With the deepening of basic education reform and the full implementation of new curriculum reform. Many changes have taken place in classroom teaching in primary and secondary schools. The application of new teaching concepts, teaching methods and teaching means makes our classroom full of infinite vitality. How to fully understand the spiritual essence of the new curriculum reform? How to implement the goal of curriculum reform? Effectively promote the substantial improvement of the quality of education and teaching? This is an important topic that every teacher is trying to explore and practice. Therefore, it is necessary to summarize and reflect on our teaching practice.
First, take teachers as the soul and improve teaching.
In a sense, teachers are like actors and directors, and the classroom is our stage. A vivid English class is like a drama or sketch. A good English teacher should not only have solid basic skills, but also be fluent in spoken English, with standard pronunciation and excellent professional knowledge reserve. Only in this way can we play our role well, and more importantly, as a director at the same time, we should allocate and schedule every actor on the field, that is, our students, so that every actor can participate. Only by taking both into account can you be considered a qualified teacher.
Second, take the teaching materials as the key link and go beyond the teaching materials.
Textbooks are the basis of our teaching and the proposition of college entrance examination. Junior high school English textbooks are written in the mode of "topic-structure-function". Such as self-introduction, shopping, expressing preferences, talking about the weather and asking for directions are all closely related to real life. This requires us to change from "teaching textbooks" to "teaching with textbooks". According to the specific situation of students, the content of teaching materials is boldly added, deleted, adapted, replaced and integrated. For example, when learning to describe what is happening, only five pictures and five groups of present participles are given in the textbook, and a group of dialogues is Whatareyoudoing? Starting with the introduction of new lessons, I will describe what the teacher is doing, and guide the students to say what they are doing, what their deskmates are doing, and what their parents are doing at home. Ask and answer in pairs. After mastering it, let some students demonstrate the action in front of the blackboard, and other students guess what he is doing. Naturally, the students have mastered how to describe what is happening. At this time, it will be much better to deal with the relevant contents of the textbook.
The new textbook has the characteristics of large amount of information, high repetition rate of knowledge and strong practicability of topics. This requires teachers to deal with teaching materials creatively. Otherwise, there will often be a phenomenon: learning one or two dialogues in a class, the teacher has nothing to teach, the students have nothing to learn, and finally there is nothing to teach the students. For example, when learning the topic of shopping, the textbook only gives a dialogue about shopping. How can we teach a lesson well? Students will be bored just by listening to the teacher's conversation. The method I adopted is; The teacher plays the role of a salesman and a student plays the role of a customer. After demonstrating the two groups, students will naturally know how to imitate them. In pairs, students can start to watch the dialogue exercises, and the other partner will continue to practice. After doing all the exercises in groups of four, students will naturally break away from the dialogue material from unfamiliar to skilled. Then let several groups of students walk to the podium with simple props and perform their own dialogues. The students comment on each other. In the laughter and applause, customers and salespeople sat among us.
Third, focus on activities and implement activities
It is a basic principle that teachers should create a real context or atmosphere for students to use and feel English, instead of simply telling knowledge points and instilling grammar knowledge by teachers. The most intuitive embodiment is the various student activities carefully designed by teachers inside and outside the classroom. Pre-class activities can be one-on-one free conversation, two-person group, English situational performance, or "problem-based" brainstorming that directly leads to the theme. The forms can be varied, but the core is to let students speak English, use English and feel the charm of language personally. Audio-visual teaching equipment such as tape recorders, projectors and multimedia can be used in the design of in-class activities, which is convenient for students to receive a large amount of information intuitively and visually and gain perceptual knowledge. At the same time, students' attention will be focused and their psychological activities will be in a positive state, which also increases the classroom capacity and knowledge density of classroom teaching. In short, through various activities, teachers should know what knowledge students should master and what ability they should achieve, and they should not become a mere formality. The design of after-school activities mainly focuses on cultivating students' study habits and making up for the deficiencies in the classroom. In my class, from Grade One to Grade Three, I insist that students use 10 minutes before self-study every day to dictate the words and phrases they learned the day before or the day before, and translate several important sentences over time. Facts have proved that the overall English level of the class that can persist in doing this is good, and no one is left behind.
Fourth, take students as the foundation and serve students.
(1) Give prominence to students' dominant position and change the traditional mode of teachers' speaking and students' listening. Teachers have changed from leading roles in teaching to supervisors and commanders. In various language situations created by teachers, students cooperate with each other to solve problems with the help and guidance of teachers. In the process of solving problems, improve the communicative ability of using language.
(2) Improve teachers' service consciousness. If our teachers are always on top and can't treat students equally, students will passively accept knowledge. Many students will gradually lose interest in English. Give the class back to students, so that students can get timely demonstration, guidance and guidance from teachers in the process of practicing language, activate students' thinking, meet the actual needs of different students, and let students at all levels get full development.
(3) Establish a harmonious relationship between teachers and students, and pay attention to praise and encourage students. Good boy likes to brag. As a foreign language, it is impossible for students not to make mistakes. As a teacher, he must have patience and love. Don't be stingy with our encouragement for students' small progress. Perhaps a good sentence, a smiling face and a pertinent evaluation will make students more interested in learning about the sea.
The achievements of the new curriculum reform are obvious to all, but there are inevitably shortcomings in practice, mainly in the following aspects:
(1) The use of multimedia is too much and excessive. The extensive use of multimedia actually reflects the trend of new curriculum reform. If there is no new teaching concept as the basis, simply using multimedia to move the content of teaching materials, teachers will often be dominated by courseware, students will only care about watching the fun, and courseware will take up a lot of classroom time, which will often be counterproductive.
(2) There are too many classroom activities designed, but they are mere formality. Some open classes and observation classes look lively and prosperous, but students do not wait until the time to start discussion, and student activities become classroom decorations, which have no real effect. This phenomenon of emphasizing form over effect is really undesirable.
(3) Students' oral expression is good, but their grammar learning is not solid, their basic skills are not solid, their eyes are weak, they speak fast, they make mistakes in writing, their writing is not standardized, and their calligraphy is poor. The new curriculum reform does not mean completely denying the traditional teaching methods and ignoring the students' double-base training. Only by taking the essence and discarding the dross can students lay a solid foundation knowledge and cultivate basic skills of listening, speaking, reading and writing.
In short, there are laws in teaching, but not in teaching. The curriculum reform has given us some pressure as teachers. Only by continuous innovation and reflection, so that the classroom is full of vigor and vitality, can students feel the joy of learning, enjoy learning and be good at learning, and our English teaching work can go up a storey still higher.
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