English teaching in primary schools should take student activities as the main teaching form, and teachers are the organizers and instructors of the activities, so we should do a good job in teaching reflection. Below, I have compiled a case of reflection on English teaching in primary schools for you. Welcome to read the reference!
A Case Study of Reflection on English Teaching in Primary Schools; I prepared an English business card for every student in the third-grade roll call class. The teacher pointed to his business card and said, "My name is Ann." Then the teacher speaks with one pair of hands. In the teacher's conversation, one is a clever little monkey, speaking in a child's voice, while the dog is an old man with glasses. The teacher used the old man's voice. The teacher's design arrangement is to cultivate students' interest in learning and change the previous teaching mode. What's your name? My name is. My name is-ask and answer, and put the boring form into the scene. Students are both novel and interested in two-handed puppets. They all watched the performance with their ears upright, which made them involuntarily have the idea of imitation. After 2-3 scene performances, the teacher asked the puppet to talk to the students, and the students could basically answer by pointing to their cards. At this time, the teacher's task is only to correct the pronunciation of a few students with incorrect pronunciation. After the demonstration of 1-2, the teacher quickly completed the teaching task. This concise and vivid case should show that when designing teaching activities, teachers must serve the completion of teaching objectives and overcome the blindness of teaching.
Case analysis and thinking;
English teaching in primary schools should take student activities as the main teaching form, and teachers are the organizers and instructors of the activities. The basic idea of curriculum reform is based on students' needs and interests, and the characteristics of language learning should be the principles of "active learning" and "active communication". The teacher designed the links of classroom games for each key teaching content, and the design of teaching activities reflected that learning a language is doing things; The principle of learning a language by doing. Teachers and students participate together to make students realize the true meaning of "doing things in English". This has changed the teacher-centered teaching mode and the passive learning mode of students in the past. Try to encourage every student to participate in the practice of teaching activities, so that students can gradually build language knowledge and form language skills in the process of activities. Cultivate language communicative competence, so as to stimulate and mobilize students' enthusiasm and interest in learning English.
(1) At present, after training, I have a certain understanding of the concept, paying attention to students' activities in teaching and designing a large number of games. However, in the course of class, we found that our teacher's design attempt was superficial, ineffective and ineffective in teaching. It is necessary to closely combine the two foundations of teaching with classroom activities, and all kinds of activities in the classroom serve to make teaching produce better results and serve the content and objectives of classroom teaching. Teachers must master this essential thing. The staff provided many examples of activities for teachers. But the teacher can't copy them one by one. If so, the teaching task can't be completed at all. Cultivate students' hands-on ability and trouble ability, and combine English classes with activity classes closely. Students can make pictures by themselves, then cut them out, and then let the students arrange the pictures in groups. Students in the group discuss with each other and cooperate to build their beautiful homes with pictures. Finally, students describe their works in English. After a class, students not only learned simple English conversation, but also cultivated artistic sentiment and really learned to do things with language.
(2) English teachers should have solid basic skills.
The basic requirements of curriculum reform for teachers include good language quality, basic language skills, extensive scientific knowledge and cultural literacy, and at the same time, the characteristics of listening, doing, speaking, doing and playing (games) should be fully reflected in teaching. Curriculum reform and experiment put forward higher requirements. Teachers should stimulate students' learning enthusiasm and interest in teaching and constantly improve teachers' skills.
Case Analysis of Reflection on Primary School English Teaching Since the second primary school English teacher, we have been reflecting after class. How to teach English in primary schools? What are the disadvantages? The following are some ideas that I have summarized through practice and reference.
In China, many people ignore that English is a foreign language, not a second language, which is an important objective reason for the low efficiency of English learning.
So, what's the difference between a second language and a foreign language? Are they terms with the same concept but different styles, or are they two different concepts? How will it affect the effect of English teaching?
In fact, we know that the second 1 language is opposite to the first language, while foreign language 1 language and non-native language are opposite to mother tongue and mother tongue 1 language.
Whether a country or region teaches English as a second language or a foreign language is also an important indicator, that is, whether the courses in local schools are taught in English. If all courses except English are taught in mother tongue or mostly in mother tongue, then English teaching is TEFL. Obviously, in China, English is a foreign language, not a second language, and China lacks the environment for teaching English as a second language. Mother tongue can be acquired, so can second language, but foreign language can't be acquired.
However, in our primary school English class, too much emphasis is placed on the creation of situations, even for the sake of situations, which leads to false situations. Many teachers hold the expectation that children will naturally acquire English in such a situation. This is a tree without roots and water without sources, which is obviously unrealistic. In a 35-minute English class, how much time does the teacher spend teaching foreign languages and how much time does the students have to speak foreign languages? How many students have a foreign language environment in their families, how many parents know foreign languages, and how many students have active or passive exposure to foreign languages in their spare time? We can see some very successful primary school English teaching observation classes. In these observation classes, English teachers and students cooperate seamlessly, and listening, speaking, reading and writing exercises are available. In addition, recitation, short plays and multimedia demonstrations excite teachers and audiences. However, how many such classes are there in foreign language teaching for 365 days a year? This account should be clear to front-line teachers engaged in English teaching.
Second, English teaching in primary schools should adopt cognitive method rather than direct method.
Direct method refers to a lot of contact with real language, real communication, relying on a lot of repeated imitation, strengthening memory and forming habits. Audio-visual method, listening-speaking method and communicative method all belong to direct method. Direct teaching must have a language environment, high-level teachers, small classes and more opportunities to learn and use English. The cognitive approach does not exclude imitation, but due to the lack of language environment, the learning approach is mainly through rational thinking, learning pronunciation, grammar and vocabulary knowledge, mastering language rules, guiding listening, speaking, reading and writing, and making inferences to form sustainable language ability. English is a foreign language in China. Students in China, whether in primary schools, middle schools or universities, can't use the type of second language teaching, but should take language knowledge as a crutch and pay attention to rational cognition while using empirical learning. For primary school students, it is particularly important to cultivate their sustainable language learning ability without excluding language knowledge.
However, in our actual primary school English teaching, the limited teachers, the relatively low level of teachers, the lack of language environment and large class teaching all tell us that Direct instruction is not suitable for the current primary school English teaching practice.
Third, cultivate students' lasting interest through continuous language knowledge rather than "playing"
English teaching in primary schools should attach importance to cultivating interest, but we can't just learn by singing games, because cultivating interest is mainly for learning English. Students studying English are not immigrants from Britain and America. Only by constantly learning language knowledge, improving language ability and satisfying the sense of accomplishment can we cultivate lasting interest. At present, primary school students only have more than 100 minutes of English class every week, so it is impossible to cultivate students' lasting interest only by singing games. As soon as the novelty passes, the child gets bored. Therefore, singing games should be used as a means for primary school students to learn English language knowledge and skills, rather than to cultivate interest. We can use various means to help primary school students remember more words and learn more language rules during the period of strong memory, create as many opportunities for imitation as possible, and improve students' pronunciation and intonation. In English learning, listening, speaking, reading, writing and translation can complement each other. Really do listening and speaking first, reading and writing to keep up. Without reading or writing, it is difficult to receive high efficiency just by listening and speaking. Imitation alone can not cultivate learning ability, and it is difficult to reduce the learning burden. Therefore, primary school students should still study the language seriously. Constant reflection, collective discussion and active understanding of information are the homework that modern teachers must do. Only by continuous accumulation and growth can we help children make better progress.
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