No matter in study or at work, everyone has dealt with papers. A thesis is an article to discuss or study some problems. You always have no way to write a paper? The following is a model essay of a teacher's thesis that I have carefully arranged, hoping to help everyone.

Teacher's thesis 1 abstract

Composition teaching in primary schools is a systematic and complicated work, which cannot be accomplished overnight. Therefore, this puts forward higher requirements for teachers' teaching. In the actual teaching process, teachers should adopt correct teaching strategies, form scientific teaching concepts, and effectively solve the reasons for the inefficiency of composition teaching in primary schools.

key word

Causes and teaching strategies of inefficient composition teaching in primary schools

In the process of composition teaching in primary schools, the reasons for inefficient teaching are as follows: teaching objectives, teaching contents, teaching strategies and teaching objects. Therefore, this puts forward higher requirements for teachers' teaching. In the actual teaching process, we should start from the theoretical part and the practical part to solve the causes of inefficient teaching.

1. Stimulate students' interest in writing

Pupils are afraid of writing and regard writing training as an arduous task, which usually takes several hours for students to come up with writing training topics assigned by teachers. The reason for this phenomenon is that students' writing attitude is not correct enough, and every composition training is regarded as "completing the task", which leads to many detours. Therefore, in the process of writing teaching, teachers should guide students to express their ideas in their compositions, so as to explore correct writing strategies. When arranging writing topics, we should relax the requirements on topics, themes and words.

For example, when learning the content of "listening to stories and telling stories", the teacher assigned the students a writing topic "A story I heard", without specifying the description technique and the number of words. At the beginning of writing training, teachers need to guide students. "What interesting stories have the students heard? Teachers' favorite stories are fairy tales and fairy tales. I have the habit of exploring the reasons. If I don't understand or think I don't understand this story, the teacher didn't specify the number of words for the students when arranging the writing training topics, which can alleviate the psychological pressure of the students to a certain extent, but invisibly put forward higher writing requirements for the students, that is, to write the story completely. From the student's point of view, students are not clear about the teacher's intention, and even think that the teacher's requirements are not too limited, so they are more willing to write stories. By adopting this teaching method, the writing efficiency will be further improved.

2. Teaching students writing skills

In the process of writing, students feel that they can't describe events in detail. Some students can describe events completely, but their descriptions are not vivid enough. The reason for this phenomenon is that students have not mastered writing skills.

For example, when learning the content of cultivating good habits, teachers should guide students to cultivate their writing skills on the basis of mastering their writing habits. Students can cultivate good habits by reading extracurricular books and keeping diaries. If students can keep reading extracurricular books or keeping diaries, their writing level will be improved.

3. Guide students to exchange ideas.

Teachers can find that students' thinking is bound in writing. If we can't break through this bottleneck quickly, students will feel the pressure of learning and greatly reduce their enthusiasm for writing. In the actual teaching process, teachers should think about the reasons from the students' point of view, guide students to exchange writing experience with each other, and constantly reflect and summarize.

For example, when studying the content of Little Teacher of the Great Writer, the teacher assigned a writing topic "Chinese Teacher in My Eyes" to the students, and all the students wrote this composition topic, and then exchanged the results after the writing training was completed. Students are familiar with the writing materials chosen by teachers, and they all describe the same object. Therefore, when communicating the results, students can make a comparative analysis from their own observation angle and that of other students. Teachers organize the whole class to read each other's compositions, exchange ideas and promote the breakthrough of students' thinking bottleneck.

4. Writing materials are related to students' real life.

The reason why there are cliches and lies in composition training in primary schools lies in the fact that the selection of composition materials is divorced from students' real life. Therefore, when choosing a composition topic, teachers should contact students' real life so that students can have something to write.

For example, teachers can arrange for students to visit parks or schools when assigning the composition topic of "describing the scene of spring", so that students can deeply appreciate the beautiful scenery of spring through personal observation. Through the adoption of this teaching strategy, students have something to write in the writing process, which improves their observation ability to some extent. For another example, in the primary school textbook, a chapter of comprehensive study is arranged, which involves reading and reciting, oral expression and my pen. Among them, the writing material arranged by My Little Pen is similar to the content of the text and closely related to children's real life. For example, "When I grow up, I want to be ..." "My little animal friend" "Interesting childhood" and so on.

5. Encourage and praise students.

Things that give people a pleasant feeling can usually greatly increase their interest. Therefore, in the process of composition teaching, teachers should constantly encourage and praise students when reviewing their compositions, so as to establish students' self-confidence.

For example, students' overall writing level is not high, but there are some bright words. Teachers should seize the bright spots of students and motivate them through comments or verbal praise. Excellent compositions can be posted on the wall after class, and can be recommended to primary school students for publication if there is an opportunity. Through the adoption of this method, students can gain a sense of accomplishment in the process of writing, which will also have a greater impact on the improvement of writing level. At the same time, we should also cultivate students' observation ability, guide students to learn to look at objects and pictures, stimulate students' interest in writing by taking them sightseeing, learn to pay attention to things around them, and cultivate good habits.

Composition teaching in primary schools is a systematic and complicated work, which cannot be accomplished overnight. Therefore, this puts forward higher requirements for teachers' teaching. In the actual teaching process, teachers should adopt correct teaching strategies, form scientific teaching concepts, be strict in teaching behavior, and try their best to overcome irrelevant interference. At the same time, from the perspective of the education administrative department, we should create a harmonious and democratic teaching atmosphere for Chinese teachers, so that teachers can feel at ease in the classroom and promote the effective solution to the inefficient reasons of composition teaching in primary schools.

refer to

1 Zhao. A Study on the Application of Concept Map Tool in Chinese Writing Teaching in Primary Schools —— Taking the fifth grade of Minhang Experimental Primary School in Shanghai as an example

Fang Erren. Research on Japanese Life Composition Education, East China Normal University, 2000.

3 Wang Hua. Research on the integration of film and television resources and Chinese curriculum in primary schools D. Jiangxi Normal University, 2004

In Chinese teaching, teachers should give full play to the leading and exemplary role of teaching materials. When designing Chinese reading teaching, we should carefully study the text textbooks and correctly understand the thoughts and intentions of the textbook writers to ensure the effect of reading teaching.

Keywords: effective text reading teaching

With the in-depth implementation of the new curriculum, teachers constantly try to adapt, expand and extend the teaching materials. As a result, some teachers put the cart before the horse because of over-exploitation of teaching materials, ignoring the important role of teaching materials.

In fact, we should understand that teaching materials are an important carrier to achieve the national educational planning goals and implement the new curriculum reform, an important source of Chinese classroom teaching resources, and an important support to cultivate students' comprehensive Chinese literacy. Therefore, in Chinese teaching, teachers should give full play to the leading and exemplary role of teaching materials, and make appropriate expansion and extension around the content of teaching materials.

First, study the text, correctly read the goal of reading teaching

To carry out reading teaching, we must first make clear the teaching goal, which is the ultimate destination of all teaching activities and determines the design of classroom teaching activities, the choice of teaching content, the direction of teaching thinking and the evaluation method of teaching effect. Classroom teaching with unclear goals must be random, blind and worthless.

Textbooks are the main source of reading teaching resources, and the articles in them have their own characteristics, different expressions, different styles and full of individuality in language expression. By reading different articles, we can complete different teaching tasks and cultivate students' comprehensive Chinese learning ability. Therefore, it is necessary to carefully study the textbook text and understand the' teaching goal' that each article wants to achieve after learning.

In a lecture, a teacher taught the text Cat. Obviously, this teacher has also made great efforts in the teaching design of this class. Throughout the class, the teacher emphasized the concept of student-oriented education, guided students to read independently, guided students to find and record some words describing the cute characteristics of cats, and achieved the purpose of vocabulary accumulation, and from time to time asked students to write their favorite words on the blackboard. Students' enthusiasm for learning is very high, the interaction effect is very good, and the whole classroom atmosphere is very active and happy. After class, I always feel that there is something missing in this course. First of all, teachers should guide students to sort out the whole article. Teachers should help students evaluate the structural arrangement of this article, so that students can understand that this article is described in two parts. The first part describes the cat's eccentric personality, and the second part describes the cute characteristics of the kitten when it is just full moon. Secondly, it ignores students' study of paragraph structure characteristics. The two parts of the article are general paragraphs, and the first sentence of the paragraph is a general sentence.

Second, study the text and thoroughly understand the content of reading teaching.

The process of Chinese reading teaching is a process in which teachers and students appreciate beautiful words and cultivate sentiment. Teachers are the designers and leaders of the whole process. If teachers can't fully grasp and comprehend the connotation of the text, they can't make students form unique feelings in reading. Then, such reading teaching is invalid, how can we achieve the purpose of educating people? The brilliance of the text comes entirely from the teacher's profound understanding and expansion of the content of the text. The central idea, structural order, expression of an article, even a beautiful sentence and a beautiful word can make a wonderful classroom.

Teachers should devote their energy to studying textbooks. Whenever you pick up a textbook, you should read it first, whether you are familiar with it or not. You've taught it several times. Read it first. The beauty of the article is repeated, not obvious at a glance. Only by reading more can we understand the essence and theme of the article.

At the same time, due to the limitation of class hours, classroom teaching needs to choose the content learned appropriately. This process is the teacher's redevelopment of teaching materials, the innovation and transformation of teaching materials, and the crystallization of teachers' wisdom and hard work. In each reading teaching class, teachers should choose teaching contents and teaching strategies according to students' reality and teaching objectives, which requires teachers to read through the textbook text in advance.

Third, study the text and read out effective teaching strategies.

The choice of teaching content needs to study the text, and the application of teaching strategies also needs to study the text. Only by studying the textbook and grasping its connotation accurately can we find effective teaching strategies. According to the teaching content, learning situation and teaching environment, we can flexibly choose teaching strategies to complete the reading teaching process.

For example, when teaching valuable silence, after studying the textbook carefully, I adopted different strategies according to different words when checking the reading effect of students: 1 Write three words on the blackboard, namely "fast", "annoying" and "brave", pick a few students to recognize, and finally read them twice in unison; 2. The blackboard writing is "silent". First, let the students read aloud in chorus. Then I ask students to find out the position of this word in the text, think about the meaning of this word in context, and then explain it to students accurately. In this way, students can deeply understand the word by reading aloud and combining with the context; 3. Let the students find sentences in the text: After a whole minute of silence, I quietly took a look at these lovely children-their cuteness was just a mistake. Then ask the students to read aloud, and ask them to read the pronunciation correctly and read fluently.

The test standard of teaching effect is to see whether students have made progress and development. Through the research and development of teaching materials, on the basis of fully exploring and utilizing teaching materials, more effective learning resources can be rationally developed. Realize multiple understandings of the same content, respect students' personality characteristics, and at the same time do not deviate from the main idea of the text. Only in this way can reading teaching be effective and students' comprehensive quality be improved.

In short, in order to improve the effectiveness of reading teaching, we can start with learning textbooks. Only after thorough study can we focus on textbooks and improve students' writing ability and Chinese literacy through learning and training the contents of textbooks, so as to achieve the purpose of reading teaching.

References:

[1] Wang Shousheng. Chinese teaching and research in primary schools [M]. People's Education Press, 2006.

[2] Ability makes you expensive. Chinese teaching implementation guide [M]. Huazhong Normal University Press, 2003.

Teacher's Paper Abstract 3:

In order to improve the professional quality of English teachers in rural primary schools quickly, after extensive and in-depth investigation, this paper analyzes the advantages and existing problems of this team, and puts forward corresponding countermeasures and suggestions.

Key words:

Primary school teachers' thesis

The quality of primary school English teaching depends on the quality and ability of primary school English teachers. However, at present, rural education conditions are relatively difficult, teaching equipment is backward, English teaching in rural primary schools is not standardized, English teachers are in short supply, and the teaching quality of teachers is relatively low, which seriously affects the overall improvement of English teaching quality and students' quality. Therefore, whether from the education administrative department or the school itself, we should strive to improve the quality of English teachers in rural primary schools, ensure the quality of English teaching in primary schools and ensure the realization of quality education in rural areas.

1, to improve the quality of teachers, we must first strengthen the cultivation of teachers' morality.

Education is the cause of shaping people, and teachers shoulder the heavy responsibility of spreading knowledge, and are also moral practitioners and demonstrators. The professional nature of teachers determines that teachers should have noble ideology and morality, teach and educate people, and be a model for others. Teachers' quality, words and deeds have a subtle influence on students, and this influence is the most powerful. Therefore, to improve the quality of teachers, we must first strengthen the cultivation of teachers' morality.

As an English teacher in rural areas, the teaching environment is relatively backward, the starting point for students to learn English is low, and there are many difficulties in education and teaching. Therefore, we should strengthen the cultivation of teachers' morality, be strict with ourselves, love education and students, and have a high sense of professionalism. We should devote ourselves to English teaching with full enthusiasm, stick to our posts, and create a good learning atmosphere for students with strict learning attitude and strong sense of responsibility.

To strengthen the cultivation of teachers' morality, we should respect and care for students. Put yourself in the students' shoes, be more concerned, be more patient, be more persuasive, and take pains to teach others. As a rural English teacher, we should constantly learn to broaden our knowledge horizons, so as to lead students to enrich their knowledge reserves and lay a foundation for learning English better. Teachers should also communicate with students frequently, not only to gain the trust of students, but also to fully trust students, so that students can devote themselves to learning in a relaxed and happy environment.

2. Strengthen training and enrich professional knowledge of English teaching.

Limited by rural conditions, rural English teachers have few opportunities for study, training and further study, and their teaching ability and professional quality are relatively weak. Some teachers have no formal training, weak language ability, mixed with local accent, poor professional basic skills and lack of teaching experience. From teachers' oral English to the organization of classroom teaching, from grasping the teaching rules to understanding the teaching materials, from the flexible use of teaching methods, it is relatively backward. In this way, the quality of teaching has been seriously affected. Therefore, it is necessary to strengthen training and constantly improve the quality of rural English teachers.

First of all, education authorities and schools should increase investment, create conditions and carry out training. Training can be carried out from two angles: teacher self-study and centralized training. Centralized training should be carried out regularly in a planned and purposeful way in combination with local conditions, which can be carried out on weekends, winter and summer vacations, so that teachers can have time and energy to participate in learning.

According to the characteristics of rural schools, self-study of rural primary school English teachers is a kind of self-training, which can effectively improve their own quality. Persist in learning relevant English professional knowledge, read relevant English newspapers and periodicals, books on English subject education theory, and listen to and watch English programs, all of which can promote the continuous updating of their knowledge and the continuous improvement of their abilities. In addition, we should learn new curriculum standards and new ideas and update our teaching concepts. Under the guidance of advanced concepts, prepare lessons carefully, study textbooks and thoroughly understand them.

3. Carry out teaching and research to promote development through activities.

The nature of teachers' work determines that teachers should have not only strong subject knowledge, but also strong subject teaching ability. An excellent teacher should not only have profound academic foundation and broad academic vision, but also keep pace with the times, constantly update knowledge, grasp the development trend of education, understand the development law of students, and form educational skills and teaching wisdom. This requires teachers to keep learning and improve their own quality. However, there is a serious shortage of English teachers in most rural primary schools and the teaching equipment is backward. Teachers' enthusiasm for teaching and improving their business is not high, and they are only satisfied with teaching textbooks step by step. The school lacks teaching activities and teaching research atmosphere, and teachers lack the consciousness of professional learning. Therefore, to improve the quality of rural English teachers, we should not only strengthen training, but also mobilize teachers' enthusiasm through teaching activities to promote their learning, communication, reflection and promotion. Promote the change of teachers' development direction from experience to scientific research. For example, teaching and research meetings, lecture exchanges, annual group teaching and research, class evaluation, lecture classes, rookie classes, etc. It can stimulate teachers' enthusiasm, sense of responsibility and self-motivation through teaching activities, create a good teaching and research atmosphere in the activities, and improve the teaching level in the activities. In addition, under the existing conditions, we can make friends with urban schools, so that schools and teachers can complement each other and improve together through communication, help, teaching and research.

4. Strengthen management and motivate teachers in evaluation.

As far as the current situation of English teaching in rural primary schools is concerned, it is necessary to attract the attention of the education authorities and schools and offer English courses effectively and well in primary schools. We should constantly update the concept of education and teaching and strengthen the management of English teaching in primary schools. It is also necessary to motivate teachers in evaluation, promote teachers to constantly standardize teaching, strengthen learning, improve teaching ability and improve their own quality.

To improve the quality of English teachers in rural primary schools, we must introduce competition mechanism, establish and improve reward and punishment system, quantitative assessment management methods and employment management methods, and improve the level of existing English teachers. As the saying goes, if there were no rules, there would be no Fiona Fang. Schools should implement the system item by item according to the actual situation, with rewards as the mainstay and punishments as the supplement. In the evaluation, teachers are encouraged to mobilize their enthusiasm, form a good teaching atmosphere, and actively participate in teaching practice, strengthen learning and constantly improve.

Teacher's paper abstract 4:

In junior high school mathematics classroom teaching, inquiry learning is an important means to implement the new curriculum standards, and hands-on practice, independent exploration and cooperative communication are important ways for students to learn mathematics. It plays a positive role in promoting students' emotional communication, helping each other, learning from each other and improving students' learning initiative, and is a learning activity to improve classroom teaching efficiency.

Key words:

Strategies for Cultivating Inquiry Ability in Mathematics Teaching

In junior high school mathematics teaching, teachers should guide students from observing others' inquiry to imitating others' inquiry and then to independent inquiry, so that students can change from passive to active, from inheritance to creation, and from heteronomy to self-discipline. Cultivate students' awareness and habits of active participation, willingness to explore, communicate, cooperate and practice, effectively improve students' practical ability and innovative ability, realize the full development of students' innovative personality, and enable students to gain the motivation of sustainable development.

First, establish students' problem consciousness and prepare for exploration.

Problems are closely related to thinking. Question consciousness is the soil of thinking. It can even be said that without problem consciousness, there is no thinking. On the other hand, without thinking, you can't have problem consciousness. Paying attention to the cultivation of students' thinking methods in mathematics teaching, allowing students to analyze and solve problems under the guidance of methods, is more conducive to the development of problem consciousness.

In teaching, teachers should pay attention to cultivating students' thinking from special to general and from general to special. From special to general is to guide students to explore and summarize the essence of things from special and individual things. Such as triangle, quadratic function, rectangular coordinate system and the position of points, and find the function value, regular polygon, circle and so on from the values of known independent variables. At first, students only started from individual phenomena, not from the beginning. In teaching, teachers need to guide students from exploration to * * * from multiple individuals. From general to special is to guide students to study and analyze problems with mathematical ideas and methods. The concepts and theorems in junior high school mathematics are "general", and analyzing and solving problems through these theorems or judgments is the process from general to special. For example, after learning the judgment theorem of triangle congruence, it is proved that two triangles are congruent, which is the process from special to general and from general to special.

Second, adhere to the principle of teaching students in accordance with their aptitude.

In teaching, teachers teach at different levels for different students. Because students' knowledge level and knowledge level are different, this requires teachers to adopt reasonable teaching methods in teaching, generally focusing on lectures, supplemented by cooperative learning and research-based learning. Ask more questions in teaching and try to take care of three kinds of students: good, average and poor. In teaching, the classroom teaching method of low starting point, multi-induction, diligent practice and quick feedback is implemented. When evaluating students' answers to questions and correcting students' homework and papers, we should pay attention to the timeliness, fairness and encouragement of evaluation. For example, when explaining the nature and judgment of parallel lines, students can find the letter "F" from the same angle and the letter "N" from the inner corner. If cooperative learning is adopted, teachers should be divided into groups according to the principle of "heterogeneity within groups, homogeneity among groups", with 4-8 people in each group, good, medium and poor, and each group leader should be selected to assign tasks to the team members. After asking questions, try to leave time for each group member to participate in the discussion, raise your hand and ask questions, so that each group member has the opportunity to speak, thus cultivating their language expression ability and participation consciousness. Teachers should be good participants, promoters, helpers and teaching managers in learning, so that teachers can truly achieve the effect of cooperative learning. For example, after learning the midline theorem of triangles, teachers can set three kinds of questions for students to choose: (1) What figures do the three midlines of an equilateral triangle form? (2) How many diamonds are formed by the three midlines of an equilateral triangle? (3) What is the figure formed by connecting the midpoints of the four sides of the parallelogram? Through hard work or counseling, all kinds of students can complete their tasks independently, have a sense of accomplishment and improve their interest in learning.

Third, stimulate interest in learning and gradually deepen learning.

Without interest, there is no motivation to learn. Some junior high school students have no motivation and confidence to continue learning because of their lack of interest in mathematics learning. Therefore, junior high school math teachers should put students' learning in the first place and attach importance to cultivating junior high school students' interest in learning. For junior high school mathematics learning, mathematics knowledge comes from life. For example, some three-dimensional graphics and plane graphics, as well as symmetry, rotation and other related mathematical knowledge. Students won't find math boring if they are tutored. For math teachers, the classroom is an imaginary cuboid, the Rubik's Cube is a cube, and the Forbidden City is a symmetry in typical life. If the teacher puts forward some examples in life before class, the application of mathematics knowledge in life will enable students to study with questions and improve their interest in learning mathematics. When students have a strong interest in learning, they will have a positive learning motivation, take the initiative to learn and keep exploring, thus cultivating students' inquiry ability.

Therefore, in mathematics teaching, teachers should tap students' interest in learning from various aspects according to their psychological characteristics and stimulate their enthusiasm for learning. The main measures are as follows: 1. Enhance classroom interest. Because of the limitations of mathematics itself, there are many theoretical knowledge, which is easy for students to form a boring understanding of mathematics, but this does not mean that mathematics class is not fun, but students don't realize it. In classroom teaching, teachers should create interesting situations for students, so that students can gradually like mathematics in the process of exploring problems, so that students can feel the fun of learning mathematics, thus stimulating students' interest in learning and learning mathematics knowledge better. The second is information technology-assisted teaching. Now is the information age, and the application of information technology is spread all over many schools. Teachers should actively use scientific and technological achievements to assist teaching. Through multimedia technology, students' hearing and vision are stimulated more directly, and students' interest is stimulated to a greater extent through video demonstration, so that the classroom atmosphere is more active. Therefore, teachers should properly use multimedia technology in daily teaching and stimulate students' interest through vivid demonstration process.

Fourth, give full play to the role of students' cooperative learning and improve their inquiry ability.

The new curriculum standard emphasizes "advocating independent, cooperative and inquiry learning methods". As the main body of cooperative learning-group cooperative inquiry, as a teaching method, has gradually been widely used in mathematics teaching. Many schools are trying new teaching methods, but now the group cooperative inquiry learning activities in the classroom are mostly in form rather than practice, and the classroom atmosphere seems to be full of enthusiasm. However, these group activities did not explore questions and experiments in substance, but simply responded in form, and the benefits of the activities were very low. Group cooperative inquiry learning is just a mere formality, which has lost its real meaning. Students' innovative spirit, practical ability, ability to acquire new knowledge, ability to ask and solve problems, and ability to communicate and cooperate have not been obtained. In view of this, teachers should focus on seeking effective strategies for group cooperative inquiry, cultivate students' various abilities and provide students with a better learning atmosphere for group cooperative inquiry.

Here, the textbook of junior high school mathematics published by People's Education Press is also taken as an example, and the chapter of "Triangle" is taken as an example. The study of triangle is to pave the way for the study of Pythagorean theorem, so the chapter of "Triangle" belongs to the basic content and needs students to master it carefully. However, due to individual differences and limited classroom time, teachers can't fully understand each student's mastery and need the help of team members. Through the exploration of triangle by group members, we can deepen our study, make up the gap between classes, and strive to catch up with the progress of the whole class. Through this process, students can further deepen their understanding of knowledge, and at the same time, students can solve the remaining problems and study better.

References:

Zhang Weizhong. Inquiry learning in junior middle school mathematics classroom teaching. Middle school mathematics teaching reference, 200 1( 1 1).

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