The wonderful study life ended inadvertently, and we must have absorbed many new ideas. At this time, it is very necessary to write a study summary! Do you know how to write a study summary? The following is a summary essay of English teachers' professional study that I compiled for you. Welcome everyone to learn from it, I hope it will help you.

Summary of English Teachers' Business Learning 1 Learning is intense and busy, but full of happiness. We are enjoying the benefits of learning. I have a new understanding of the profession of English teachers in primary schools. I have benefited a lot from classroom warm-up, educational skills, classroom activities, primary school pronunciation teaching, story-telling and grammar discovery teaching. Let's talk about my biggest gain.

I heaters and coolers

Similar to our classroom, warmth not only enlivens the atmosphere of the whole venue, but also brings us more examples. One of the games that impressed me the most was the clapping round. Driven by the beat (two hands and two legs), the teacher says one word (such as country) and the students say another word (such as capital) after it. This activity is very suitable for middle and senior students, which can not only exercise their thinking, but also enliven the atmosphere and cultivate a sense of rhythm, thus achieving multiple goals. The first time I heard of a cooler concept. Maybe everything is being done in class, but there is no specific name. What's even cooler is to calm the excited students down and concentrate on the lecture. There are many methods, such as lip reading (let students read words or sentences), silent reading (read texts silently), or let students listen to a piece of light music after class, and then let students learn the words or sentences in today's class for a period of quiet thinking.

Second, teaching skills.

Teaching skills include using Chinese or English in class, organizing activities, giving guidance and feedback. In terms of the use of Chinese and English in the classroom, keith mentioned several special situations of using Chinese in the English classroom, such as explaining some abstract words (courage, spirit, etc.). ), explain some grammar knowledge and express some cultural references in Chinese. Of course, Chinese explanations should only appear occasionally, and English is the most commonly used in English classes. First of all, teachers should set an example, so that students will have more reasons and opportunities to speak English. Secondly, when a teacher speaks English, it is actually a listening exercise for students. Some general instructions should be in English, and short sentences should be concise and easy to understand. If students really don't understand, teachers can also use some body language or facial expressions to explain. As far as activity organization is concerned, the activity organization in the process of English teaching includes pairing activities, group activities and individual activities. Before the activity, the teacher needs to make full preparations before class, set clear goals and time limits, give students a clear demonstration, and check whether the students understand (you can ask students a few questions). In the activity, teachers should listen and watch while walking, help some confused students, and then record some students' strengths or weaknesses appropriately. After the activity is completed, teachers can invite individual students to perform on stage, so that students can answer questions themselves or evaluate the development of student activities. In terms of teaching requirements, teachers are advised to express their teaching requirements in English. How can I make my requirements clear? First, make sure that every student's attention is focused on the teacher. Secondly, teachers should try to express their meaning clearly and slowly with short sentences, and enhance students' understanding with gestures, facial expressions, intonation, or pictures and objects. Finally, if students still don't understand, they can write down the meaning. In terms of teaching feedback, it is the teacher's evaluation of students' language or activity performance, which is very important to promote students' progress. Teachers should use it more when necessary.

3. Phonetic teaching in primary schools

Phonetics is the foundation of language teaching, and it is the foundation and the first. In the process of learning English, learning pronunciation well is a very important first step. Only by learning pronunciation well can we understand what others say and make others understand what they say, and can we store the learned materials in our minds in the right form and reproduce them in the right form, so as to establish a sense of language and improve our language use ability. Primary school is the most sensitive period to pronunciation, so it is timely to solve the pronunciation problem at this time, otherwise it will bring a series of difficulties and adverse effects to students' own future study.

Pupils have formed a complete Chinese phonetic system before learning English, but there are many differences between English pronunciation and Chinese pronunciation. Pupils' learning English pronunciation is often seriously affected by the Chinese pronunciation they have already learned, and these problems often appear: First, English vowels are incorrect. Influenced by Chinese phonetics, when learning English vowels, it is easy to find that vowels are not full and in place, and diphthongs is monosyllabic, because diphthongs in modern Chinese is monosyllabic, and there is no real diphthongs. When reading words aloud, many students' vowel pronunciation is not in place. For example, pronounce diphthongs as a vowel: pronounce time [taim] as [tem] and brown [braun] as [bra:n]. Secondly, vowels are attached to English suffix consonants. Chinese has no real suffix consonants, and almost all of them end in vowels, while most words in English end in consonants. Many children often make the mistake of adding vowels after English suffix consonants. These phenomena mainly appear in words ending in phonemes such as [p], [b], [t], [d], [g] and [k]. Students tend to add a phoneme to the end of these words, for example, jack is pronounced as jack, red as reder and jeep as jeep. This situation is very common in the pronunciation of English words in primary schools, and it is also the most easily overlooked, so we should take a feasible and boring way to solve this problem. Then, the consonants are left out at the end of English words. This situation often occurs in English teaching. For example, when teaching the keywords bathroom, bedroom and living room of unit4 part a of Grade 4 in the textbook, many students missed the [m] at the end of the word when pronouncing. This phenomenon is also common in word teaching. Finally, the rhythm is wrong. In spoken English, a stressed syllable and its unstressed syllable form a complete rhythm group. In the process of practicing oral English, students often find that unstressed syllables are lengthened, which leads to the sentence losing rhythm. Rhythm group directly restricts students' ability to use rhythm group in oral expression, and students' ability to grasp rhythm group in listening comprehension and improve their understanding effect.

Summary of English Teachers' Business Learning 2 This summer vacation is very meaningful, and it also makes me feel a lot, because I was lucky enough to participate in the skills training of English teachers in qionghai city primary schools from August1-August 9 at Haigui School of Jiaji Middle School. At the opening ceremony, Director Liu delivered an important speech, analyzing the current education situation, the construction of teachers' morality and the purpose of this training, which gave me a brand-new understanding. During these nine tense, full and happy days, I had the opportunity to communicate with the teachers of qionghai city Central School, and the tutors also taught us innovative teaching methods and skills, which benefited me a lot. Listen to other people's experience and accumulate your own. It is here that human learning begins; One more study, one more progress.

Through this training, communication with other teachers and my own teaching, what impressed me most is that as a qualified English teacher, I should start from the following aspects.

First, constantly enrich yourself and remove the blind spots of your English knowledge, especially the solid classroom language. Teachers should not only be familiar with the words, phrases and sentences in books, but also familiar with some commonly used words and phrases in life, especially the sentences to be used in class, so that teachers can use them skillfully. For example, how to say everything in class in English, what students should say when giving a report, and how teachers should answer. As the saying goes, "it takes hard work to strike while the iron is hot." Only when teachers can use English freely in class can we further talk about the improvement of teachers' classroom teaching level.

Second, according to the students' reality, choose the appropriate teaching methods and form their own teaching style. During the training, instructors put forward many very good practices, many of which are based on experience. However, after my practical reflection, I found that some methods are not necessarily practical for the courses I teach. Therefore, I think that as a teacher, we should explore teaching methods suitable for ourselves and students according to the actual situation, learn from and flexibly use other people's successful practices, constantly reflect and adjust, and then form our own teaching style to serve the improvement of classroom teaching efficiency. In this regard, I suggest that when organizing training, the Education Bureau should focus on building a platform for teachers to communicate, so that experienced teachers can speak and pass on successful experiences. Communication should not be limited to oral communication, but can be written or online forums. There are many successful experiences in this way, and there are always experiences that are suitable for you to learn from. In constant communication, they can promote each other.

Three, the rational use of visual AIDS, give full play to the role of teaching AIDS, stimulate students' enthusiasm for learning, improve teaching efficiency. When it comes to visual teaching AIDS, the first thing that comes to mind is multimedia equipment. However, through participating in training and communicating with teachers, I think multimedia equipment does have its advanced side, but how to use it well and when to use it is a subject worthy of our study. The teacher told us in the training that they used pictures, stick figures and objects to teach, and they also achieved success. This shows that no matter what teaching AIDS are used reasonably, they will have their effects. Therefore, in teaching, we should thoroughly study how to make good use of various visual teaching AIDS.

In a word, this training really benefited me a lot, not only broadened my knowledge horizon, but also absorbed many new educational methods and theories. However, I still feel a little sorry that what I have learned is far from meeting the needs of teaching. I sincerely hope that similar training activities will be carried out in the future teaching, which will give us more learning opportunities and make our primary school English teaching reach a new level.

Summary of English Teachers' Professional Learning 3 2065438+On August 24-25, 2002, under the leadership of the Education Bureau of Ding 'an County, I had the honor to participate in the curriculum standard training of compulsory education for English teachers in primary schools in Ding 'an County. This training was organized by our county, and all the English teachers below concentrated on collective training in Ding 'an Middle School. These two days, under the guidance of the director of the English teaching and research section, I listened carefully to the lectures given by teachers such as Xie Haihua, Wang and Chen in our county, and benefited a lot. During this period, I actively participated in the discussion, learned a lot from my peers, and realized the shortcomings of my English major. I want to take this opportunity to further strengthen my study in order to better undertake my work.

Through this research, I have gained a lot of theories about the curriculum standard of compulsory education in primary schools: concept, background, introduction of teaching materials, some important suggestions on how to prepare lessons and the requirements of English teaching skills in primary schools. These theories and requirements need independent analysis and flexible application in our daily work combined with classroom teaching practice.

Through the study, I realized the following points:

The first is the understanding and implementation of the Compulsory Education Curriculum Standards.

The guiding ideology of Compulsory Education Curriculum Standards clearly points out that curriculum standards should have dual attributes (instrumental and humanistic), and establishing the unity of instrumental and humanistic is the biggest highlight this time. English courses should be geared to all students, pay attention to quality education, and appropriately reduce the burden on the basis of medium-level cities. The new round of curriculum reform requires people-oriented, paying attention to the personality differences of all students, emphasizing "ability" as the main line, developing language ability in the process of "doing things", adhering to the core concept of language use, taking students as the center and making independent innovations, and curriculum standards require reasonable design of teaching content, scientific control of curriculum capacity and reduction of students' learning burden. The course pays special attention to each student's mood, stimulates their interest in learning and helps them build their self-confidence.

Second, understanding and understanding of English textbooks for compulsory education.

The basic principles of textbook revision require taking curriculum standards as the basis, following the laws of language and language learning, and considering the learning characteristics of primary school students. Pay attention to students, enhance children's affinity in textbook design, adjust the capacity, ease the difficulty, fine-tune the elastic board, reduce the total consumption, highlight the core teaching content, adjust the phonetic system, guide primary school students to develop their natural spelling ability, attach importance to the skill development process, and optimize the reading and writing design. The unit structure of this textbook consists of six parts, namely: scene map, main scene map, part A, part B, detection plus songs, and part C. Compared with previous textbooks, it is much easier to understand and lightens the learning burden of students.

Third, as a primary school English teacher, how can I have a good English class?

A good English class should take students as the main body, take students' enthusiasm for participation, and take the comprehensive use of what they have learned as the standard. When redesigning lesson preparation, we should make three preparations: being taught by curriculum standards, preparing teaching materials and being taught by students. At the same time, we should pay attention to several requirements; The unity of presupposition and generation, the concept of respecting differences, the integration of curriculum resources, and the transformation of teaching methods and learning methods. When designing teaching plans, students should be the main body, reflecting students' learning process, cognitive law and formative evaluation. In the process of summary and reflection, it depends on the achievement of teaching objectives and the actual effect of the classroom. Therefore, in order to teach English well, our teachers need to study the curriculum standards of compulsory education, explore and learn new knowledge, and accumulate experience to lay the foundation for future teaching.

The above are some of my experiences on the training and learning of compulsory education curriculum standards. Through this training, I think I can better combine the curriculum standards of compulsory education in my future work and do a good job in each class, laying a good foundation for future teaching work.

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