Teacher's reflection summary after class 1
In a flash, I got half a month. Looking back on the dribs and drabs of this half month, the ups and downs come to mind together. The following is my teaching reflection in a painting class last week:
Small-class children have just moved from their families to a new environment because of their young age, and they know almost nothing about painting, and their development level is only "graffiti period". For example, in last week's "magic pen" (painting) class, I asked my children to draw a balloon. At first, everyone was very interested, but because they didn't know how to draw, although the teacher demonstrated, they didn't know how to use colors. Some drew one on the balloon with various colors, and some simply painted it outside the balloon ... In view of this situation, I don't think the teacher should be in a hurry. This will make them lose interest and enthusiasm in painting. We should guide, care for and cultivate them. For example, when coloring balloons, children often paint the color outside the outline. At this time, the teacher should guide the children not to draw outside the balloon as much as possible, because the balloon will explode with a bang if it is painted outside carelessly. So the children all laughed happily. I am very careful when drawing colors. Therefore, I think that when teachers train children to draw, they should first start from their interests and arouse their enthusiasm, and then educate and guide them how to draw better.
Children's painting potential is diverse and their thinking space is vast. Therefore, when teachers watch and comment on their works with children, they should pay attention to using positive and encouraging language to affirm and recognize their works. No matter how bad the painting is, you should praise it first and then make suggestions. For example, when drawing a balloon, Zhen painted unevenly, only a small part. At this moment, I said to her, "I think your painting is beautiful, but you see here is still blank." I think it would be more beautiful if you painted it all, don't you think? " After listening to my words, Zhen Zihan nodded and continued to draw.
If we just blindly blame and criticize children's mistakes and shortcomings, it will only make children lose interest in painting, erase enthusiasm and suppress emotions, and children's body and mind will not develop harmoniously and healthily.
"All for children, all for children", as a kindergarten teacher, we should have a healthy and uplifting spirit, guide every child with our own words and deeds, moisten every child's heart with our own state of mind and love and responsibility.
Reflection and summary of teachers in the second classroom
Ideological and moral teaching material is a relatively theoretical subject. It is necessary to guide students by combining practical problems and solving problems, and it is impossible to achieve the real purpose of teaching and educating people only by theoretical education. Guiding students' learning motivation, correcting students' learning attitude and stimulating students' learning interest in ideological and moral teaching is, in the final analysis, how to mobilize students' learning enthusiasm and enhance students' attraction. This problem is a problem that needs to be seriously studied in the teaching of ideological and moral course, and it is also an important aspect to test the teaching concept and skills of ideological and moral course teachers, and it is also the key to test the success of ideological and moral classroom teaching. The following are some attempts I made in the teaching process, which not only stimulated students' interest in learning and aroused their enthusiasm for learning, but also enabled students to develop their intelligence, cultivate their ability and improve their academic performance in a pleasant learning atmosphere.
First, prepare lessons carefully, so that students can get ready and prepare well before class.
Before class, I first think: what kind of psychological state students will be in under different circumstances; When students encounter difficulties in their study and life, what ways should I help different students and get effective results? At the same time, what kind of influence may my behavior in education and teaching bring to students? How should I design a lesson plan? After thinking, the teaching courseware was finally designed, which proved to be very effective in practice.
Second, the 45-minute class should be efficient.
The quality of teaching mainly comes from the efficiency of 45 minutes of class. To this end, I made three attempts. First of all, I insist on reading more books after class and constantly improve my teaching level. In class, some short stories, games, cartoons, videos and songs are interspersed in teaching to stimulate students' interest in learning; Secondly, because of students' poor study habits, I often remind and urge students to take notes in class, so that students are not easily distracted; Finally, pay attention to the class summary, clearly tell students what we have learned in this class, what knowledge we need and what knowledge is the key, so that students can have an overall grasp of what they have learned in this class and deepen their understanding and memory of this class.
Third, be a tutor for students.
In the process of teaching, sometimes some students may say some questions that have nothing to do with the classroom when discussing problems. At this time, the teacher's educational art and ability to control the classroom will be tested. As teachers, we must be soberly aware that the growing students are immature in all aspects and cannot grow up without criticism and education. Successful critical education is like sunshine and spring rain, which moistens students' hearts; On the other hand, if the storm blows out the fire seedlings in students' hearts easily.
As a teacher, to criticize students effectively, we must first be good at controlling our emotions, especially when students don't listen to persuasion. Never talk too much, let alone act too radical. Because the teacher's reprimand, irony or sarcasm may hurt students' self-esteem, affect their progress, and even affect their lives. Secondly, don't force students to respond immediately. When teachers criticize students, they hope that students can admit their mistakes quickly and correct them immediately to ensure that they will not make mistakes again.
Many students, under the pressure of teachers, may appear to be willing to obey and admit their mistakes at once, but they are always unwilling to do so. Students should be given some time to think about right and wrong. Let him judge his behavior from the heart. Correct criticism should focus on persuasion, guide students and analyze the reasons for making mistakes. Let them draw their own behavior mistakes from their hearts and avoid making similar mistakes. At the same time, we should pay attention to the occasion and criticize students in class in public, which will make students feel humiliated and unable to step down, resulting in rebellious psychology; Criticizing students in the office and facing many teachers will make students nervous and fail to achieve the expected results.
Fourth, cultivate students' creative thinking in clever questioning.
"Learning begins with thinking, and thinking begins with doubt". Teaching is essentially a process of setting doubts, questioning and solving doubts. Teachers skillfully ask questions in class, and when in doubt, students will actively think. At this time, the teacher will bear the responsibility of teaching to solve doubts. First, let students feel that there is no way to recover their doubts, and encourage students to find the feeling of "another village" through guidance. When students get the joy of success, their creative thinking ability is also developed.
Students should be encouraged to question, ask teachers questions, learn to ask questions and learn to learn. Only when you ask questions can you learn. Students should be allowed to find problems on their own initiative, rather than simply passively thinking about various problems raised by teachers. Teachers' questions and students' questions not only make students participate in the teaching, but also enhance the teaching effect. In the teaching of ideological and moral course, teachers should combine social reality with students' own understanding, let students think through questions, and allow and encourage students to ask questions. It is these problems that reflect students' understanding of knowledge, so-called methods and learning needs. Solving these problems is the best educational point to cultivate students' creative thinking ability, understanding ability, problem analysis and problem solving ability. Teachers should respect students' questions in the process of explanation, adjust the lecture procedures in time, and guide students to solve them themselves.
Mr. Tao Xingzhi said: "The starting point of inventing Qian Qian is to ask questions." Teachers should be good at setting questions skillfully, connecting with students' reality, inspiring and awakening students, encouraging students to participate in questioning, helping students to analyze and observe their imagination, and seizing the opportunity to put forward some questions with thinking value to activate students' thinking, thus stimulating students' creative thinking ability. For this reason, I designed the activities of "making suggestions" and "My site, I am the master", which greatly mobilized students' interest in learning.
Fifth, the teaching process should be lively.
Because the ideological and moral course is theoretical and flexible, I will ask students to recite it after teaching the knowledge points of this course. However, some junior high school students are still active and playful, with strong competitiveness and self-esteem. Often only a few students with strong willpower can consciously remember and recite; But most of the students are not attentive and can't remember. I have adopted a series of lively and interesting games to stimulate students' cerebral cortex and make them interested and willing to recite. Later, I will call the roll for the students to answer; After a while, I asked my classmates to ask other students. This method greatly mobilized the enthusiasm of students. The intense and pleasant teaching method not only exercises students' attention, but also cultivates students' thinking ability, which truly embodies the principle of "teacher-led, students-centered, thinking training as the main line". In addition, I also divided the students into study groups, and started a competition by means of roll call and raising hands to answer first. Students actively participate, showing a strong sense of collective honor and responsibility, and improving students' initiative in learning.
Some people say: "Classroom teaching is a regrettable art". No matter how good the teaching is, it always has its shortcomings and there is always room for further improvement and optimization. Therefore, in classroom teaching, I "don't pursue plain perfection, but pursue the regret of breakthrough" is the truth. I strive to form my own characteristics in teaching plan writing and courseware making. After class, I will carefully review and diagnose the teaching plans and courseware, draw up the "medical records" of teaching and learning, analyze and communicate these "pathologies", and finally find out and put forward the countermeasures to solve the "pathologies" of teaching. Through such reflective analysis and summary, my teaching level has been improved. In a word, my classroom teaching has achieved the expected results by adopting various ways to teach.
The third class teacher reflection summary after class
Classroom teaching reflection refers to the process that teachers analyze and revise their own classroom teaching behavior and its basis in order to continuously improve classroom teaching efficiency and professional ability. My school is a rural primary school. Since most of the students' parents go to work in the Pearl River Delta, these students are generally brought up by grandparents. Students generally have the characteristics of left-behind children. Looking back on my second-grade math classroom teaching, there are many places worth pondering. Now let me reflect on several problems and phenomena I encountered in the teaching process:
First of all, students find it difficult to learn practical problems. The difficulty of mathematics teaching in the second grade of primary school is the teaching of applied problems. Application problem is to apply the knowledge of calculation to practice. The reason why students find it difficult is that they are still young at this stage, have insufficient understanding of words and have no realistic experience of the actual situation expressed in the application questions.
Second, the quality of students' homework is not good enough. My school is a rural primary school, and most of the students are left-behind children. Their parents are not around, and grandparents generally spoil their children and don't let them suffer. When children encounter practical problems and need counseling, grandparents can't help them in time because of their low level of knowledge, and some students often deal with homework. Few students don't hand in their homework.
Third, there are more students with learning difficulties: mathematics education should be geared to all students, everyone can learn valuable mathematics, everyone can get the necessary mathematics, and different people get different development in mathematics. This is the requirement of mathematics teaching under the new curriculum standard. There are many students in Grade Three who have great difficulties in learning. I have done a lot of work on this phenomenon since I took over Class One, Grade Three, and then solved the specific problems.
Fourth, students are afraid of more complicated operations, and some students use calculators instead. Computing ability ranks first among the three major abilities in mathematics. To cultivate students' rigorous logical thinking, we must first cultivate strong computing ability. Some complicated calculation problems, the teacher asked for vertical calculation,
Students use vertical calculation, but for the calculation problems that teachers don't require, students are not used to calculating on calculation paper, but prefer oral calculation, even if the calculation is in books or even on the desktop, it is easy to make mistakes. Many methods can't correct this problem well, so we have to take measures to check the calculation paper in every class and every exam. Study habits need strict training in the future.
Improvement measures:
First of all, we should stimulate students' learning enthusiasm and improve their learning confidence. In daily teaching, we should creatively use teaching materials, create some realistic situations for students, and make the teaching content closer to students' lives. Don't teach in order to complete the task, talk about books around books and solve examples around examples. Encourage students who study well and constantly sum up good learning experiences and methods. Praise more students who have made progress and find their bright spots in time. As long as the confidence in learning is established, the results will naturally go up a step.
Second, cultivate students' good habit of solving problems. Reduce the phenomenon that students are not careful in examining questions, misread symbols, miss writing questions, and the test paper reflects the writing results due to bad study habits. For some conceptual topics, we should talk thoroughly at ordinary times, and the forms of practice should be diversified. It is necessary to cultivate students' good habit of carefully examining and doing questions, and guide students to analyze the meaning of questions comprehensively and carefully.
Third, strengthen the teaching of basic knowledge, strengthen oral and written calculation training at ordinary times, and cultivate students' good checking habits. Some students do problems by their own intuition, which is unreasonable and does not think about the reasons. This can be clearly reflected in the test paper. Therefore, we should attach importance to the teaching of basic arithmetic and basic concepts, make the course simple, precise and practical, and implement the basic concepts and basic knowledge, instead of being eager for quick success and quick success, demanding and acting according to one's abilities. It is necessary to reduce the monotonous repetitive training of machinery, but to design more hierarchical variant training to improve students' correct and comprehensive understanding of concepts. Reduce students' loss of points caused by incorrect or one-sided understanding of concepts.
Fourth, correct students' homework in time and seriously, analyze and record students' homework, classify and summarize the problems in their homework, make thorough comments, and improve teaching methods in time according to the relevant situation, so as to be targeted. At the same time, we should do more topics related to life, guide students' learning to life and society, and effectively cultivate students' ability to solve problems.
In short, I believe that as long as we constantly sum up experiences and lessons, pay attention to methods and art, I believe that through the joint efforts of our teachers and students, we will certainly make progress in the future education and teaching work.
The fourth class teacher reflection summary after class
In this training, I further understand and master the development direction and goal of the new curriculum reform, and reflect on the shortcomings in my previous work. As a teacher, I know that I am still immature in mathematics teaching, and there are still many shortcomings in teaching, but through these days' study, I firmly believe that I will make greater progress in my future work and study. The following is my experience gained through training:
First, the promotion of mathematical concepts.
Although we have been engaged in education for a long time, in the face of today's situation, the times require us to make continuous progress, absorb nutrition and contribute to the rapid development of education in the motherland. In this study, the teacher summed up the thinking method and activity experience of mathematics for us, which made me have a deeper understanding of mathematical concepts. The application of many mathematics teaching ideas and methods in mathematics teaching is complex and effective, such as set thinking, corresponding thinking, symbolic thinking, reduction thinking, analogy thinking, classification thinking, statistical thinking, extreme thinking, modeling thinking and so on. I just lack such a theoretical basis, which makes me lack height and depth in actual teaching. The teacher's discussion on the relationship between classroom teaching presupposition and generation is very close to our actual teaching, which is also the most troublesome link we face in daily teaching, especially in open teaching. In addition to teachers' own improvisation ability, they should also absorb rich ideas, so as to truly have the ability to control the classroom.
Second, the change of teaching behavior.
In this training, I also have a further understanding of the tasks that every teacher has to face in preparing lessons and attending classes. In daily work, faced with a huge number of students in the class, there are mountains of homework to be corrected, and there are so many underachievers that teachers are already busy as a bee. Why do you prepare lessons and study textbooks carefully every day, especially for an inexperienced young teacher like me? The effectiveness of daily classroom teaching is really worrying. The teacher's explanation provides some methods for our thinking in these aspects. Empty talk theory is unrealistic, and exclusion theory is illogical. We should integrate theory with practice, and make good work goals for ourselves at the beginning of the semester according to our daily workload, such as how many classes to prepare carefully and how many times to conduct classroom teaching research. In short, it is to carry out teaching research selectively to ensure that the limited teaching time is fully utilized. It can be said that the number is small, but the essence is important. I think this change in teaching behavior can be really applied to our actual work, and students can get more effective teaching.
Thirdly, the updating of teaching and research methods.
For a long time, it has been an important method for us to carry out teaching and research to open classes in schools. Through director Wang's speech and several teachers' lectures, I not only have a deeper understanding of how to give lectures, but also realize that I need to change my thoughts and methods in daily teaching and scientific research. We should keep pace with the times, on the basis of open teaching evaluation in schools, selectively strengthen the practice of after-class lectures and mutual evaluation, update teaching and research methods more deeply, and lay a solid foundation for more effective teaching.
After this time, I realized that every teacher should actively participate in the curriculum reform, not be a bystander, but an active implementer of the curriculum reform. After studying, I also deeply understand the importance of learning. Only by studying constantly can I improve continuously. I think that only through the joint efforts of all teachers can the flowers of the new curriculum reform bloom more brilliantly and the Chinese nation can stand forever among the nations of the world. I am willing to realize my dream in this happy and endless exploration.
The fifth class teacher reflection summary after class
A new lesson is opened today, and the topic is "Standard Equation of Circle". In teaching, I use the Olympic rings to introduce. Through the circle of the five rings, let the students give examples of circles in life, so as to enliven the classroom atmosphere and put forward the research topic in this section. Next, design the two problems into a series of classes. Question 1: How to make a circle? Let the students draw a circle first, and then guide the students to review the definition of a circle according to the situation of drawing a circle; Question 2: If the center of the circle is C(a, b) and the radius is R, how to find the equation of the circle? According to the circle made by the students and the coordinate axis, the teacher asked the students to deduce the equation of the circle according to the steps of solving the curve equation. As soon as the two problems were solved, the standard equation of the circle surfaced.
Combined with examples, the teacher further explained the structure of the standard equation of the circle, with special emphasis on the situation that the center of the circle is at the origin, and then entered the stage of practice consolidation. There are three problem groups in this lesson. The first problem group (4 questions): the standard equation of a known circle, the coordinates and radius of the center of the circle; The second problem group (the fourth problem): given the coordinates and radius of the center of the circle, write the standard equation of the circle; Through the first question and the second question, the teacher led the students to strengthen that the key to determining the circle equation is to clarify the center coordinates and radius of the circle. If the conditions are not mature, first calculate the center coordinates and radius according to the conditions.
Therefore, the third group of questions requires students to make a sketch first and find the standard equation of the circle. The conditions are as follows:
(1) Know the center of the circle and a point on the passing circle;
(2) Take point A and point B as the diameter of the circle;
(3) The center of the circle is known, and the circle is tangent to a straight line;
(4) It is known that the circle passes through two points, and the radius is r.
Four questions, let the students think briefly first, and then ask four students to perform separately. This arrangement is also well thought out, but after the students have done it, the result is not satisfactory. Especially for questions 3 and 4, two students spent nearly 15 minutes. Although the fourth question has been solved, it is only 2 minutes before class is over. As a result, students' performance can only be explained in a hurry, but the thinking of solving problems cannot be further extended, which is the regret of this class.
After class, several colleagues exchanged ideas. They think that the presentation of the third question group is too sudden, and a similar example should be set as a buffer first. The fourth question is too difficult in this class and will be discussed next class. After careful consideration, it is true that the opinions of colleagues are in place, and the amount of questions in this class is still too large. In teaching, we should give three groups of questions one by one, and then guide students to analyze the thinking and process of solving problems in detail as much as possible. How many questions to talk about should be adjusted according to the classroom situation. This will be more flexible and more leisurely in class.
What seems to be given to students? To what extent? There is always a lot to taste.
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