In dealing with affairs and working life, classroom teaching is one of the important tasks, and reflection is to think about the past and sum up experiences and lessons. So how should I write reflection? The following is a model essay (7 commonly used essays) I collected for you, hoping to help friends in need.

As one of the managers of Cao Gang Township Workshop of 1 IT 2.0 project, I have some feelings after reviewing the implementation of the whole project for half a year.

After the implementation of the whole project, through continuous adjustment of the scheme, it will eventually become complete, and all schools in the township will work together, combining online and offline, leading by the backbone, driven by application, and promoted by all staff; School-based, learning by doing, situational learning; Inter-school exchanges, accepting lessons at the township and county levels; Collection and popularization of achievements.

I think the key points of the 2.0 project to promote the whole town are:

(1) How to design activities+supervision and management, so that all staff can cooperate and ensure terminal implementation;

We should pay full attention to offline activities and don't trust the effect of online learning too much; Under the mode of multi-school promotion in the township, to establish a systematic organization, each school should have a person in charge and a manager, design feasible centralized activities many times, arrange reasonable tasks, and drive actions with tasks; Give full play to the initiative of leaders, who attach great importance to it, instruct implementers to make detailed plans, and managers to plan, deploy, implement and check; There are some factors that restrict students, for example, managers can set up reasonable process activities and materials submission tasks on the platform and put them in a certain training score.

We should focus on breaking through key groups, such as school leaders and people who can play a leading role in the backbone, and carry out classified guidance and collaborative management.

(2) How to realize controllable evaluation quantification.

During the implementation of our workshop project, our online study and homework were up to standard, but we failed to achieve strict quantification of school-based application assessment. We only conducted qualitative self-evaluation, mutual evaluation and multi-dimensional evaluation of information-based teaching activities. The evaluation only points out the good and bad, and fails to reflect the degree of good and bad.

Is it necessary to quantify the application for assessment? If data must be used to quantify, how to realize controllable evaluation quantification will be a difficult point. The ability of administrators and teachers in the field of class evaluation and grading still needs to be improved.

The theme of the first implementation planning of the information technology 2.0 workshop is: courseware making and classroom teaching based on electronic whiteboard, micro-lesson making and application in and out of class. Based on the theme, we use technology infinitely, but ignore such an action line: finding teaching problems-learning technology-solving problems with technology-improving effect-effect feedback-integration and innovation.

How to make the workshop staff successfully embark on this route is a difficult problem to be overcome in the future. We need to find those wonderful and complete cases to lead the demonstration, and we also need a lot of training on related software and hardware technologies.

In short, at this stage, the informatization guidance of our training team and the informatization teaching ability of teachers need to be further improved, which will be a development process and will be explored in practice.

Information Improvement 2.0 Research Reflection 2 Through the recent training to improve the application ability of information technology, I have a new understanding of educational modernization. Today, the rapid development of modern technology with computer and network technology as the core is changing our learning methods. The ability to acquire, analyze, process and apply information will be regarded as the most basic ability and quality of modern people. At the same time, it has greatly improved our ability in all aspects, especially the comprehensive application ability of information technology, which is now not limited to the production of courseware. It makes us realize that as kindergarten teachers in the new era, we should actively absorb the latest technology, and I have gained a lot in this short training.

First, update ideas.

This information technology application ability improvement project training gave me a brand-new concept. I usually stop developing basic applications. But through this training, I really realized that I still have many shortcomings in my major, and I still have a lot of knowledge to learn in the future business promotion. Only in this way can I update myself at any time, supplement new knowledge, update my ideas and fundamentally improve my professional quality.

With the rapid development of information technology, as a teacher, having good information literacy is very necessary for lifelong learning and continuous improvement. As a teacher, we should have modern educational ideas and teaching concepts and master modern teaching methods and means. The cultivation of these qualities requires teachers to keep learning to meet the needs of modern teaching. Information literacy has become one of the essential qualities of lifelong learning. If a teacher does not have good information literacy, it is impossible to become a high-quality information technology teacher who meets the needs of modern teaching.

Second, professional knowledge

Deeply understand the importance of educational informatization, understand what is the development of educational informatization, truly understand the role of informational teaching environment in education and teaching, and master several commonly used teaching modes and basic applications of software.

By listening to experts' analysis of "Design and production of XQA3 presentation", "Management of XQA4 educational resources" and "Design and production of XQB2 micro-video", I really realized my own lack of information expertise. I will continue to learn in my future work and enrich my professional knowledge.

Through training, I have benefited a lot. I will better apply my knowledge of educational technology to modern education and teaching, and be an excellent kindergarten teacher who is responsible for children, kindergartens and society. I will, as always, learn all kinds of professional knowledge about information technology, persevere and make unremitting efforts to optimize my professional skills, better adapt to the development needs of modern society, and cultivate emerging talents with high information skills needed by the new era. This will be my goal.

3 stages of research reflection on information popularization 2.0 1: theoretical learning

First, mobilize publicity and start learning

In late May of 20021,Vice President Zeng xx, Director Zeng Jian of the Scientific Research Department and Teacher Su xx of the Information Technology Discipline participated in the information management training of Huicheng 2.0 School, which laid a foundation for the school to promote the application of information technology.

School leaders attach great importance to the training and learning of 2.0, set up a leading group and an information management group, and made a general mobilization of learning at all teachers' meetings.

Second, special training, making plans.

1, whole school training and learning. On May 28th, 20021year, Vice President Zeng xx gave a special training to all teachers on the project 2.0 of improving the application ability of information technology. In this special training, teachers got to know 2.0, and had a clear understanding of the goal, ability requirements, school-based research and assessment process of the information technology application ability improvement project 2.0.

2. Training and learning of the heads of all subjects. On the basis of general training and study, the scientific research department organizes the heads of various disciplines to further study and understand the close relationship between each learning ability point and each discipline. At the meeting, the working idea of "full participation, backbone leading, application-oriented, and combination of awards and evaluations" was put forward to promote the information technology ability improvement project 2.0 in schools. On the basis of full participation, the team leader led the team members to learn the applied technology suitable for their own disciplines in practice, actively participated in all kinds of appraisal activities at all levels, realized the combination of awards and evaluations, promoted the professional growth of teachers and promoted the all-round development of the school.

3. Fully investigate and make a plan. After full investigation, members of the school information center and scientific research departments, combined with the actual situation of school information equipment and facilities and teachers' information technology level, formulated the "2.0 School-based Research and Evaluation Plan for Huizhou 15th Primary School Teachers' Information Technology Application Ability Improvement Project" and "Huizhou 15th Primary School Information Education and Teaching Development Plan".

4. Choose courses by subject group. Using the weekly study time of the research group, the person in charge of the research group organizes members to choose courses to guide the teachers of the research group to learn.

Third, online learning, comprehensive understanding.

Facing the new technology, teachers study hard and actively. Through 25 hours of online training and study, teachers have a deep understanding of information technology 2.0, and the level of information technology has been further improved on the original basis.

The second stage: school-based training

Theory and practice complement each other and promote each other. In order to better promote the integration of information technology and subject teaching, teachers take subject groups as units to strengthen the application of information technology in their own teaching practice.

First, strengthen training and do a good job of leading.

At the seminar on full coverage deployment of large-scale application of digital textbooks for national courses, Vice President Zeng xx put forward the implementation requirements, and also led the department heads to study the school-based training of Guangdong Xiangyun Digital Textbook Application and Information Technology Application Capability Enhancement Project 2.0.

Second, it is applied to teaching practice to reduce the burden and improve the quality.

In April 2022, based on information technology 2.0 training, a quality class competition for young English and mathematics teachers was held. It has further improved the teaching and research level of our school and the teaching ability of young teachers.

The third stage: deep advancement

On March 3rd, 2022, KLOC-0/day, all the teachers in the school completed the task of school-based research and development of Information Technology 2.0. At this work summary meeting, President Huang placed higher expectations on the "whole school promotion" project of improving teachers' information technology application ability 2.0: aiming at comprehensively improving teachers' information technology ability, serving education and teaching with modern information technology, effectively improving classroom teaching efficiency and quality, and striving to achieve leap-forward progress in 2022.

Vice President Zeng xx also emphasized at the teachers' meeting that although this round of information learning is over, it is not the end but a new starting point. Teachers should not only master advanced information technology, but also empower education with information technology, so that education and teaching can be deeply integrated, which really plays a role in reducing burdens and improving quality.

Closely following this action, the school will normalize the information application education and teaching in schools, vigorously build an information development environment, strengthen the construction of information teachers, effectively improve the information leadership ability of principals, the information teaching ability of teachers and the guidance ability of training teams, and comprehensively promote the innovative development of school information technology and education and teaching. It provides reference for building a new mode of talent training in schools under the condition of "internet plus" and lays a solid foundation for the bright future of information technology teaching construction.

Information Promotion 2.0 Training Reflection 4 First, attach importance to leadership and promote cooperation.

1, set up a leading group to provide organizational guarantee.

After attending the training of Hengdong County Information Technology Application Ability Enhancement Project 2.0 in Wujiashan Convention Center, our English teaching and research group sat down for the first time to study the time, content, form and results of the related activities of Information Technology Application Ability Enhancement Project 2.0. In order to effectively implement this information technology application ability improvement project and ensure that all English teachers improve their information technology teaching application ability in training activities, the English teaching and research group decided to set up a solid leading group. With Director Wu of the Academic Affairs Office as the leadership core, and Mr. Chen, the head of the English teaching and research group in Grade One and Mr. Chen, the head of the English teaching and research group in Grade Two as the leaders, we will promote the research activities online and offline as a whole and lead the members of each group to implement every detail of the research activities. At the same time, the English teaching and research groups of Grade One and Grade Two complement each other, which provides organizational guarantee for the training to improve the application ability of information technology teaching.

2. Set up a mutual aid group to enhance the help effect.

According to the application ability of information technology to improve the project 1. 0 and the application of information technology in normal teaching practice, the 16 teachers in our English teaching and research group are divided into 8 mutual aid groups: Wu Hechen; , Luo; Zhou, Lu; Yixin, Luo Fen; Rong and Ouyang; Xiao Lihai and Deng Yuannan; Yangmei, Zhou; Zhou Shijuan, Liu Hongli. During the whole training process, each mutual aid group of our English teaching and research group helps to pair up, cooperate with each other and share the experience of online learning together. * * * We discussed the ability and difficulties of offline practical operation, and constantly explored, advanced and pursued Excellence.

Second, pay attention to implementation and promote learning.

1. Pay attention to online learning and implement the training plan.

According to the guiding ideology, the analysis of English teaching and research group and the theoretical guidance of "Information Technology 2.0 School-based Research" organized by our school, the English teaching and research group of our school makes full use of the research platform of Hunan Primary and Secondary School Teachers' Development Network to organize teachers in the group to conduct online research. The left and right teachers made their own training plans for the IT application ability improvement project 2.0, carefully completed the general course of the IT improvement project 2.0 (set 1) and the specialized course of the foreign language subject of the IT improvement project 2.0 (set 1), actively participated in the course salon of the training workshop, discussed the problems in the learning and training process with each other, and carefully made training notes, experiences and completion. In the whole research process, all the teachers in our English teaching and research group have gradually developed the good habit of online learning and research, established the belief of lifelong learning, and laid a solid foundation for realizing their own sustainable development.

2. Promote offline training and create a learning atmosphere.

In the training activities of the information technology application ability improvement project 2.0, our English teaching and research group not only carried out effective online training activities, but also actively promoted offline training activities for many times. In a series of off-line training activities, our English teaching and research group constantly interpreted, discussed and explored the ability points of different dimensions of information technology around the necessity and importance of the information technology application ability improvement project 2.0, and also gave on-site method guidance to specific ability points.

Great progress has been made in offline training activities. Of course, this is inseparable from the enthusiasm, enthusiasm and seriousness of teachers. In the first offline activity, three English teachers of Grade 7 (Luo, Ouyang and Deng Yuannan) shared information technology respectively. Teacher Luo carefully explained the methods and skills of "how to extract all the material resources in PPT with one click" and shared several official WeChat accounts related to information technology. Ouyang Yuyan recommended the software "PicsArt Yimei Photo" to everyone according to the needs of English subject, and led all the teachers to practice it. Then, she also shared with us the method of inserting phonetic symbols, that is, pressing the shortcut key "Ctrl+Alt+Z" for input. Teacher Deng Yuannan introduced the software "Iflytek Input Method" and shared its functions such as reading, word selection and voice input. The experience sharing of the three teachers benefited all the teachers present. In the fourth offline training activity, three teachers of Grade 8, Mr. Rong and Mr. Yang Mei shared with us the methods and skills of making micro-courses, which helped the teachers in the group solve the confusion of making micro-courses at Competency Point 3. First of all, Mr. Jay Song shared with us the idea of "keeping away from the principle" in micro-courses, which led us to think about the structure of English micro-courses. Next, by playing her micro-lesson video "The Difference between Time and Time", Teacher Rong taught us how to search for high-quality video resources on the Internet and how to edit synthetic videos with video editing software. Finally, Teacher Yang Mei showed us her micro-lesson video "Exclamation Sentences", which completely satisfied our thirst for knowledge in micro-lessons-a small window with the teacher's head! In the fifth offline training activity, Director Wu gave us a detailed demonstration of the operation of the test paper star, and fully expounded the specific requirements and operation process of the information technology application ability improvement project 2.0 evaluation ability point 1. In the offline training activities, everyone expressed their opinions, constantly exchanged and cooperated, and the learning atmosphere was very warm.

Third, push the boutique to help reflect.

1, define the activity form and create excellent research products.

In the process of this information technology application ability improvement project 2.0, our English teaching and research group carried out research activities in the form of learning, correcting feedback and improving application. According to the arrangement of training activities and the needs of normal teaching work, Mr. Wu, Mr. Chen and his teachers led the teachers in the group to study, research and evaluate classes together, organized the teachers in the group to take public classes and demonstration classes, and actively participated in a series of competitions in which information technology and English subjects were deeply integrated, such as "One Excellent Class for One Teacher", Hunan Collective Lesson Preparation Competition, Micro-lesson Making Competition and Interdisciplinary Teaching Design Competition.

2, strengthen the ability to improve, pay attention to analysis and reflection.

The purpose of this project 2.0 is to improve teachers' information technology application ability. When carrying out the school-based research activities of "school-wide promotion", the school tries to think from multiple angles, try to start from multiple directions, combine online and offline research, and strengthen teachers' information application ability through mutual cooperation, discussion and exchange, and group competition. , constantly serve the education and teaching practice, so as to realize the effective integration of English teaching in information technology group and achieve the ability of information application.

In the whole training process, our English teaching and research group pays special attention to summary, analysis and reflection, which also promotes our English teachers to develop good teaching habits to some extent. First of all, evaluation. Through accurate self-evaluation and others' evaluation, the purpose, effect and growth direction of information technology research and training are clarified. Second, analysis. Through class evaluation and self-analysis, review the classroom teaching process, find out the advantages and disadvantages of classroom teaching and judge whether information technology is effectively integrated into classroom teaching, and form specific classroom teaching analysis notes or reports. Again, reflect. Through writing research experience and after-class reflection, information technology knowledge can be transformed into classroom teaching practice, and experience and lessons can be summarized to effectively improve the quality of English education and teaching.

"The road is long, Xiu Yuan, Xiu Yuan, and I will go up and down." . The application ability of information technology is the core accomplishment of high-quality teachers in the new era, and the project of improving the application ability of information technology 2.0 is an all-round upgrade of educational informatization, and it is also the key to the learning of people's teachers in our new era. Thank you very much for the training opportunity of the information technology application ability improvement project 2.0, which greatly improved the information technology ability of the English teaching and research group teachers in Shan Yang Experimental Middle School. In the later period, we will continue to keep pace with the times, forge ahead, innovate, improve our information literacy and professional skills, do a good job in classroom teaching, promote the effective integration of information technology and English teaching, comprehensively improve students' English core literacy and contribute to English education!

Information Improvement 2.0 Research Reflection 5 I have studied the training of primary and secondary school teachers' information technology application ability improvement project, and I have a deep understanding and understanding of the concept of modern information technology and subject integration, and I have also actively tried to use it in the process of education and teaching. Now sum up the experience of this training.

First, the concept of education and teaching has been updated.

With the rapid development of society, the application of modern educational technology in teaching is more and more extensive. Curriculum reform requires teachers' educational concepts and methods to change, and what is important in this change is not the form and means, but the change of behavior and thought in the educational process. He asked teachers to closely integrate advanced teaching methods and concepts with modern information technology and run through the whole process of education and teaching. Information technology is not only a technical means, but also a learning method. Information technology is not only the object of study, but also the tool of application and an important means to improve the quality of education. Therefore, in education and teaching, as far as possible to provide more learning resources for children's learning, in order to promote children to use resources for learning; Create more conditions and opportunities for children to actively participate in learning.

Second, the way children learn has been changed.

Change the traditional teaching method based on lectures, so as to change the learning style of children in the classroom under the condition of information technology. Teachers are only providers of learning resources and leaders of the learning process. The task of teachers is to promote children's active and personalized learning under the guidance of teachers, so that children's learning style can be changed from traditional receptive learning to active, exploratory and cooperative learning. Children can explore independently in the vast world of the internet and experience the fun of learning. Learning is no longer a passive acceptance or a burden, but a happy thing, which lays a good habit and emotional foundation for children's lifelong learning.

In a word, through this training of information technology application ability, I saw the gap, and also asked me to keep learning, accumulating, developing and improving in the future teaching work. Only in this way can I be competent for the glorious profession of teaching.

The skills and methods in information technology-assisted teaching still need us to learn, accumulate and develop in the future teaching work. This is the real advantage of educational informatization. Let information technology better assist our teaching and improve our own education and teaching quality.

Information Improvement 2.0 Training Reflection 6 This training on information technology capability improvement is mainly based on the combination of online and offline training. With the development of educational information technology and the wide application of information technology in education, I deeply realize the urgency and inevitability of improving my educational technology ability.

In view of this training, I have gained the following gains:

First, it is urgent to improve teachers' own quality.

Teachers' so-called "preaching and teaching to solve doubts" need rich knowledge to help students master knowledge and solve problems. In addition, in order to make students interested in the subjects they have learned and have the desire to learn actively, this also puts forward higher requirements for teachers' own quality. As teachers in the new era, we should realize that it is never too late to learn and improve our own quality through training to improve information technology ability.

Second, update the educational concept and constantly optimize the teaching mode.

This educational technology ability training is actually a good opportunity to enrich and improve yourself. There are both conceptual baptism and theoretical improvement. It is the training to promote our application ability and improve the level of technology and teaching, which can make our classroom more vivid and effective, improve students' learning initiative and strengthen their enthusiasm.

Third, take students as the main body and know fairly well.

On the basis of curriculum standards, students are really the main body, and all students are fully considered when formulating teaching objectives, using information technology, enriching classroom activities and implementing teaching objectives. Based on the classroom, let students gain something in the classroom.

After this training, I can apply what I have learned in future education and teaching, create good teaching methods and effective teaching means from the reality of education and teaching and the needs of students, learn all kinds of information technology knowledge, and optimize classroom teaching through information technology.

Information Promotion 2.0 Training Reflection 7 I have gained a lot by participating in the network and school-based training of primary and secondary school teachers' information technology application ability improvement project in Tongan District, Xiamen, which is summarized as follows:

First of all, by listening carefully to the expert's video lectures, we can fully feel the perfect function of information technology, further realize the necessity and possibility of information technology entering Chinese classroom, and realize that the informationization of our school's basic education has lagged far behind the social life outside campus! If we want to improve the efficiency of Chinese classroom teaching, only relying on a piece of chalk and a mouth can not meet the needs of cultivating students' ability to collect and process information! For the development of students, teachers should first walk in the forefront of the times and learn to skillfully operate the most convenient and efficient multimedia teaching methods, so as to really improve the capacity and efficiency of junior high school Chinese classroom teaching. For example, if you can show relevant pictures and materials, you can turn abstraction into images, attract students' attention and stimulate students' interest in learning.

Secondly, during the training, I reviewed the main contents of educational technology, such as constructivism, humanism, cognitivism and behaviorism, got a deep understanding of the teaching theories such as "assimilation and hue" and "zone of proximal development", and got in touch with the latest teaching concepts such as "flipping classroom", "online teaching platform", "grinding class" and "observing class". At the same time, it also expanded the study of "Professional Standards for Middle School Teachers", "Standard Contents of Teaching Ability Points for Primary and Secondary School Teachers", "Information Technology Ability Standards for Primary and Secondary School Teachers" and their examination guides. These have played a very good guiding role in this training, which is manifested in clarifying the learning objectives and development paths.

Thirdly, through school-based research activities, participate in the sharing of excellent resources, and submit teaching designs that reflect the integration of information technology and disciplines according to regulations. Participating in the theme activities in our workshop and learning from younger colleagues have benefited a lot. Through learning, I further realize that the best integration of Chinese teaching and information technology can not be separated from three keys. One of the keys is to skillfully create teaching situations. The teaching situation is lively, vivid, disciplinary, problematic and emotional. These characteristics coincide with the basic requirements of Chinese teaching. The course type of my information teaching design belongs to abstract articles, so I prefer the meaning of problem-oriented learning. Personally, I think that the teaching of abstract articles should cultivate students' logical thinking ability, so I must learn a lesson. The second key is the application of information technology, which must serve Chinese teaching, and the latter is the goal to be achieved. No matter how vivid the courseware is, if it does not meet the three-dimensional goal of classroom teaching, it is also putting the cart before the horse and futile.

In order to keep up with the pace of the information age, I will continue to learn information technology, master the mass sending function of WeChat group and QQ group, learn to use cloud disk to collect courseware production resources, improve the integration ability of information technology and classroom teaching, meet the teaching needs of the information age, study hard for the development of students, and then study!