initiative.
2. Interesting questions inspire students. Students have a strong curiosity and thirst for knowledge, which pushes them to explore unknown areas and solve their puzzles. This is an important means to stimulate students' enthusiasm for learning and guide them to think positively. Therefore, teachers should thoroughly study the art of questioning in teaching, stimulate students' curiosity with interesting and exploratory questions, stimulate students' thirst for knowledge, let students enter an angry state of seeking knowledge, and stimulate students' participation in inquiry.
3. Vivid pictures attract students. The image of pictures is intuitive, and the flexible use of pictures in text teaching can not only stimulate students' interest in learning, but also stimulate students' imagination, so that students can get more perceptual information from intuitive pictures and realize their profound understanding and sentiment of the text. For example, in Guilin landscape class, teachers can collect beautiful landscape maps and show them to students intuitively and dynamically in class, bringing students into a beautiful artistic conception. This kind of study is happy and comfortable, and is deeply loved by students.
Second, take students into textbooks.
Traditional teaching regards textbooks as classics and authority, mechanically copying textbooks in teaching and instilling the knowledge points in textbooks into students intact. This is a typical case in which the textbook is given to the students, the teacher becomes the replicator of the textbook, and the students become the recipients of the textbook. Such teaching is naturally inefficient. To build an efficient classroom, we must establish a correct view of teaching materials and let students enter the teaching materials.
1. Establish an open view of teaching materials. The extension of Chinese learning is equal to the extension of life. Therefore, Chinese teaching cannot be confined to a closed and narrow teaching material space. Instead, we should focus on the teaching in the broad real life, integrate various teaching resources such as film and television resources and living materials into Chinese teaching, and develop school-based curriculum resources and student-based teaching resources. Only in this way can Chinese teaching keep up with the pace of the times, be full of life breath, be close to students' lives, embody students' life activities as life individuals, and promote the improvement of students' Chinese literacy and comprehensive skills. For example, film and television resources are very important teaching resources, especially when learning articles that are far away from students' lives, it is often difficult for students to understand them deeply. Teachers can bring students into a specific historical situation and bring them a sense of reality by playing related film and television dramas. In this way, in a specific situation, students can have the deepest and most unique feelings and feel the deeper meaning beyond words.
2. Establish students' dominant position. The development of teaching materials should not only include students' resources, but also establish students' subjectivity in specific teaching activities, rather than one-way mechanical explanation. In this way, we should start teaching with students as the center, so as to get rid of the teacher-centered and textbook-centered teaching mode, but gather students together to study teaching materials and carry out teaching activities, and really bring them into a broad Chinese hall.
Third, guide students to actively explore
The focus of efficient classroom lies in students' learning, not teachers' teaching, and teaching should give way to learning. Therefore, teachers should change their leading role in teaching, become equal participants and instructors with students, carry out aggressive interaction between students and between teachers and students, and complete the construction of knowledge together in interaction, so that students can become masters of inquiry and learn to learn.
1. Induce students to explore with exploratory questions. The new curriculum reform advocates independent cooperative inquiry learning. Therefore, teachers should talk less and ask more exploratory questions in teaching, giving students more time and space to think, so that students can explore with questions and deepen the text in exploration. Only in this way can students have more profound and unique insights and feelings, so as to realize personalized interpretation of the text. Questions can be designed according to the theme, writing structure and a sentence or word in the text. It is always successful to extend students' cognition and guide them to think and think.
2. Inspire students' thinking with inspiring questions. Primary school students are in the primary stage of cognition, limited by their own basic knowledge and cognitive level, unable to deeply interpret the text and successfully complete the inquiry, and will encounter many difficulties. At this time, teachers should play a guiding role, develop students' intelligence and inspire students' thinking with enlightening questions, which is exactly heuristic teaching. Therefore, in teaching, teachers should go deep into students' inquiry activities, keep abreast of students' thinking trends, find students' thinking obstacles, ask enlightening questions in students' confusion, help students find the breakthrough point to solve problems, and enable students to break through thinking obstacles and reach a deeper understanding through the surface. In short, in order to build an efficient classroom, we should abandon the traditional teaching ideas and teaching models, study the new curriculum reform seriously, apply the new teaching ideas and ideas put forward by the new curriculum standard to teaching practice, carry out comprehensive teaching reform, take students as the center, realize the unity of instrumentality and humanism of Chinese subject, and create an open teaching environment and a pleasant teaching atmosphere. Only in this way can we mobilize students' initiative to participate in learning, enrich students' emotional experience, enable students to acquire all-round development of knowledge and skills, processes and methods, emotional attitudes and values, and realize the construction of efficient classrooms.
Excellent template for teachers' teaching reflection II
The new curriculum reform is a profound reform. The new curriculum reform advocates holistic teaching, emphasizing that the curriculum should promote the healthy development of each student's body and mind and cultivate students' good quality lifelong learning potential; The new curriculum reform advocates constructive learning, pays attention to scientific inquiry learning, and advocates exchange and cooperation and independent innovation learning. The key to the success or failure of curriculum reform lies in teachers, who are the implementers of curriculum reform. As a teacher, I must make full preparations, learn the theory of new curriculum reform, update my teaching concept and meet the challenge of new curriculum reform. Let me briefly review some English teaching work I have done.
1. Facing all students, laying the foundation for students' all-round development and lifelong development.
1. Create various situations, isolate students from using English boldly, and adopt a tolerant attitude towards their mistakes and mistakes in the learning process.
2. Give students the opportunity to learn independently and communicate directly, and give students the space for full expression and self-development.
3. Isolated students develop their comprehensive potential of listening, speaking, reading and writing through experience, practice, cooperation and inquiry.
4. Create conditions for students to explore some problems and solve them independently.
Pay attention to students' emotions and create a democratic and harmonious teaching atmosphere.
Only when students have a good attitude towards themselves, English and English culture can they maintain their motivation to learn English and get good grades, which will not only affect other development, but also be an important factor to learn English well. Therefore, I strive to create a relaxed, democratic and harmonious teaching space, thus:
1. Respect each student, encourage them to try in their studies, and protect their self-esteem and intentions.
2. Combine English teaching with modality organically, create various cooperative learning activities, promote students to learn from each other, help each other, experience a sense of accomplishment and cultivate the spirit of cooperation.
3. Pay attention to students with difficulties or introverted personality and create language opportunities for them as much as possible.
4. Establish a harmonious and democratic communication channel between teachers and students, and often reflect on the learning process and learning effect with students; Encourage and help each other, so that teaching can complement each other.
Third, strengthen the guidance of students' learning strategies, so that they can gradually learn how to learn in the process of learning and using, thus:
1. Carefully create conditions for students to participate in phased learning goals and methods to achieve them.
2. Guide students to learn by guessing, consulting and matching the context.
3. Guide students to evaluate themselves in the learning process, and adjust learning objectives and learning strategies as needed.
4. Effective evaluation of students
Evaluation can make students know themselves, establish self-confidence, and help them to reflect and adjust their learning process. Evaluate or take the form of testing and non-testing. Usually, we attach importance to constructive evaluation, and timely evaluate students' performance in the process of answering questions, as well as their feelings, attitudes and strategies, such as oral evaluation, grade evaluation and mutual evaluation among students, so as to fully discover students' progress, encourage students to reflect on themselves and improve themselves. The test aims at students' comprehensive application potential, pays attention to students' potential of understanding and obtaining information, reduces objective questions and increases. By evaluating students' learning and analyzing their own achievements and shortcomings, we can make clear the direction of our efforts.
The new curriculum reform is not an armchair strategist. We must combine with practice, study hard, go in with our heart, participate in the curriculum reform with our heart, study, practice and reflect constantly in the reform, and we are willing to grow together with the new curriculum.
Excellent template for teachers' teaching reflection 3
First of all, build up confidence and define goals.
Confidence is the driving force and the goal is the direction. We know that there are many new words, long texts, great difficulties and high requirements for listening, speaking, reading and writing in Grade Three. Students will encounter many difficulties in learning, so self-confidence and clear goals are important factors for the success of English teaching. First of all, teachers should give good lessons. For example, prepare lessons well, thoroughly understand the teaching materials, grasp the key and difficult points, and be targeted. Secondly, teachers should improve teaching efficiency, pay attention to teaching art, activate classroom atmosphere, stimulate learning interest and adopt flexible teaching methods. Make a practical, detailed and effective plan. At the same time, teachers should give students a clear learning goal, formulate corresponding measures to ensure the realization of the goal, strengthen supervision and inspection, and make a summary on this basis. In the teaching process, we should pay attention to the mutual infiltration of ideological education and knowledge teaching, integrate ideological quality education into knowledge education, make students realize the importance of learning English, encourage students to set up lofty dreams and strive to learn English well.
2. Combining speaking with practice, practice is more important than speaking.
The summary of basic knowledge, the construction of knowledge network and the induction of basic methods and skills are inseparable from lectures and practice. Without practice, the knowledge acquired by students is not solid, let alone deepened. Therefore, practice is more important than speaking. Accurately speaking, it is to highlight the key points and grasp the key points; Practicing more is to let students do enough exercises, but put an end to repeated exercises that are not selected, and be targeted.
Three. When tutoring students, we should do the following:
1. Pay close attention to top students and set an example.
Top students are the main force of classroom learning and play an inestimable leading role in the classroom. To this end, I plan to make great efforts to catch top students and read more "extra" books to avoid the phenomenon of "not having enough to eat" in class. At the same time, I strongly praised them in class, which not only promoted the idea, but also set an example for students to learn.
2. Pay attention to the students in the middle reaches and promote a comprehensive harvest.
Midstream students are the main force in the class and the key to the success of the senior high school entrance examination. Therefore, we should never ignore the development of every middle school student. We should arouse their intention by inspiring and inducing teaching methods, not only to teach them knowledge, but also to improve their potential.
3. Drive the downstream students and reduce the students who stay.
We should face all students, prevent "one-sided pursuit of high scores", never ignore "poor students" and not discriminate against students, but also be patient and confident, be good at discovering the bright spots in them, praise them, enhance their self-confidence, and encourage them to constantly improve on the original basis. Go to them more often at ordinary times, stop and ask questions more, arouse their enthusiasm for learning, let them feel the care of their teachers, so as to study hard consciously and at least ensure the classroom order.
4. Students with unbalanced personality values
For students who are not good at English in other subjects, give them a "small pot stove" and use their spare time for individual counseling to encourage them to continue their efforts. They can't fail the English exam.
In short, I will try my best to achieve excellent results in the senior high school entrance examination and continue to work hard in the competition.
Excellent template for teachers' teaching reflection 4
Mathematics is closely related to life. Teaching close to life can stimulate students' interest in learning and enhance the effectiveness of classroom teaching. According to the characteristics of active thinking in images of primary school students, students can have a tangible understanding of mathematics knowledge by using learning tools, and then get rational thinking about mathematics through phenomena. The new curriculum standard advocates students' autonomous learning and cooperative inquiry learning, so that students can become the masters of learning and learn to learn. Therefore, in primary school mathematics teaching, especially in the lower grades, we should emphasize life-oriented and vivid teaching, and stimulate students' interest and curiosity through vivid teaching methods. In diversified and practical classroom learning, students can gain knowledge and understanding of mathematics and physics with their brains and hands. Therefore, we should strengthen the research on the use and effective use of school tools.
First, primary school mathematics classroom should pay attention to the use of learning tools.
Psychological research has proved that the cognitive law of primary school students in lower grades is the consciousness of exploring principles through perception, cognition of appearances and acquisition of conceptual knowledge. Mathematics discipline emphasizes learning thinking, and thinking cannot be separated from tangible things in life. In primary school mathematics teaching, learning tools are intuitive things, which enable students to acquire perceptual knowledge in an intuitive form, constitute the representation of knowledge, stimulate thinking and cultivate mathematical thinking. For example, in the study of "dividing and merging" in senior one, we can take out teaching AIDS, or teachers can design teaching AIDS according to their own learning preferences, show students 9 pictures of Pleasant Goat, let students think about how to divide them, and guide them to observe and analyze. Then, they can understand the meaning of division and combination and lay the foundation for learning addition and subtraction. There, as long as students start to divide points, take notes and talk together, students can master this learning material and have a profound impact. Of course, students can also form some mathematical operations by constantly using learning tools. For example, in the study of cognitive division, we let students understand through the division of teaching AIDS, and the division with remainder can also be combined with numbers and shapes to guide students to obtain abstract thinking through the observation of shapes. Of course, at the moment when students' learning subject status is prominent and their autonomous learning ability is stimulated, we can use learning tools to enable students to actively discover and understand abstract mathematical knowledge, and gain learning ability and exploration and innovation ability in practice; Finding the inner connection of mathematical knowledge constitutes a good feature of mathematical cognitive structure.
Second, the primary school mathematics teaching methods.
Our classroom teaching should be in various forms. The exception is that primary school mathematics teaching should pay attention to the interaction between teachers and students, take students as the center, and let students learn to learn through the construction of students' autonomous learning skills and inquiry cooperative learning.
1. Let students participate in it and gain real knowledge through practice.
The focus of mathematics teaching reform is to change the relationship between teachers and students in the classroom, pay attention to democracy and equality, and create a harmonious learning atmosphere. In mathematics classroom teaching, we provide students with opportunities for observation, operation, experiment and independent thinking. Let them discuss and communicate with each other in the application of learning tools, and then summarize and verify them step by step, so as to improve the learning experience, acquire mathematical knowledge and form mathematical conclusions. For example, in the study of "area formula of circle", let students feel and know the circle with "horse's confusion" first, understand the relevant knowledge of the circle, and have a preliminary impression on the area of the circle. Then, let the students think about how to calculate such an area. Then, let the students take out the learning tool of parallelogram and recall the derivation method of parallelogram area formula, that is, cut it into two parts along the height and put it into a rectangle, so that the students can think about how we can transform the circular area. Then let the students take out the compasses, divide the circle into equal parts, and then operate. Of course, we can let students observe the appearance of a divided cake first, and then operate it. We just need to pay attention to guidance: they changed in the process of transformation, but they didn't change? What relationship can you draw? In this way, students make learning tools while watching, and find a solution to the circle through entertaining.
2. Create a learning situation, and your mind will be suddenly enlightened.
Mathematics is the gymnastics of thinking. Mathematics teaching in our primary school focuses on helping students understand mathematical problems and develop their thinking ability. Mathematical thinking, such as the combination of numbers and shapes, transformation thinking and reduction thinking, all require students to infiltrate into their own mathematical learning quality in continuous practice. Making full use of learning tools in primary school mathematics teaching can expand students' cognitive space, create interesting and fascinating situations for students, promote students' psychological internalization and start students' enterprising thinking. For example, although students understand the relational expression in the application problem of "Meeting Problem", they often don't understand the meanings of words such as relative, distance, meeting and simultaneous in practice, which leads to misunderstanding and can't answer correctly. Therefore, we can let students use learning tools in practice, demonstrate in their own class, think and demonstrate independently according to the information of the topic, so as to understand the meaning of the topic and get the solution to the travel problem. In this way, a vivid dynamic representation is formed in students' minds, which starts students' thinking in images to develop into abstract thinking, thus mastering the quantitative relationship and learning the solution method. In addition, the focus of our mathematics study is to cultivate students' innovative ability, and the use of teaching AIDS can transform students from external material activities into internal cognitive psychological activities. By using teaching AIDS to solve specified problems, we will find new problems, expand our thinking space and rediscover new knowledge. For example, in square learning, we usually let students observe the square pieces of paper prepared before class, and then let them cooperate to analyze the characteristics of squares. Students don't just know a few sides and corners; The length phases of the four sides are also measured.
After understanding that the angles are all 90 degrees, you can fold in half along the diagonal, and then fold in half to find that all four sides of the square are equal in length; Overlap two opposite sides and two adjacent sides, and the four sides are equal in length. In this way, students may get a variety of ways to solve problems and broaden their thinking. Of course, in the teaching of using learning tools, we should design according to the learning situation. The choice and operation of school tools should fit the learning characteristics of primary school students, promote and improve their understanding and mastery of abstract mathematics knowledge, and also pay attention to rational use to prevent excessive activities from distracting students. In short, in primary school mathematics teaching, we should create a learning atmosphere for students to use their hands and brains. Through the rational use of teaching AIDS, students can perceive mathematical phenomena, cultivate abstract thinking ability, and stimulate the initiative and interest of the subject. As long as our teachers pay attention to reasonable guidance and mobilization, students' mathematics learning ability will be greatly improved.
Excellent template for teachers' teaching reflection 5
In junior high school English teaching, the seventh grade English teaching plays a very important role. If the English foundation is not good, it will weaken students' interest in learning English, directly affect the continuous improvement of English in Grade 8, and at the same time polarize students, restrict the balanced development of students' grades in various subjects, and even affect students' English learning in senior high school. Therefore, how to prevent polarization, improve teaching quality in an all-round way, and enable students to lay a good foundation in junior high school and achieve better results is a problem worthy of study and discussion by our junior high school English teachers. The following is my opinion:
First, freshmen are curious about English and have a high interest in learning. Teachers should guide students attentively and explain the importance of learning English. In the teaching process, we should protect students' interest in learning, praise and encourage students more, and criticize and dig less. Ask students not to be afraid of making mistakes in their study, because everyone will make mistakes, including native English speakers.
Students in Grade Two and Grade Seven have a weak sense of English language and low expression potential. Teaching should put listening and speaking first and keep up with reading and writing. Ask students to read the main grammar sentences and dialogues in each unit and recite them if necessary. As the students in Grade One are not self-disciplined, teachers should guide and supervise them.
Thirdly, vocabulary plays an important role in English learning, and it is very important to teach students how to memorize words by heart. Teach students to be familiar with phonetic symbols and syllables, explain the pronunciation rules of English letters and letter combinations in detail, and spend more time teaching students how to remember words with phonetic symbols until they master them.
Fourth, according to the syllabus, combined with the actual situation of students, formulate effective teaching strategies and fully prepare lessons. In class, we should seriously talk and practice, really return the time to the students, organize classroom teaching with inspiring language, and strive to develop into an "interactive teaching mode" so that students can learn knowledge in a simple and active atmosphere and learn while playing. This teaching mode is very popular among junior high school students.
Fifth, in vocabulary and grammar teaching, we should grasp the important and difficult points and take students as the main body. The explanation should be clear and thorough, easy to understand, and should not be greedy and quick, which makes it difficult for students to digest and understand and affects their learning confidence. Communicate with students in spare time, understand students' difficulties in time, give timely counseling and deepen their memories.
Six, after each unit, to arrange appropriate targeted exercises, feedback teaching effect, consolidate the knowledge. Summarize the gains and losses of learning in time, evaluate students reasonably, affirm their efforts and improvement, put forward shortcomings and correct them in time.
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