First of all, get out of the conventional misunderstanding of preparing lessons.
We often think that to prepare a lesson, we must carefully study the teaching materials and syllabus, and prepare the key points, difficulties, key points, error-prone points, teaching methods and processes of each lesson. There is no doubt that all these are necessary, but the key is to go into students' hearts, find out their excitement and prepare courses that really interest them. Being able to prepare such a class is the premise and guarantee for students to easily master the knowledge taught, and it is also the reason why teachers can always feel the freshness and temptation of the class. Remember: every day is fresh! In order to carry out effective teaching, teachers must consciously design and prepare teaching activities and other factors, implement regulation and evaluation, and pursue the best teaching efficiency.
Second, we should have correct teaching methods.
Facing every teaching content, we should focus on solving problems, take excitement as the starting point, attach importance to application, students' practical ability, students' participation and participation, follow the law of students' physical and mental development, and follow the principle of easy to difficult, so as to guide and encourage students at all levels to master and use knowledge. In my opinion, we should pay attention to the following five aspects in teaching:
1, follow the teaching law from easy to difficult.
Facing the same teaching content, every teacher has different ways to deal with it, but in the face of difficulties, we must gradually decompose it and follow the principle of easy first and difficult later. Never act rashly and deal with it simply and rudely, otherwise it will greatly dampen students' self-confidence and enthusiasm. The following is a comparison of the effects of several teaching methods, from simple to efficient; Deep and deep → effective; Simple explanation → low efficiency; From shallow to deep → invalid.
2. Pay attention to students' practical ability, participation and participation.
The spring breeze of quality education has already spread all over the country, one of which is to achieve "three centers" in teaching: student-centered, activity-centered, and problem-centered. Some experts have made statistics on students' mastery of knowledge: the teaching form is: teachers teach → students' average memory rate of what they teach is 5%; Students read →10%; Audio-visual use → 20%; Teacher demonstration → 30%; Student discussion → 50%; Student internship → 70%; Students teach others →95%. It is not difficult to see the importance of students' hands-on and student participation. There is another saying: forget after listening, understand after reading, and remember after doing! Therefore, don't be afraid to waste time, don't be afraid of students making mistakes, and let students try to learn knowledge from failure or success, so as to truly master knowledge.
3. Pay attention to the art of asking questions
A good question should have a clear purpose and requirements. Through the setting of a series of questions and the correct answers of students, and through the operation of teachers, students can gradually understand and deepen what they have learned. Good questioning should give students a sense of learning, satisfaction and accomplishment, which is the key to stimulate students' desire to learn and explore.
4. Appreciation education
It is necessary to have a pair of discerning eyes to discover the bright spots of each student, and to strengthen and consolidate these "bright spots" through repeated praise, so as to create a good atmosphere between teachers and students, which is a necessary guarantee to improve teaching efficiency. There is a saying: there are no students who can't teach, only teachers who can't teach. Although we can't put all the responsibility on teachers, on the other hand, we also emphasize the importance of teachers, which shows that teachers' teaching behavior is the key to teaching efficiency. Many people may have heard of an experiment: some people divided 16 students with similar academic performance into two groups and said that four of them were very, very good. As a result, these four people were favored by teachers and eventually developed into very excellent students. This is the power of appreciation.
5. Pay attention to cooperation and questioning.
The quality of cooperation and questioning is the quality of talents needed by contemporary society. Therefore, our classroom must meet the needs of social development and attach importance to cooperation and questioning. Attention should be paid to the application of cooperation: a given cooperation project must have the necessity of cooperation, and it needs division of labor to discuss, help each other and form a certain consensus. Team leader and recorder should also be appointed when working as a team, and the cooperation results should be reported well. Through cooperation, it not only solves the learning task, but also helps students unite and cooperate, help each other, form a good class style and study style, thus helping to improve learning efficiency. Attention should be paid when asking questions: First of all, students should be given enough time, and I believe students can ask good questions. In fact, if you use it, you will find that they may ask you some unexpected questions. For example, in the last Lu Xian County Chinese Excellent Course Selection Competition, a teacher asked a student in the "Market in the Sky" class, "The Cowherd and the Weaver Girl meet once a year on the seventh day of July. Why do you see them riding cows in the text?" Look, what a lovely question! In addition, students should be encouraged to ask questions (no matter what questions they ask). By asking questions, let the students understand that the original method is wise, many methods are ingenious and one method is feasible. This will help students to actively participate in activities and improve their enthusiasm for asking questions.
Third, intensive and concise, combining teaching with practice.
Timely review, proper evaluation, various social practice activities, and application of theory to life practice, so as to truly "apply what you have learned" and achieve a balance between input and output, which is one of the important feedback means of effective teaching. Long-term empty talk without practice will not reveal the degree of students' mastery and application of knowledge, and many problems will not get timely feedback, which will greatly reduce the efficiency of teaching. At the same time, appropriate teaching pressure is also a necessary means to ensure effective teaching. Giving students a sense of tension in teaching, allowing them to operate in a tense atmosphere, and truly combining intensive reading teaching with concise teaching and practice will achieve twice the result with half the effort.
In a word, how to carry out effective teaching is the core problem worthy of unremitting pursuit by all colleagues. Let's join hands, step on the pace of the times, and strive to create a green classroom full of vitality, harmonious atmosphere between teachers and students, full of inquiry spirit and innovative spirit! I am convinced that we will love it and indulge in it.
How to effectively reflect on teaching is that teachers consciously take their own classroom teaching practice as the object of understanding, and conduct comprehensive and in-depth calm thinking and summary. It is a learning method used to improve one's own business and teaching practice, constantly reflect on one's own educational practice and actively explore and solve a series of problems in educational practice, so as to further enrich oneself and improve the teaching level.
Second, why write teaching reflection?
1, the significance of promoting the deep development of thinking.
Generally speaking, thinking is often put on hold because of time, the law of brain forgetting and other factors. , or because thinking stays in general or has not yet come up with specific results. Writing, first of all, requires teachers to seriously recall the teaching phenomena that attract attention in teaching, describe them concretely, meticulously and vividly, and form a further detailed and comprehensive understanding of teaching events and cases, so as to lay the foundation for in-depth thinking. Secondly, when writing reflection, we should express the content of thinking logically, methodically and rationally, so as to make thinking more rational. We often encounter such a phenomenon; At the same time, think about the teaching phenomena and cases written down, because the writing is informative, and the thinking will tend to be comprehensive.
2. Promote the in-depth study of teacher education theory.
If you think in general, it is often the teacher's thinking that cannot be combined with theoretical study, which leads to superficial thinking. And writing often makes people have a deeper demand for writing. Driven by this demand, it is often necessary to consult some materials and read some books to encourage teachers to study further. It is to combine one's own thinking with the theory advocated, so as to improve theoretical understanding and improve one's theoretical level.
3. Promote the accumulation and promotion of teachers' experience.
General thinking will forget the past with the passage of time. Writing, on the other hand, can help teachers accumulate their own experiences, problems and thoughts in teaching practice, so that they can deeply remember the typical examples and thoughts in their teaching phenomena. Because of the accumulation of writing, the teacher really becomes a teacher with rich teaching experience and rational thinking. At the same time, what is written down is more convenient to communicate with people and will promote the better development of teachers.
First of all, effective reflection requires "thinking"
The purpose of reflection is to solve new problems in teaching practice and sum up new experiences, so as to improve teachers' professional ability.
Through reflection, teachers can find new problems, analyze their causes and solutions, constantly sum up teaching experience, and strive to improve classroom teaching effect.
Second, effective reflection requires "thinking about things"
Teaching reflection, "thinking" must mean something. The "thing" here refers to the process of teaching practice. After teaching practice, teachers always have some unforgettable feelings, more or less, or "gain" or "loss".
Think about it: What are the characteristics? Teaching characteristics refer to the unique style shown in the teaching process. The unique teaching gives people different feelings and endless aftertaste. It contains many elements: in teaching philosophy, it depends on the prominence of the main position and the play of the leading role; In the treatment of teaching materials, we should grasp the characteristics of teaching materials and communicate knowledge; In teaching methods, it depends on the presentation of teaching levels and the arrangement of practical activities; In teaching methods, it depends on the degree of students' participation and the process of knowledge acquisition; As far as teaching effect is concerned, it depends on the implementation of teaching objectives and the cultivation of innovative consciousness.
Si Er: Where is the "wonderful"? Wonderful teaching fragments are attached to all aspects of the teaching process, such as fascinating new lessons, creating a unique atmosphere, handy use of teaching AIDS, novel and unique breakthroughs in difficulties, unique wisdom development, superb learning guidance, inductive evaluation at the end of the class, and suspense summary.
Third, effective reflection needs to be "justified"
Teaching reflection is valuable and needs "foothold". The "evidence" here is the requirement of quality education. The purpose of teaching reflection is to improve teaching, realize self-development and realize quality education. Quality education is the goal that every teacher pursues, and quality education comes from teachers' rich practical knowledge under the guidance of modern educational theory. The main sources that can provide "evidence" for teaching reflection can include three aspects:
According to: the new curriculum concept. The new curriculum concept and curriculum standards are the basic basis for the compilation of teaching materials and the implementation of teaching. The choice of teaching resources and teaching methods should meet the requirements of curriculum standards. Without this, teaching activities will become "passive water".
Second: student development. The essence of teaching is to promote the development of students. Whether a person's teaching behavior conforms to students' cognitive level and whether students have gained and developed is a problem that we should always pay attention to. Without this, teaching activities will become a "rootless tree".
Three evidences: teaching effect. Classroom teaching is a process of communication and interaction between teachers and students. From the details, whether the teaching plan and teaching link arrangement are reasonable, whether the activity organization and teacher's guidance are in place, whether the students take the initiative to learn, whether the students' dominant position is prominent, whether the classroom atmosphere is active and whether the classroom teaching effect is good are all factors for the success of teaching. Record it after class as a basis for effective reflection.
Effective reflection needs to think with "truth", "things" and "evidence". Only in this way can teachers' enthusiasm for teaching reflection be improved and their professional level be improved.
How to effectively reflect on teaching □ Wang Xingshan's reflection comes from problems, and there will be reflection if there are problems. Teaching reflection is not a simple memory or recall, but an exploration and discovery of problems and puzzles in the teaching process and the deep-seated reasons for these problems and puzzles. Under the background of the implementation of the new curriculum standards, teachers' continuous reflection in the teaching process is not only the need of reconstructing teaching practice and improving the quality of education and teaching, but also the need of teachers' professional growth. Then, based on my years of teaching practice, I have the following ideas: 1. Reflection and lesson preparation before teaching are the basic links of teaching work, and good lesson preparation is the premise of a good class. Preparing lessons mainly starts from the following aspects: preparing curriculum standards, knowing where new ideas are, and making clear the direction of education and teaching; Prepare teaching materials and make clear the teaching objectives, key points and difficulties; Let students become the masters of classroom learning; The teaching method of preparing lessons, focusing on presupposition and generation, makes the classroom come alive; Prepare yourself, make a class and make a person. Second, teaching reflection. Reflection in teaching can make classroom teaching high-quality and efficient. The generative teaching advocated by the new curriculum is changeable and complicated, which puts high demands on teachers' professional quality and teaching skills. In the face of growing students and changing society, if we still insist on old experience to manipulate teaching, classroom generation will become a rare event. Therefore, we must strengthen teaching reflection, constantly examine and analyze our teaching behavior, arm ourselves with advanced educational theories, and constantly improve our classroom control and adaptability. Teaching reflection should start from the following aspects: whether the teaching objectives reflect three dimensions (knowledge and skills, process and method, emotional attitude and values), whether the teaching activities reflect the students' dominant position, whether the use of teaching materials is creative, whether the teaching process pays attention to the dynamic generation of curriculum resources, and whether the selection of teaching strategies is scientific. Third, reflection after teaching. Posner, an educational psychologist, once put forward the formula of teacher growth: growth = experience+reflection. After-class reflection is not new, but the new curriculum standard puts special emphasis on reflection teaching and gives it new content. After putting the prepared lessons into practice, the information obtained in practice and after practice is infiltrated into the teaching plan, and it is modified and optimized: recording the experience and sentiment, highlights and existing problems, students' performance and response, and handling of emergencies in classroom teaching; On the basis of observation and analysis, review and compare the original intention of lesson preparation and classroom implementation, and reflect and re-recognize the teaching content, teaching process and teaching effect, such as the achievement of teaching objectives, the appropriateness of teaching strategies, whether the students' dominant position is fully respected, whether the classroom generation and handling are appropriate, whether the problem design is meaningful, whether the situation creation is in place, etc., and carefully sort out the feelings, experiences and adjustment strategies in time on the lesson preparation book; While examining one's own teaching activities, actively absorb new information and find new ideas and strategies to solve problems. On this basis, I put forward my ideas and make a new implementation plan. (Author: No.2 Junior Middle School in Chengguan Town, nanzhao county)
Ask the students how they feel.
Or record your reflection.
Learn from it later.
Please adopt
thank you
How to make effective use of multimedia teaching? 1. The selection and application of multimedia resources should be optimized.
The application of multimedia resources in teaching brings people a good expectation for the classroom, hoping to completely change the traditional teaching mode and students' cognitive process. However, due to the rapid development of information technology and network technology, the number of multimedia resources has exploded, resulting in a mixed situation. How to choose and use these resources has become a problem that teachers must face. In this regard, the author believes that in the selection and application of multimedia resources, we should follow the principle of optimization and must not make eyes at each other. The so-called optimization principle refers to the selected resource content (including words, pictures, sounds and images, etc.). ) It should best present the teaching content, most effectively stimulate students' interest in learning, induce students' learning motivation, maximize students' enthusiasm and initiative, and make people have the impulse to participate in learning and take the initiative to learn.
Practice shows that dynamic characters are more * * than single characters, and the situation created by pictures is better than that of characters. The application of animation, audio and video can better make teachers and students interact and convey information intuitively, dynamically and accurately. Therefore, under normal circumstances, when choosing multimedia resources, we should pay attention to careful selection and careful consideration, so that those who can use videos often abandon words without pictures. This way of resource selection and application makes the obtained resources the best and will have the greatest impact on students' body and mind. The method of using resources is the best, and the effect achieved must be the best.
Second, the "key point" of applying multimedia resources to teaching.
As the saying goes, good steel should be used on the blade. The application of multimedia resources is the same. Only when high-quality educational resources are used in "key points" can they play a key role. The so-called "focus" of teaching refers to the focus, difficulty, connection point, inspiration point, convergence point, expansion point and thinking blind spot of teaching. The handling of these points is the key to the success or failure of a class.
To achieve the cognitive goal in classroom teaching, the first choice is to solve the key and difficult standard questions. The application of multimedia resources, first of all, is to show how to highlight the teaching focus and solve the teaching difficulties. This is the most important in teaching, and whether the analysis of important and difficult points can be put in place is related to the success or failure of teaching. The classroom supported by high-quality educational resources has properly solved this problem through exquisite pictures, dynamic scenes, interactive bilateral activities and real and interesting life content.
The second is the entrance point of the classroom. Lead-in is the beginning of classroom teaching activities. As the saying goes, a good beginning is half the battle. The application of multimedia resources in teaching integration links creates active learning situations, which puts students in the dynamic learning process of asking questions, thinking about problems and solving problems, and stimulates students' interest in learning. Interest is the best teacher. The application of multimedia resources in classroom teaching is like an incisive metaphor made by a German scholar. He said, put 15 grams of salt in front of you, and you can't swallow it anyway. When you put15g salt into a big bowl of delicious soup, you can't help swallowing them while enjoying the delicious food. Knowledge is to the environment what salt is to soup. How vivid this metaphor is!
Thirdly, applying multimedia resources to the starting point, connecting point and expanding point of teaching can make the finishing point, wake up the dreamer in one word and help students solve their puzzles and problems, thus building a lively, productive and vital classroom. Here, with the help of the characteristics of visibility, interactivity, high quality and high efficiency of multimedia resources, we not only annotate the teaching content, but also guide students' learning and thinking, such as four or two tricks in martial arts, which make students suddenly enlightened and emancipated their minds.
Third, the use of multimedia resources should be appropriate and appropriate.
High-quality multimedia resources are increasingly affecting all aspects of teaching. But in the end, it can only be used as an auxiliary means of education and teaching, and can't entrust the whole teaching. Multimedia resources can't replace teachers' in-depth analysis of teaching problems, let alone students' inquiry activities. Therefore, we do not advocate the worship of multimedia resources on the altar as a panacea, nor do we advocate the abuse and misuse of resources leading to the lack of teaching elements.
"Enough is enough" in the selection of multimedia resources refers to the timely, appropriate and moderate use.
The so-called timeliness means that teachers should grasp the timing and time of the application of many media resources, which can neither be called unused nor misused. Only when we should do it can we do it properly, which not only stimulates students' interest in learning, highlights the key points of learning, cracks the learning difficulties, mobilizes students' enthusiasm, but also avoids audio-visual fatigue and information pollution.
Appropriate amount means that teachers should control the amount of information transmitted by multimedia resources to prevent information flooding. Multimedia resources can provide a lot of information in a short time, which is a great advantage for students to understand and deepen their knowledge after receiving and processing. However, when using multimedia resources, many teachers like to pile all the materials they can find into courseware or classroom. When importing, put a few paragraphs in the video, use a few animations when explaining the key points, and put some music. Therefore, when students are faced with complicated information, they will be at a loss. Dogs can't swallow Mount Tai, but they have new and more puzzles and questions. Therefore, for those unnecessary materials, even if they are wonderful, they should be cut off. Tailor-made clothes, beautiful clothes, eating by the amount is healthier, and so is teaching.
Then there is the question of moderation. Effective classroom teaching is a process of teacher-student interaction, teacher-student co-construction and harmonious generation. Teachers' excessive reliance on multimedia courseware will occupy students' imagination space and reduce students' initiative in subjective thinking, thus deviating from the original intention of resource use. Therefore, the teaching activities of multimedia resource application should guide students to "learn by doing" through courseware, not just "watch courseware". Students should be guided to analyze, think, interact, generate and innovate, instead of getting answers to questions from courseware without thinking or just "appreciating" courseware.
Fourth, using multimedia resources to reduce the interference of "pseudo-resources"
The purpose of applying multimedia resources in classroom teaching is to guide students' autonomous learning, cooperative learning and inquiry learning through situational creation, and the learning process is students' active thinking and exploration. However, too many complex colors, too many format changes and dynamic effects in courseware will interfere with students' thinking; Irrelevant animation, irrelevant pictures and redundant audio and video may mislead students, which is not conducive to the construction of students' knowledge and skills and the positive transfer of students' cognition. We call these "pseudo resources".
Facing the vast resources and environment, what can be done to reduce the obstruction of "pseudo-resources"? This requires us to pursue truth, goodness and beauty in the use of multimedia resources.
1. Seeking the truth
The connotation of "life" in "life growth class" lies in that teachers should pay attention to students' physical and mental characteristics in the first place and treat students as developing people. The key to putting students first is to impart "true knowledge". The concepts and principles displayed in the resources should be true and reliable, the analysis and reasoning should be rigorous and accurate, the methods and steps should be correct, and the simulation effect should be vivid. Even if there are metaphors and exaggerations, they should be appropriate, appropriate and reasonable, and cannot be fabricated casually. Thousands of teachers in Qian Qian teach people to seek truth, and real classroom teaching is valuable.
Seek kindness
Teachers are required to be good at drawing materials, using materials rationally and giving full play to the unique charm of various resources. Brand-new thinking requires that teaching resources should have a sense of symphony, design, story, empathy, entertainment and significance. Therefore, the selection of multimedia resources should be rigorous and scientific, and the application should be representative and normative. Courseware should not only be reasonable in layout and attract students in content presentation, but also pay attention to the inspiration, novelty, expressiveness and appeal of the picture. For irrelevant animation, be few and precise, or even give up completely. Decoration and embellishment should be as scientific and interesting as possible. Try to delete redundant audio and video.
Seeking beauty
Teachers are required to choose and use aesthetic resources in form and content, including the colors, proportions and levels of various resources with certain aesthetic value. At the same time, it gives people comfortable, harmonious and tasteful enjoyment, and can express positive feelings. This requires that the picture of the material is artistic, the overall standard is relatively unified, the language is standardized, concise and clear, the sound is clear, there is no noise, there is no pause, the video resolution is high, and the characters are vivid. At the same time, in navigation graphic design and animation design, the intention should be clear and easy to understand and operate, which can quickly cause learners to jump and reduce students' psychological burden.
Only by seeking truth, goodness and beauty can we seek truth, goodness and beauty, grasp the true meaning of various resources and highlight the auxiliary role of teaching resources in effective teaching.
Fifth, we should pay attention to the flexibility of the classroom when applying multimedia resources.
At any time, teaching should take inheriting human civilization and cultivating innovative talents as its own responsibility. No matter what kind of teaching task is completed, "teaching" is always for "learning". "Teaching" is attached to "learning", and the starting point and destination of teaching should be students' learning. As Mr. Tao Xingzhi said: the method of teaching should follow the method of learning. It can be predicted that the classroom of multimedia resources application should be a learning classroom. Therefore, for the application of multimedia resources, we should also be flexible and flexible, not too rigid. In the process of teaching, teachers should not only pay attention to how to teach and what to teach, but also pay attention to students' learning. We should adjust resources according to the learning situation and students' feedback in class.
Length and width used. You can't be reluctant to throw away resources just because you have gone to great lengths to find them. Using teaching resources according to local conditions and different people is not only a responsibility for students, but also a respect for teachers' profession. Only in this way can teachers be like artists, and teaching can be smooth and pleasant. The use of multimedia resources should be natural, appropriate and vivid, not far-fetched and artificial, which can effectively mobilize the enthusiasm of students to participate in classroom interaction, so as to complete teaching tasks and achieve teaching goals in a pleasant atmosphere. This can avoid embarrassing situations such as pause, overtime and out of control due to "one size fits all" in the classroom teaching process.
The flexibility of classroom teaching is also reflected in its generative aspect. Classroom is often generated randomly and dynamically in the process of teacher-student interaction, so there will be many uncertain factors wrapped in it. At this time, teachers can't continue to copy mechanically and ignore students' thinking just because their courseware is "so designed". Such a classroom is lifeless, which is not conducive to the cultivation of students' innovative thinking quality. Therefore, teachers are required to integrate the idea of "flexibility" into the design of teaching links when applying resources, and sometimes they can go with the flow or find another way to make the teaching process more flexible and diverse, make classroom teaching more innovative and innovative, better reflect the advantages of multimedia resources and carry out teaching activities more effectively.
How to teach words effectively? For English beginners, memorizing words is a big obstacle to learning English well. So how can we effectively make students memorize certain vocabulary, and then use vocabulary to achieve the goal that students can communicate in English initially? The author has made a lot of attempts and explorations in teaching practice, and now I think the more effective methods are summarized, and I would like to communicate with the vast number of English teaching colleagues. First, teach reading words in a flexible way. In the past, when teaching words, the most common method I used was to demonstrate and guide reading first, and then let the students remember it by themselves after reading it. However, when checking students' memory effect, it is often not satisfactory. To this end, I changed my usual teaching methods and used projection presentation, physical presentation, stick figure description, action demonstration and other methods to teach new words, and the effect was much better than before. Practice has proved that when teaching new words, projection presentation, physical presentation, stick figure description and action demonstration can not only stimulate students' interest in learning, arouse their enthusiasm, help students overcome the difficulty of memorizing words and acquire basic knowledge; It can also give students the enjoyment of beauty, so that students can form a good habit of learning English and applying it to practice in their lives. 2. Provide an effective way to remember words. Learning requires certain methods. Mastering scientific methods will get twice the result with half the effort. Students who have just entered middle school often lack effective methods in memorizing words. They are eager to remember the writing method when remembering words. Many people remember the writing method letter by letter, but some people can't even read it, which requires teachers to provide students with effective learning methods. Before students recite words, I ask them to clearly understand the relationship between listening, speaking, reading and writing, and ask them to predict their voices, then understand their meaning, and then remember their shapes. Comparative memory can be used for words with similar shapes, and sentence memory can be combined for polysemous words; For those with different parts of speech, we can pay attention to the differences between English and Chinese. It is much easier for students to remember words. Third, carry out various activities to consolidate words. People's memory is time-sensitive. If you don't review and consolidate in a certain period of time, you will soon forget. Therefore, teachers must guide students to review and consolidate the words they have learned and record them in time. The method I usually adopt is to spend a few minutes before or after each class, and use game activities such as driving a train, solve riddles on the lanterns, catching words, doing actions, singing, drawing, and dictation at the same table to guide students to review and consolidate the words they have learned, so as to prevent students from forgetting the words too quickly and make the word memory more solid. Fourth, formulate specific measures to implement the text. In the execution of words, I focus on two aspects: first, dictation. Dictation is divided into each lesson and unit dictation. Establish compliance requirements for dictation stratification. Reward those who meet the standards, and urge those who fail to meet the standards in time. The second is application. In the past teaching, a problem often appeared, that is, students remembered the words, but did not use them well in the specific language environment. This requires students to master it by doing some oral or written exercises. To this end, I often set some questions related to new words, such as choosing, filling in the blanks, making sentences and writing, to help students use the words they have learned correctly. This not only enables students to master the basic knowledge, but also cultivates students' initial ability to use the language.
How to effectively reflect on teaching