When we have a deep understanding of something, we can record it by writing down our own experiences, which can help us sum up our previous thoughts, work and study. So what should I write about my experience? Presumably this makes everyone very upset. The following is my comprehensive and high-quality lecture experience, which is for reference only and I hope it will help you.

Comprehend the experience of high-quality class attendance. 1 Recently, our school organized a collective class attendance and evaluation activity for primary school Chinese teachers, which gained a lot. Being in the classroom teaching, I saw that all the teachers were comfortable and handy, which aroused a teaching craze from time to time. They either sing and dance lightly or write passionately, which not only fascinates and fascinates the students, but also makes me admire again and again. Can such skills be achieved in one day? Teacher Zhou's clear teaching ideas, teacher Chai's humorous language and teacher Wang Jia's eloquence in class have benefited me a lot. In addition to admiration, more is deep meditation. Why is there such charm? Why do students enjoy it in class? From this, I have more deeply realized the importance and urgency of learning. Let me talk about my own experience.

First, teachers' language should have artistic charm.

When I listen to these teachers' lectures, I think the teacher's language is so charming that it can go deep into the students' hearts ... In the "Moon Wish" class, Mr. Zhou asked the students to look at the pictures while listening to the teacher's introduction, and the expressive language aroused the students' thinking. Teaching is an art, and teaching language is even more an art. Whoever can interpret it well can grasp the students' hearts. Teacher Chai's kind language laid the foundation for students to understand the text. Teacher Wang Jia's classroom language is concise and accurate, and she leads the students with her fluent language.

Second, the classroom of self-study and open guidance is refreshing.

The new curriculum standard says: students' independent reading comprehension is the first, and teachers' guidance and regulation are the second. Paying attention to students' self-development in reading teaching should be a process of "learning before teaching, reading before guiding, practicing before practicing, putting it before helping". I think the teaching process of the article "Moon's Wish" written by Professor Zhou is a full demonstration of this teaching mode. This course has three teaching levels.

1. Independent reading comprehension in the primary comprehensive reading stage.

2. Part analysis of autonomous reading comprehension in reading stage.

3. Independent reading comprehension in the comprehensive reading stage. Teacher Zhou asked the students to read and think, and show the image of the moon's wish to everyone completely.

In the process of open guidance, Mr. Zhou adopted "three more", that is, multiple feedback, multi-dimensional evaluation and multi-directional regulation. What impressed me most was her multidimensional evaluation: "Although what you said is not completely correct, the teacher still wants to thank you for your courage and courage". What you said is very original and valuable. The teacher wants you to say it again loudly. Read this place again, and the teacher believes that you will have new feelings and discoveries. These evaluations, I think, are not only the evaluation of students' perception results, but also the methods to point to students' perception attitude and guide perception. At the same time, the incentive effect is self-evident! In class, as long as we do it with our heart, we can inspire students with our eyes and words of appreciation.

Thirdly, the method of handling and grasping teaching materials is very unique.

A famous educational saying says well: "What is education? That is, what remains after students forget what they have learned in school. " I think, after a class, every teacher should ask himself: When students forget what they have learned in this class, what is left? After ten years and decades, when students forget all the knowledge they have learned, what do we leave them? Can our education leave children with the right way of thinking, the ability to solve problems and all the things they really need? Several teachers have their own uniqueness in handling and grasping the teaching materials. Among them, I prefer teacher Zhou's teaching-rigorous science. Teacher Zhou's class is rigorous to "interlocking, clear-cut, flowing, and dripping." Scene introduction and teaching design are so reasonable and smooth. "Throw questions to students, let them think and experience for themselves, so as to answer doubts", let them fully experience the success brought by thinking, and establish the concept that students can do it, I can do it. Seemingly ordinary questions lead students' thinking to a higher level and explore the world. Teacher Zhou's class is kind and natural, seemingly dull, but it reflects how exquisite the foundation and superb teaching wisdom are.

The role model is around, we need to work harder! In the future teaching, based on thoroughly understanding the teaching materials, thoroughly understanding the students, improving their own quality, working hard, constantly learning, learning from others, making full use of all learning opportunities, contending with a hundred schools of thought, and accumulating teaching quality, although they can't become famous, they will also make their teaching career bright.

Comprehensive experience of high-quality lectures 2 Last week, I was lucky enough to listen to 14 wonderful math class in Xi 'an, which made me feel very rewarding. Not only did I appreciate the excellent teaching style of Zhu Dejiang, the top scholar in each city and the national special-grade teacher, but I also felt the flexibility of the primary school mathematics classroom. I also saw the wonderful performance of the primary school students attached to Jiaotong University. Let's talk about what I feel most in these classes from the following points.

First, the solid basic skills and the ability to control the classroom infected me. As the saying goes, "Rome was not built in a day." From these lessons, I really realized the spirit of dripping water wears away the stone, starting from scratch and accumulating experience unremittingly. Because without a little accumulation, there will be no rich experience. For example, Teacher Zhang Dejiang introduced the knowledge of the fourth grade into the third grade in the positive and negative classes, and achieved satisfactory results in the classroom through flexible and orderly teaching procedures.

Second, the preparation process before class is very characteristic. In the same class, different teachers use different methods to create situational teaching. For example, the meaning of two percentages: one teacher gradually transitions to percentage by comparing scores, and the other teacher directly introduces the meaning of percentage by comparing two percentages, but the effect is equally good. It can attract students' attention from recess to class, and only concentration is the state of learning.

Third, the teaching courseware is well-made, giving full play to the important role of multimedia technology in classroom teaching. No matter from the collection of theme materials or from the audio-visual effect, they are very creative and fascinating, and most of them cite video files, which are vivid and vivid, attracting students' attention. Fully stimulating students' interest in learning is more conducive to students' firm grasp of what they have learned.

Fourth, classroom design revolves around four basics (basic knowledge, basic skills, basic ideas and basic activity experience) and four abilities (operational skills, mental skills, general teaching skills and special teaching skills). There is no gorgeous design in the whole class, and students can easily master knowledge based on the actual effect. Tian Xin's Unfolding and Folding, in particular, uses imagination and action to combine practical operation with courseware presentation. Such an abstract and difficult lesson is so easy for students to master.

Fifth, practice the effectiveness of the design foundation and consolidate the foundation in time after the new class. Every teacher leaves enough practice time for students to consolidate and remember what they have learned in class in time.

The main body of discussion and communication is students. Cooperation and communication is an important way to learn mathematics. In the past, most of the cooperation and communication was a dialogue between teachers and students, and the teacher summarized or evaluated the students' reports. Emphasis on results, ignoring the collision and communication of students' thinking. Moreover, these courses have a common feature, that is, students can acquire and master knowledge by themselves in discussion and exchange.

Seven, the teacher's teaching language is infectious, classroom evaluation is timely, and students' emotions are concerned. In these classes, every teacher can make positive comments on students' answers, especially Jia Xiaoli's classroom strategies. The teacher's kind teaching attitude, cadence and positive encouragement to the children make the whole class full of vitality.

Through these two days of lectures, I deeply feel that as a young teacher, we lack too much, and only by continuous learning and accumulation can we serve the cause of education.

On the morning of September 27th, 20XX, I had the honor to participate in the course selection activity of comprehensive practical quality course for primary schools in the whole city held in Qianjin Primary School. I benefited a lot from this activity. Through the lecture, I fully realized that the comprehensive practical activity course is extensive in content and practical in the activity process. The specific feelings and experiences are as follows:

First, the comprehensive practice course is rich in content:

The subject of comprehensive practice has rich connotations in content, and students can make it by hand with teachers in class, such as the artistic conception of flower arrangement. The content of comprehensive practice can also be some issues closely related to our lives, such as Bao jiaozi. Of course, the content of comprehensive practice can also be related to popular science knowledge. The teaching content of comprehensive practical subjects can even be innovated, excavated, designed and arranged by teachers themselves. Focusing on the theme of cultivating students' comprehensive practical ability, the content of comprehensive practical activities has great flexibility and universality.

Second, the comprehensive practice of this discipline is comprehensive.

Highlighting the teaching objectives, through the summary of lectures, the goal of comprehensive practice is not only the goal of practical activities, but also the goal of knowledge, emotion and learning methods. The goal structure is comprehensive, reasonable, harmonious and orderly. Each class should use not only the knowledge of one subject, but also the knowledge of many subjects. The comprehensive practice discipline especially strengthens the connection between disciplines. For example, the artistic conception of flower arrangement.

Third, comprehensive practice is a very comprehensive subject, and has been doing detailed articles closely around the word "practice".

For example, Mr. Bao jiaozi and Mr. Yamy fully aroused students' interest, stimulated students' creativity and enthusiasm from many angles, and let students observe various jiaozi first, then appreciate the teacher's demonstration and practice, which greatly exercised students' comprehensive ability in all aspects. Such as data collection, interviews, experiments and group cooperation. Then let the students work in groups.

In this class, many teachers have infiltrated their knowledge and self-restraint, and their teaching language skills are quite profound; The design of classroom teaching links is permeated with their profound foundation, ingenious design, flexible teaching methods and strong adaptability, which is really an example for us to learn. On the platform and stage of comprehensive practice course, teachers' profound knowledge has an important and far-reaching influence on students, especially teachers' comprehensive literacy has a lifelong influence on students. Then I will seriously reflect, constantly improve in reflection, do a good job in the research and practice of comprehensive practical courses, explore more classroom models, be open-minded and eager to learn, and strive to put the advanced concepts of this study into teaching practice, greatly improve the quality of comprehensive practical courses, and make every student like comprehensive practical courses more.

Experience of synthesizing high-quality lectures 4. The evaluation activity of excellent mathematics courses in primary schools in the county organized by the county teaching and research section was held in Wudi No.1 Experimental Primary School, and I was fortunate to participate in this observation activity. I saw that every participating teacher explained the life dialogue in mathematics classroom teaching with his own characteristics. It can be said that "the Eight Immortals crossed the sea and showed their magical powers". Being in the meeting place, listening to the lessons carefully prepared by the teachers. Here, I personally experienced their profound interpretation of teaching materials, accurate grasp of the classroom, and close attention to students. While they opened the door to students' wisdom, they also taught me many new teaching methods and new teaching concepts, which triggered my thinking about classroom teaching:

First, a solid teaching foundation.

What I feel most is that the players have solid basic skills, strong ability to organize and control classes and high theoretical level. Pay attention to the expression of mathematical language, the teacher's language is concise and to the point, and there are no superfluous words. It is characterized by cultivating students to express in mathematical language and paying attention to the rigor of students' language. Every teacher's class is real, unlike the previous classroom pursuit of tricks, flashy. Teachers fully consider from the students' point of view, understand the students' starting point and face the students' teaching reality directly.

Second, pay attention to students' emotions and emphasize the formation process of knowledge.

Every teacher can let students solve problems independently, and when they encounter some slightly complicated problems in teaching, they can also let students solve them by themselves. And teachers constantly encourage students to actively try and explore problems, so that every student has the opportunity to participate in thinking and express their opinions, so that every student can become the master of mathematics learning. For the problems that students can't think of at the moment, teachers can patiently inspire and guide, highlighting the teaching concept of teacher-led and student-centered. But personally, I feel that the current math classroom teachers talk too much and guide too much.

Third, pay attention to the effectiveness of group cooperation.

In this activity, many teachers pay more attention to the effectiveness of group cooperation than to the form. In class, teachers put forward valuable problems that need to be solved by group cooperation, and can clearly ask teachers to make full use of teaching AIDS or learning tools in teaching before activities. By letting students set, cut and draw, the teaching content is more intuitive and the students' practical ability is cultivated. During the activity, they patrol and guide, and after the activity, the group shows and communicates, which makes the group cooperative learning solid and effective.

Looking back seriously, there are still many shortcomings in my previous education and teaching work. In the future teaching work, I will certainly carry forward my achievements, find out the gap in education and teaching, and learn from teachers with rich experience in education and teaching. In the future teaching, I will devote myself to education and teaching with higher fighting spirit and fuller enthusiasm.

Experience of synthesizing high-quality lectures 5. Fortunately, I went to the beautiful Xuzhou, Jiangsu Province to participate in the "harmonious classroom" teaching activities, and listened to a long-admired class-Xu Changqing's "Numbers and Shapes", which is the next lesson in the fifth grade textbook of Beijing Normal University. I've talked about it before, but it's not as exciting and vivid as xu teacher's, and I feel particularly rewarding. Now I will share my experience with you.

At the beginning of class, teachers interact with children and do warm-up exercises before class.

The courseware shows "Hi! The words "math" let the children say hello to math loudly. Then he asked, "We all met because of mathematics. Math has been with you for six years and with me for 44 years. Do you know math? " The children looked at each other, trying to make jiaozi in a teapot. They knew something, but they couldn't express it. At this time, the teacher quickly typed a paragraph from the big screen: "Mathematics is a science that studies quantitative relations and spatial forms. "

Then the teacher called the students to stand up and read this sentence again, but at this time the subtitles on the big screen have been turned off. When children stand up, they don't know what to read, because they have forgotten, and they don't remember it with their brains at all. They always thought these words would stay in the subtitles, so they just had to see them with their own eyes.

Then the teacher said, "Now you know what it means to study hard!" ! You can't learn with your eyes only, you should learn to learn with your brain. "So how to solve this situation? At this time, the student said, "Teacher, please, let's have a look again!" " "So the teacher met the strong demand of the students, and soon this line appeared on the big screen. At this time, you see that the child is highly focused, not only studying very hard, but also remembering quickly. Because they know that the teacher will turn off these fonts in the future. Sure enough, when the teacher called the students' names and told them to stand up and speak, the subtitles had been turned off. But this time, the children learned the experience and lessons. This time, they not only remembered it firmly, but also spoke it fluently soon.

Then the teacher said to the child, "You can't learn with your eyes alone. Learning with your eyes alone is shallow learning. Now you advocate deep learning, that is, learning with your brain. "

This seemingly unintentional little link was actually carefully designed by the teacher. The purpose is not only to let students know what mathematics is, but also to let students know how to mobilize all parts of their organs to enter the learning state together for deep learning.

Later, he told us that if children keep their eyes on learning, when they can't see it, there is nothing in their minds, and when they use it again, they can't extract anything useful. Therefore, learning is to explain the method. Children must learn to use their brains to learn, remember, store useful information in their brains, and then extract it from their brains. When they say it out of their mouths, this knowledge has been deeply left in their brains.

At this time, the teacher said to the children: "The teacher wants to tell everyone a truth through this little game. There are no stupid children, only children who can't learn Pay attention to methods in learning. As long as the method is right, you can learn math well soon. "

Then let the children behave well and listen to the teacher with wide eyes. At this time, the teacher opened his mouth wide and read word by word. There was no sound. The students were in a hurry, but they couldn't hear the sound, so they opened their eyes wide and paid attention. What happened to the teacher? We listen with our eyes wide open. How can we listen without sound?

This is the teacher's careful arrangement, reminding children to listen with their brains, not just their ears. We can listen with our eyes and brains, not only to the teacher's voice, but also to our classmates' speeches. When listening, we should not only be passive receivers, but also be collaborators who can think with their brains. If you find mistakes in your peers, you must learn to help them correct them in time. This is the real ability to listen to lectures.

This is the highlight before class, which really refreshes me. The method of teaching students to learn is more practical and will benefit them more than just teaching them to learn a math lesson well. We all say, "It is better to teach people to fish than to teach them to fish." But how many teachers can really study learning methods so hard and teach students how to learn correctly? It seems that we should not only pay attention to whether students can learn a math lesson well in class, but also pay attention to whether students can learn math well in the end.

Feeling the experience of high-quality lectures, I think I have more than 20 years of junior high school Chinese teaching experience and have always been very confident in Chinese teaching. However, these two days, I participated in the collective lecture organized by the school for first-grade Chinese teachers, and I felt shallow.

Teacher Geng's pinyin review, teacher Ma's new text teaching and teacher Yang's vowel learning have opened my eyes. The flexible teaching methods, diverse multimedia courseware, gentle and friendly teaching language and warm classroom of the three teachers left a deep impression and enlightenment on me. The real Chinese classroom has given me a deeper understanding of Chinese teaching in primary schools. At the same time, I have gained some admiration, and I have more thoughts and a deeper understanding of the importance and urgency of my own study.

After the lecture, Director Guo organized teachers to carry out teaching and research activities in time. Combined with several teachers' lectures, everyone spoke freely, discussed seriously and commented deeply, and put forward sincere suggestions and problems that should be paid attention to. The atmosphere at the scene was unusually warm, and every teacher took notes carefully. Mr. Guo summed up the teachers' speeches based on his own listening experience, and gave specific teaching guidance to the teachers from the aspects of teaching link design, teachers' classroom evaluation, classroom regulation, classroom presupposition and generation. It can be said that on the road of Chinese teaching in primary schools, listening to class evaluation and groping have gained a lot. Let me elaborate on some of my deepest feelings.

First, we should pay attention to flexible and diverse reading methods.

Throughout the classes of three teachers, Geng, Ma and Yang, we will find this common ground. Various forms of reading and multi-level reading are all good ways, which also highlights the characteristics of Chinese. For example, when reviewing Pinyin, Teacher Geng asked students to read, quote and point at the same time, which disrupted the reading and the teacher's model essay reading. Through repeated reading step by step, students will naturally deepen their understanding of initials, finals and syllables as a whole. Teacher Ma used the interesting way of "driving a small train" to read the text "At Home", which accords with the characteristics of children's physical and mental development, concentrates children's attention and stimulates their reading enthusiasm. When Mr. Yang was teaching "I Can Read", he took turns to have a reading contest. "Who can challenge the first one?" Aroused the sense of competition, the children rushed to participate actively, and the classroom atmosphere was very active. It can be seen that a good Chinese class starts with the text, and it also lies in the flexibility of teachers to guide students through reading instead of mechanically boring reading.

Second, we should pay attention to the evaluation skills in the classroom.

No matter which student asks or answers questions, he always hopes to get praise and affirmation from the teacher. Therefore, it is necessary to arouse students' enthusiasm and initiative in learning. All three teachers did it seriously in class. The students answered correctly. The whole class held out their hands, gave thumbs up and shouted "You are great, you are great". What encouragement! The encouragement of students is far better than the simple "good" of teachers. For students with poor foundation, they are often in a state of non-participation or passive participation in their studies. Being able to ask and answer questions is an improvement in itself. Teacher ma x did a good job. She is always good at inspiring students and giving different encouragement to different children's performance. For example, "You really listen!" "What you said is true!" "How carefully you observe!" Wait a minute. These simple and natural languages deeply touched me. In future classes, I also try to make students feel these beautiful evaluation languages.

Third, we should pay attention to the formation of study habits.

Many teachers will intersperse some learning methods in the classroom, so that students can acquire these learning methods, and he can solve similar problems by himself in the future. For example, Mr. Yang asked students to stretch out their little fingers when reading the tone of letters, so that students could quickly find the tone they were reading and concentrate on reading it quickly. When playing the picture of coconut trees, he asked, "What do you see?" After the students answered "coconut tree", Teacher Yang emphasized "I saw coconut tree", which is a habit of teaching students to speak completely imperceptibly. The cultivation of good habits needs a step-by-step process from easy to difficult, from less to more, from simple to complex. I should also pay more attention to guiding and cultivating students' good habits, and accumulate and strengthen them in future teaching.

Generally speaking, through this listening and commenting class, I deeply feel that I need to learn too much. In the future teaching, I will make great efforts to thoroughly understand the teaching materials, thoroughly understand the students and improve my own quality. I will continue to learn from others, make full use of learning opportunities to improve my teaching quality, constantly improve myself, and make efforts to explore, so that I can have enough knowledge and ability to be qualified for Chinese teaching in primary schools.