How to write a summary of English training? What is the specific content? I have compiled a summary essay for you on junior high school English training. You are welcome to read it and learn from it. I hope it will help you.
Chapter 1: Summary of Junior High School English Training. I am very honored to participate in the junior high school English learning activity of Shijiazhuang Chief Teacher, and I am very grateful to the school leaders for giving me this learning opportunity. During the training, I listened carefully to the lectures of experts, actively participated in the discussions and exchanges with my peers, and reflected and examined my own education and teaching views and teaching strategies, which made me have a deeper understanding of English teaching.
I. Re-understanding of self:
Through study, my thoughts have changed. As an English teacher, I must have profound English knowledge, skilled operation skills and good thinking quality, especially the chief teacher, and should master modern education and teaching theory and technology. In the process of English inquiry, teachers no longer take imparting English knowledge as their main teaching task and purpose, nor do they spend their main energy on checking students' mastery of knowledge. Instead, they become members of the learning community. Teachers and children seek answers together in front of questions, and teachers become students' partners and intimate friends on the road of English exploration. Therefore, in the English curriculum, the traditional teacher teaching and student learning will give way to the mutual teaching and learning between teachers and students, forming a real mutual "learning integration".
Second, I have a new understanding of English classroom teaching:
As a teacher, we should leave space and time for students to fly their minds, create a relaxed and free atmosphere, truly guide students to study actively in this relaxed atmosphere, and truly make students become masters of learning, participants in learning activities, explorers and researchers. As English teachers, we should strive to embody the core idea of the new curriculum reform in English teaching practice-paying attention to the development of every student. Today's society has higher requirements for teachers. Teachers should constantly improve themselves, change their teaching methods, apply various effective teaching methods to help our English teaching, improve the cultivation of students' English thinking, and cultivate students' ability to obtain information, process information, analyze and solve problems in English. One of the main tasks of English teaching today is to cultivate students' good study habits and interests, and to cultivate their ability to communicate and use English. Attention should be paid to cultivating students' interest in learning English and stimulating students' interest in learning English. In the new era, English teaching should advocate the concept of "happy learning". If students have a strong interest in what they have learned, the learning effect will be good. In practical teaching, teachers should consciously change the past teaching concept of taking exams as the purpose, give full play to the advantages and characteristics of new textbooks, pay attention to highlighting the communicative function of textbooks, and cultivate students' ability to communicate in English; Solve the contradiction between new textbooks and old methods as soon as possible, change "inadaptability" into "adaptation" and master the initiative of teaching. Create a relaxed and harmonious learning atmosphere for students.
In short, English teaching activities should have a clear purpose and operability, starting from students' life experience and interests, and aiming at improving students' language knowledge, developing students' practical ability to solve problems in English, and developing students' comprehensive qualities such as cooperation and innovation. Design teaching activities should give full play to students' subjective initiative.
Chapter II: Summary of Junior High School English Training The online training of continuing education for junior high school English teachers lasted less than 20 days, and the learning content was very rich and informative. In the six modules of National English Curriculum Standard (Junior Middle School Edition): English language knowledge teaching suggestions, English language skills teaching suggestions, junior middle school English cultural awareness and emotional attitude teaching suggestions, junior middle school English learning strategy teaching suggestions, junior middle school English evaluation and testing teaching suggestions, the concept has been updated from a large number of videos, teaching resources, expanding resources and so on.
First of all, the concept has been updated
In traditional teaching, teachers are responsible for teaching and students are responsible for learning, and teaching is a one-way "training" activity for teachers and students. Teachers are the masters of the classroom, and the so-called teaching means that teachers impart their knowledge to students. English courses in compulsory education are instrumental and humanistic, and education should be people-oriented. This "person" is student-oriented and student-centered. Through English learning, students can form a preliminary comprehensive language application ability, promote mental development and improve comprehensive humanistic quality. The formation of comprehensive language use ability is based on the all-round development of language skills, language knowledge, emotional attitudes, learning strategies and cultural awareness. Language skills and language knowledge are the basis of comprehensive language application ability; Cultural awareness is conducive to correct understanding and accurate use of language; Effective learning strategies are conducive to improving learning efficiency and developing autonomous learning ability; Positive emotional attitude is conducive to promoting active learning and sustainable development.
Second, clear objectives.
The English Curriculum Standard defines the level of language knowledge (pronunciation, vocabulary, grammar, function, topic) and language skills (listening, speaking, reading and writing) that should be achieved in the compulsory education stage, that is, when graduating from junior high school. The textbook embodies the latest, most reasonable and most consistent educational idea of Scientific Outlook on Development, and at the same time embodies the behavior of the party and the state.
The determination of primary and secondary school students to "reduce the burden". Clear the goal of "one-stop" English education from primary school, junior high school, senior high school to higher education, learn English curriculum standards and textbooks for compulsory education, and lay a good foundation for students' lifelong learning.
Third, efficiency is improved.
The teaching method of "real task introduction" enables students to master this tool through foreign language learning, use this tool to do things, perform tasks and complete tasks, and ask our students to do things with the standards of what they can do, that is, what they can do or do things in a foreign language, instead of being limited to so-called grammar and other knowledge as in the past. By studying students' emotional attitude, cooperative spirit, self-confidence and will, we can improve their motivation and interest. The improvement of students' learning efficiency is more conducive to their future development.
In addition, the teaching suggestions on junior middle school English language knowledge, skills, cultural awareness and emotional attitude, learning strategies and evaluation tests have provided strong technical support for my future English teaching. I sincerely thank Professor Chen Lin, Professor Lu, Professor Cheng and Professor Cheng for providing us with high-quality learning materials and backstage staff.
Chapter 3: The time for summarizing junior high school English training passes quickly. English distance training in junior middle schools has been going on for a long time. Through this training, I have a new understanding of new English teaching. Through this training, I realized that the real teaching process should be the process of interaction between learning subjects (students) and education subjects (teachers), including the environment. This kind of teaching is the teaching in which students actively participate, respect students' individuality and participate in the teaching environment. In the teaching process, we should do the following:
First, return time to students in teaching.
Give students time to think independently before cooperative learning. Cooperative learning without independent thinking will become a mere formality with low quality. Only prepared discussion and communication can be a high-quality communication.
Put forward an inquiry question and give students room to think. Give students time and space to study independently. In classroom teaching, time is the most important learning resource. How a teacher allocates time directly reflects his teaching view. The problem, practicality, participation and openness of inquiry determine that inquiry learning must have sufficient independent learning time, otherwise it will be empty talk.
Second, carefully design teaching links to stimulate students' learning initiative: students' learning initiative mainly lies in the mobilization of teachers. Teachers need to carefully design all teaching links, such as imitation, dialogue, oral and written exercises and questions, to stimulate students' interest in learning English, activate students' thinking, mobilize students' emotions, and make students devote themselves to English learning. Although our teaching conditions are limited, we can use physical objects and self-made teaching AIDS to make the classroom lively.
Third, we should not only see students' individual differences, but also make use of them: in the past classroom, if teachers had unified requirements for students, it would restrict students' innovative potential. Teachers should pay attention to respect students' personalities and meet their different needs. Students' personality differences are not only reflected in the differences between students, but also in their unique spiritual world and hobbies, which are the internal resources for the perfection of human personality. So we can't use a model to shape and evaluate students. It is unrealistic and impossible to measure students by one level. We should respect students' different knowledge and understanding, and make the classroom a place for students to show their individuality and a paradise for self-appreciation.
I learned a lot of new theories and knowledge through this training. At the same time, I have seen many classroom teaching examples, and online communication has also absorbed many good teaching methods and ideas. I will take this training as an opportunity to gradually transform the knowledge I have learned into my own ideas and apply them to daily application teaching practice, so as to make greater progress.
Experience of New Curriculum Training for English Teachers
This semester, I participated in the new curriculum training for new teachers. Through this training, I have a certain understanding of the new curriculum reform The new curriculum reform is a challenge and a rare opportunity for every teacher. Through this training
I learned something. First of all, the new curriculum concept standard thinks that the curriculum is not a textbook, and teaching is not a simple process of knowledge infusion or knowledge transplantation. The real teaching process should be the process of interaction between learning subjects (students) and education subjects (teachers), including the environment. This kind of teaching is the teaching in which students actively participate, respect students' individuality and participate in the teaching environment. In order to effectively implement the development of English classroom curriculum resources, I think we can consider the following aspects.
First, clear objectives In our previous English teaching, mastering the basic knowledge and skills of the language was placed at the top of the teaching objectives. However, the newly formulated curriculum standards require to stimulate and cultivate students' interest in learning English, so that they can build up their self-confidence, form good habits and effective learning strategies, and first cultivate their autonomous learning ability and cooperative spirit. At the same time, we should advocate oral communication in teaching, cultivate students' oral ability, make every student speak English, achieve the purpose of applying what they have learned and enhance students' practical ability.
Second, change English teaching methods. In the past, English teaching was always taught by teachers and recorded by students. The teacher is the protagonist of the class and the students are the audience. Students have little freedom to practice, and their oral and listening skills are poor. Now we should change this model, take students as the main body in the classroom and give students the initiative. So how can we make students in a dominant position in the classroom and improve learning efficiency? We can start from the following four aspects:
1. In teaching, we should give students more time and space.
Give students time to think independently before cooperative learning. Cooperative learning without independent thinking will become a mere formality with low quality. Only prepared discussion and communication can be a high-quality communication.
Put forward an inquiry question and give students room to think. Give students time and space to study independently. In classroom teaching, time is the most important learning resource. How a teacher allocates time directly reflects his teaching view. The problem, practicality, participation and openness of inquiry determine that inquiry learning must have sufficient independent learning time, otherwise it will be empty talk.
2. Carefully design teaching links to stimulate students' learning initiative. The initiative of students in learning mainly lies in the mobilization of teachers. After students get rid of psychological barriers, teachers need to carefully design all teaching links, such as imitation, dialogue, oral and written exercises, questioning, etc., to stimulate students' interest in learning English, activate students' thinking, mobilize students' emotions, and make students devote themselves to English teaching activities. Although our teaching conditions are limited, we can use physical objects and self-made teaching AIDS to make the classroom lively.
3. Make full use of students' differences.
In the past, teachers had the same requirements for students, which hindered students' innovative potential. Teachers should pay attention to respect students' personalities and meet their different needs. Students' personality differences are not only reflected in the differences between students, but also in their unique spiritual world and hobbies, which are the internal resources for the perfection of human personality. So we can't use a model to shape and evaluate students. It is unrealistic and impossible to measure students by one level. We should respect students' different knowledge and understanding, and make the classroom a place for students to show their individuality and a paradise for self-appreciation.
4, creative use of teaching materials
The new curriculum advocates teachers to use textbooks instead of simply teaching textbooks. Textbooks are just written things and contain limited information. There are great differences between traditional teaching and new curriculum teaching. In the past, teaching only needed to explain knowledge points, but now the new curriculum emphasizes guiding students to learn to observe, think and learn. The status of teachers and students has also changed, from teacher center to student center; Students' learning style has changed, from autonomous learning to cooperative learning; Students' learning attitude has changed, from accepting learning to exploring learning.
5, to make the classroom alive, students move. How to make students move?
Summary of junior high school English training There are two obvious differences between this training and the previous training. One is the timing. This training is based on a week's summer training, followed by three weekends in the middle of the semester. It is really commendable to train teachers to be responsible to the end. The second is the change of training form. In the past, we all attended classes, but this time we focused on our teaching practice, all around our teaching. Undoubtedly, this is more in line with our reality and is more conducive to our improvement. As an English teacher, a good class is the most important, so this training makes me feel that if you want to have a good English class, you must pay attention to the following points.
First of all, teachers should have solid basic teaching skills.
Teachers' solid teaching skills are the premise for teachers to stand firm, stand firm and stand well on the three-foot platform, especially English teachers. If your pronunciation and intonation are beautiful and clear, and your knowledge is wonderful, there is no doubt that you will attract students and teachers who are listening to the class like a magnet. The teaching style is kind, natural, dignified, neat and beautiful, concise and clear, which is the basis of successful classroom teaching. If you can skillfully use modern teaching methods, it will be icing on the cake.
Second, teachers should thoroughly understand the teaching materials, and teaching design should proceed from reality.
Teachers should correctly and thoroughly understand the teaching materials, grasp the reality of the teaching objects, understand the reality of the teaching environment and the reality of teachers' own conditions, formulate clear teaching objectives, and then launch various teaching activities around this teaching objective, design clear teaching steps, so that the teaching process is orderly and logical, and the connection between each link can be natural and smooth. Therefore, teachers should creatively use teaching materials, make appropriate adjustments and choices to teaching materials, and the teaching design must conform to the students' reality.
Third, teachers should attach importance to activating students' thinking.
The beauty of classroom teaching lies in mobilizing students' learning enthusiasm and activating their thinking. Teachers are the organizers and guides of classroom teaching. They should not only be familiar with the law of thinking movement, but also be good at guiding and guiding students to stimulate their interest in learning, so as to make them enter a positive thinking state and make full preparations for wonderful classroom teaching. A well-designed lead is particularly important, just as an article should have a fascinating beginning. At the beginning of a class, students' attention is often concentrated. If our teachers can design an excellent lead to attract students, arouse students' resonance and stimulate students' interest in learning, classroom teaching activities will often go smoothly and the classroom atmosphere will become vivid, harmonious and relaxed, then this class will basically be half successful. Only when teachers prompt and guide in time can students think positively and explore actively.
Fourth, teachers should pay attention to the art of asking questions and inspiring.
Questioning in class is the most direct bilateral activity between teachers and students. On the premise of cultivating students' thinking ability, we should pay attention to the art, quality and effect of classroom questioning.
Teaching questioning is an important means of teaching and an organic part of teaching activities. The effectiveness of classroom questioning directly determines the teaching quality and level of teachers. In open classes, teachers often ask questions. For example, teachers keep asking students: Yes or No? Do you think so? Wait, students must answer yes according to their own designs. The main reason for this phenomenon is the lag of teachers' teaching ideas: they only pay attention to the orderly implementation of teaching design and ignore the random generation of teaching process; Only consider whether the content you have prepared is completed, regardless of whether the students accept it. Of course, teachers must ask questions appropriately and pay attention to the art of asking questions and enlightening.
Fifth, teachers should create bright spots and make classroom teaching climax after climax.
The highlight of classroom teaching refers to the moment when teachers leave the deepest and most vivid impression on students and get the most emotional response from students. At this time, the enthusiasm of both teachers and students reached the best state of cooperation. Classroom teaching should firmly grasp students' attention, seize the opportunity to carefully create teaching highlights, push classroom teaching to a climax, and enable students to reach a positive state of high mood and high intelligence. The appearance of classroom highlights makes students get benign and strong stimulation, which sublimates the realm of classroom teaching. Highlights can be designed in advance, and the most exciting ones are often randomly generated in the classroom. Teachers should design at least one climax in classroom teaching, and it is best to have one climax after another.
Sixth, teachers should be full of passion.
It is also very important that teachers should be full of passion, such as the teachers in our school and President Lin. Makarenko once pointed out: A teacher must never be expressionless, and a person who is not good at expression cannot become a teacher. An indifferent teacher, his teaching must be very boring. Teachers' full enthusiasm, best mood and high teaching passion in open classes will certainly infect students, mobilize the teaching atmosphere, make students psychologically vibrate and enter the best learning state. To be a passionate English teacher, teachers need to devote themselves to the classroom and treat students sincerely. Passion can make students like your English class and English study.
Seven, teachers should be witty.
Teaching tact plays an increasingly important role in the new classroom of curriculum reform. Teachers must master teaching tact if they want to master the complex and changeable classroom dynamic system freely and successfully complete the teaching task. Teaching wit is not out of reach As long as we master its general rules, use scientific methods and follow effective ways, it is not difficult to deal with accidental situations in class and creatively complete teaching tasks, so as to continuously improve our teaching tact. For the occasional situation in the open class, it is beneficial to normal teaching if it is handled well, handled well and grasped well.
In short, classroom activities are practical and ever-changing; The classroom is simple, hidebound, whitewashed, speculative, analytical, critical, innovative and passionate; Classroom is the collision and display of sparks between thought and life, and it is the birthplace of spring that can't help but show from the depths of the soul and constantly moisten the spiritual garden. The ideal classroom always convinces people with reason, urges people with ambition and affects people with emotion. Teachers have mastered the above eight elements in English class, and this class will certainly show its charm and radiate more dazzling brilliance.
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