Reflections on after-class teaching by English teachers

Nowadays, many teachers will reflect on their own gains and losses from their own educational practice, and improve the quality of teaching reflection through educational cases, educational stories, or educational experiences. Now I will bring you some reflections on after-class teaching by English teachers, I hope you like it!

Reflections on after-class teaching by English teachers 1

Teaching reflections are important for teachers It is said to be a useful thinking activity and re-learning activity. Teaching reflection is a necessary condition and effective way for teachers to grow; teaching reflection provides possibilities and intrinsic motivation for teachers' growth; teaching reflection helps teachers improve their teaching experience and sublimate it into practical wisdom. So, how to promote teachers’ professional growth through teachers’ teaching reflection, and how to reflect during the growth process?

1. Be prepared in terms of thoughts and understanding;

2 , Continuously accumulate specific experience;

3. Carefully analyze and discuss the problem;

4. Actively verify, so that the teaching reflection activities can continue and circulate more smoothly.

1. Reflection on teaching experience

Looking back on the twelve years of teaching, what I feel most deeply about the comprehensive and complex art of classroom teaching is: it is necessary to not only teach and educate people, but also Cultivate students' all-round development. Knowledge is of course important, and knowledge is power; but there is something more important than knowledge itself, and that is teaching students to know themselves, learn to learn, and learn to seek knowledge. There are three levels of classroom teaching: first, knowing what to teach and imparting book knowledge. The second is to know how to teach and use certain teaching methods and techniques to teach in the classroom. The third is to know why we teach in this way, so that the design of each teaching activity must conform to what concepts and principles, have a strong purpose, what abilities the students have cultivated, and what kind of experience the students have gained. . My classroom teaching has also experienced these three levels. Regular reflection makes me feel that I am growing and making progress every day, and there will be new discoveries and new inspirations every day.

My classroom teaching has been greatly improved mainly in the following aspects:

First, constantly update the educational and teaching concepts, keep pace with the times, and pursue the truth. This does not mean that traditional educational methods and concepts are not good. On the contrary, I have seriously practiced some excellent practices in traditional foreign language teaching. As for some of the more popular practices, we need to carefully explore them, make good use of their core concepts, and learn from others with an open mind. You must also have your own unique insights, learn to analyze and judge, and do not be conservative or follow blindly.

The second is to effectively establish the concept that the classroom is a classroom for students. From concepts to teaching behaviors, we strive to achieve an "autonomous, mutually supportive, and efficient" learning classroom.

The third is to read a lot to promote teachers’ professional growth. Those who teach should read a lot. From monographs on educational theory to English education journals; from higher education professional books to educational language professional books, journals, newspapers; from various humanities books to various large and small educational newspapers and periodicals, etc.

Fourth, English teaching should cultivate students’ ability to think in English. Each language has its own fixed expression habits. If you want to be able to speak English well and use the knowledge you have learned, you must think and express according to the expression structure and habits of the target language. Start cultivating simple language structure and function items from the beginning, and attach great importance to the accumulation of language knowledge. Create more realistic language environments to allow students to conduct meaningful exercises.

The fifth is to cultivate students’ ability to create creative thinking. How to cultivate? The first is to broaden the field of knowledge. It is necessary to master solid basic knowledge and basic skills, and to set aside more time to acquire extracurricular knowledge. Secondly, fully mobilize students’ subjective potential. Treat students as the main body of knowledge and give full play to their main role in the learning process. Teachers must work hard on the selection of teaching content, organizational form, and teaching methods to make their teaching art reach a fascinating level, thereby more effectively stimulating students' interest in knowledge and desire to create.

Finally, it is necessary to encourage exploration and different thinking. Cultivate students' ability to discover problems and ask questions. On the one hand, it guides students to often look at problems from different angles; on the other hand, it guides students to make extensive associations and conduct divergent thinking training; on the other hand, it helps students summarize and discover and explore new problems.

2. Reflection on problems existing in teaching

Overall, my primary school English teaching has achieved relatively great results, but there is also a problem of quality and efficiency. Specifically:

1. Some students have developed serious polarization in primary school;

2. Some students have developed worrying vicious learning patterns. Treat foreign language classes as knowledge classes and memorize them;

3. Pronunciation teaching is not in place. Students have little understanding of continuous reading, plosive sounds, strong reading, and weak reading. They usually read or speak word by word. , dare not read or speak English openly;

4. Serious expression of Chinese thinking. After studying for six years, I still lack the necessary systematic English structure and cannot think simply in English;

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5. Memorize words in alphabetical order, lacking the necessary basic knowledge of listening to their sounds, remembering their shapes, looking at their shapes, and reading their sounds;

6. Paying too much attention to word teaching, Not enough attention is paid to the teaching of sentences and short stories. It is envisaged that in the future, sentences will be used as the smallest unit of language for teaching.

7. The writing requirements for students are not standardized. Many students have problems with letter case, words, sentences, and punctuation marks to varying degrees.

8. The introduction of multimedia into the classroom has greatly facilitated teaching, but some of its negative impacts have not been fully recognized and overcome.

3. Teaching ideas

Being able to face the existence of a problem is a big step towards solving it. I have many thoughts and some practical ideas about future classroom teaching:

1. The whole society respects teachers. As a teacher, you should be more self-respecting and self-motivated, and strive to become a human soul engineer worthy of the people. With the unique personality charm, intellectual charm and fruitful work of people's teachers, they have won the respect of society and school leaders, teachers and students. Strive to: be dedicated to work and care for students; study hard and study rigorously; be brave in innovation and forge ahead; be indifferent to fame and fortune, and have high aspirations. Calm down to teach, concentrate on educating people, and strive to be a teacher who is loved by students and satisfies the people.

2. Continuously internalize the application of concepts in classroom teaching practice. This is not an empty talk when the concept is applied in place and effectively guides classroom teaching.

3. Avoid “decoration” in the classroom. All teaching designs start from students, how to use the least time and energy to let children learn the most knowledge; audio-visual teaching methods give full play to their advantages and are used appropriately; hundreds of schools of thought contend in teaching concepts, and only by integrating them can they show their charm; classroom teaching is not blindly Follow fashion and trends, but be down-to-earth and based on reality.

4. Solidly refine the spiritual essence of the "autonomy, mutual assistance" efficient classroom teaching concept, and effectively improve the timeliness of classroom teaching. Help students develop correct concepts of classroom learning: make good use of classroom learning time, students themselves are the masters of learning, cooperate effectively with others, and form an effective sense of asking for advice and help.

5. In response to the problems mentioned above, as a teacher, we should do our best to educate and help students with correct teaching concepts and attitudes, solid basic English skills, and improve English literacy as quickly as possible.

6. Correctly handle the use of multimedia. Having multimedia does not mean that you can teach a good class. Only when you use it can you receive good teaching results. The more multimedia courseware is used, the better the teaching effect is. The popularization of multimedia does not mean that textbooks, blackboards and chalks have to be abolished. Asking someone to make multimedia software does not mean that multimedia has truly entered the classroom. Software with high multimedia technology content is not the most practical courseware in the classroom.

Reflection on after-class teaching by English teachers 2

Primary school English is a special language subject. To master this language well, not only must there be a natural environment for acquiring this language, but also Moreover, teaching should be carried out based on the psychological characteristics of students and the social nature of language. In my long-term primary school English classroom teaching practice, I created a relaxed classroom environment, carried out various activities, and appropriately used information technology to effectively stimulate students' interest in learning English and improve their ability to use English.

In the English teaching classroom, I listened to the lectures, took notes, and made a thoughtful reflection on my short-term teaching experience.

The pursuit of false prosperity in English classes ignores the essence of English classes - allowing students to develop. The colorful activities only revolve around the teaching materials. As the saying goes, "A layman can only see the fun, but an expert can see the door." Indeed, many primary school English classes today, especially open classes, are diverse and multimedia is widely used in the classroom, which shows the teachers' certain design and teaching level. However, after a class, I never had the feeling of endless aftertaste. Instead, I wanted to say: I’m so tired, it’s finally over.

Looking at these classes, although the activities follow one after another, they seem to be very rich. If you think about it for a moment, you will find that so many activities are just revolving around 5 or 6 words or 3 or 4 letters. Looking at each activity, there is no connection, relatively independent, and weak integrity. Its purpose is just to practice letters or vocabulary repeatedly. 5 or 6 vocabulary words (the ones that appear in primary school textbooks are relatively commonly used and familiar ones) do not require four skills, but only listening, speaking and reading. These are not difficult for third grade students.

Truly understand the connotation of "stimulating and cultivating students' interest in learning English" and ponder teaching methods so that students can experience and enjoy the happiness brought by learning English spiritually, and achieve success and happiness from the heart.

"Interest is the best teacher." There is no doubt about it. As elementary English teachers for primary school students, we have the responsibility and obligation to cultivate students' interests. This interest should be durable and positive. The method of material stimulation is applicable to anyone, even pets, and the interest it generates is only short-lived and relatively low-level. Therefore, teachers should start from the physical and psychological characteristics of primary school students, carefully design teaching methods, and integrate English classes with activity classes so that students can learn English happily in activities. At the same time, teachers can carry out appropriate competitive games based on the competitive characteristics of primary school students. Through group competitions, they can use various methods such as adding and subtracting scores, grabbing red five stars, etc., so that students can achieve success in competitive activities. A sense of satisfaction and achievement. Moreover, such activities can also enhance students' sense of unity and cooperation and cultivate students' cooperative spirit.

The fluent English dialogue has always been a fake communication without information transmission.

In English class, the teacher pointed to the book and asked: "What's this?" The students answered in unison: "It's a book." After the teacher expressed his approval, he pointed to the door in the distance and asked: "What's that ?" The little hands were raised in a hurry. This is a snippet from the review session. This phenomenon is not surprising in primary school English classes. The two groups of conversations have an obvious similarity: there is no information difference, they ask questions knowingly, and they are fake communication. Not only does it have no effect on stimulating the students' brains, it will restrict the development of thinking.

English is a language. Language is a tool for communicating ideas and transmitting information, and is closely related to thinking. In real life, the phenomenon of fake communication exists too little. As a process of learning, although mechanical drills are indispensable, in the teacher's subconscious mind, there is almost no difference between mechanical drills and practical drills, the conceptual differences between communication, quasi-communication and pseudo-communication, and whether there is an information gap that affects the teaching activities he organizes. The implementation has not had much effect. If things continue like this, students' comprehensive language use ability will be affected.

No matter how many or how little, just someone raising their hand is fine - it doesn’t pay attention to students’ participation.

The conditions for primary school English courses are different between schools, mainly in the size of the classes.

Small class English teaching is favored by advanced and capable schools. But for most schools, large class sizes are still a relatively realistic feature. A full-time primary school English teacher is responsible for nearly 200 students, or even more. In English classes, on the one hand, teachers feel powerless; on the other hand, polarization has been reflected. In this regard, the teacher's attitude is: no matter it is more or less, bad or good, if someone raises his hand, it is good. This inactive attitude will lead to more obvious polarization, which is contrary to the requirements of the English curriculum standards.

The "English Curriculum Standards" propose that the first basic concept that teachers should have is: facing all students and focusing on quality education. The course places special emphasis on paying attention to each student's emotions and allowing each student to develop. As a teacher, you must change your teaching concept, care for every student you teach, and pay special attention to underachievers. No matter what type of class, teachers should silently promise: let every student get equal opportunities and let them continue to develop. .

I firmly believe that as long as everyone is full of hope for primary school English classroom teaching, actively explores, and seriously reflects, primary school English classroom teaching will bloom into colorful flowers!

English Teacher After-class teaching reflection 3

Under the education form that strongly advocates burden reduction, allowing students to learn English well in a limited time should be the pursuit of each of our English teachers. There are too many details in the teaching process that we need Go explore. After classroom practice, I found that if English teaching is limited to memorizing words and sentence patterns, the classroom atmosphere will be dull and students will lose their enthusiasm for learning English. So, how can we make students like to learn English? The following are my experiences and insights:

1. Create an English atmosphere

1. English should be used as the main focus during the teaching interaction process The main body uses gestures, eyes, movements, tones and other auxiliary means to help students understand the teaching materials; and creates various scenarios during the teaching process to allow students to have conversations and cultivate their sense of language through face-to-face language exchanges. When learning the past tense, I will communicate with students about interesting things that happened the day before or in the past to attract students' attention and naturally introduce new lessons. "Practicemakesperfect." Pay attention to cultivating students' habits of thinking and expressing in English, so that students can open their mouths when using English.

2. Through students’ participation in practical activities, cooperation, exploration, etc., cultivate the comprehensive ability and overall quality of listening, speaking, reading and writing. In English class, communicate in English as much as possible; outside class, encourage children to listen more, speak more, use more, and see more things related to English. For example, let children pay attention to: "Don'tlittereverywhere" on food packaging bags. "Such sentences not only teach English, but also provide environmental education. Guide children to pay attention to English that is closely related to our lives, integrate English teaching into daily life, let children contact and use English as much as possible, and make friends with English, then children will not stay away when learning English.

2. Let every child gain something

Interest is not innate. It is cultivated through successful experiences again and again. Therefore, it cannot be given in the classroom. Children of the same level are provided with opportunities to show themselves and experience success, so that they can gain something from every English class, so that they slowly fall in love with English and learning.

1. Pay attention to each child and encourage them: Openyourmouth, speakEnglishaloud! Appreciate their performance, encourage them to learn from their mistakes, promptly discover their improvements and praise them vigorously, build self-confidence, and protect their initiative.

2. We must especially care for underachievers and introverted children, provide them with opportunities to express themselves correctly as much as possible, and make every small breakthrough the cornerstone of their progress.

3. Develop a reasonable mechanism to promote cooperative learning activities in the classroom and encourage students to learn from each other, help each other, experience success, and develop cooperatively.

3. Teaching them to fish

"Teaching them to fish" is not as good as "teaching them to fish". We not only need to help students learn knowledge, but also continuously learn English Through the methods and skills, students are gradually trained to be able to walk independently without the support of teachers, and can walk increasingly steadily, build children's self-confidence in learning English, and lay the foundation for children's lifelong learning.

Listening, speaking, reading, and writing are not only methods of learning English, but also goals. This main thread runs through the entire teaching process. In the teaching process, we should combine the reality of life, constantly explore good methods, constantly reflect, and perfect the details, so that we can get twice the result with half the effort and achieve mutual benefit in teaching.

Xunzi said in "Encouraging Learning": "The nature of a gentleman is not different, and good and false are as good as things." This means that good methods will enable us to achieve our goals smoothly. In the process of teaching reflection, we can choose different methods for effective reflection on different problems.

(1) Reflection after teaching

In a teacher’s daily work, lesson preparation and class are two important and interrelated links. In the process of lesson preparation, teachers set teaching goals, design various teaching steps and teaching methods, and their rationality is tested in classroom practice. For example, in daily teaching, teachers will have a certain experience through students' collective reactions, such as their level of understanding, participation, and investment. Therefore, after a day's teaching work is over, or after a class is over, write down your own experiences and feelings immediately, and often ask yourself: Are my teaching steps smooth? Is it student-centered? Is it appropriate? Cognitive characteristics of students? Can the activities I designed attract students? Did all students participate? If not, why? Is there anything I can improve? How to improve? This way of reflection enables teachers to continuously improve themselves improve the level of classroom presentation and promote the extension of cognitive components to help teachers form a personal teaching style.

(2) Communication among colleagues

Teachers observe each other’s teaching, describe in detail what they see, and discuss and analyze it. In the school where I work, there is a strong atmosphere of teachers listening to each other's classes and learning from each other. After class, teachers candidly exchange opinions and suggestions, and have lively and detailed discussions about the situations in the classroom. This kind of detailed descriptive reflection between the lecturer and the listener can often uncover many problems that are not easily discovered by the teacher himself.

4. Self-regulation after reflection

1. Reflect on how to teach this lesson well in the future

For example, after finishing the lesson "Anewhouse" Reflect after class. On the whole, it is in line with the new primary school English curriculum standards, and students have successfully completed their learning tasks. After learning, students know how to introduce their own house to others, ask about other people's rooms, and cultivate students' thoughts and emotions of loving their families and caring for others. But there are also shortcomings in this lesson. If you don't manage your time well, you will give lectures in advance for fear that you will not be able to finish the materials you have prepared. However, when you feel that you have more time, you will not adjust the teaching progress in time and finish the lectures quickly. This has a great impact on the entire class. If you take this class again in the future, let the students write their own dialogues based on the text, and the time can be controlled appropriately. Or when preparing lessons, music or short films should be prepared and allowed to be enjoyed by students when there is sufficient time. This not only allows students to relax physically and mentally, relieves children's fatigue, but also makes good use of time.

2. Reflect on what to do in the next class

In the next class, the teacher must first check the students’ mastery of the knowledge and skills in the previous class; then create a situation for the students to Design your own school; stimulate students' interest and let them creatively propose the best plan for school design; finally, guide students to complete relevant listening and writing exercises.

In primary school English teaching, it is very necessary to reflect in a timely and effective manner and analyze the teaching process scientifically and comprehensively. After reflection, teachers can adjust the teaching plan in time according to the actual situation, enrich the teaching materials, and make the teaching plan more suitable for actual needs.

This is of great significance to improving teachers' personal teaching professional level and teaching professional skills, improving teaching quality, optimizing teaching, and cultivating students' good comprehensive quality. Continuously improving the level of self-reflection in actions and research, and becoming a "reflective" teacher, is also the direction that every primary school English teacher should continue to strive for.

English teachers’ after-class teaching reflection 4

Language is a tool for human thinking and a tool for understanding the world. Mastering a language means mastering a method and method of observing and understanding the world. Habit. This is also the reason why English learning and English teaching are increasingly valued by people.

With the development of the times and the progress of society, English has changed from a tool to an effective way to express personal thoughts and conduct interpersonal communication and communication. It can be said that learning English not only gives you an extra pair of eyes, ears, and tongue, but also an extra mind! Therefore, opening English classes in primary schools is a need for the development of contemporary society and can effectively improve the English level of all people in our country. .

Primary school students have strong imitation, memory and plasticity, and have many advantages that adults and even middle school students do not have. Offering English in primary schools can give full play to their language learning potential. Offering English classes in primary schools can enable primary school students to understand the excellent cultural traditions of other countries and nations, broaden their horizons, expand their knowledge, improve their ideological and moral cultivation, and establish international awareness.

Our school has been offering English courses since the first grade. The first and second grade students use one-stop teaching materials from Tsinghua University. This set of teaching materials is combined with students’ actual life experiences and equipped with a large number of illustrations to allow students to express themselves emotionally. Enjoy the fun of learning English through the beautiful pictures and texts; for students in grades three to five, we use the Shandong version of the textbook approved by the whole district. In addition, we also use the school-based textbook "Eight Days of English" to further improve Students’ listening, speaking, reading and writing abilities.

Combined with the bits and pieces of daily work, summarize the following reflections:

Reflection 1. Continuous language knowledge, rather than "playing" to cultivate students' lasting interest

Primary school English teaching should pay attention to cultivating interest, but you cannot learn by singing and playing games alone, because cultivating interest is mainly for learning English. Learning English for primary school students is not like immigrants from the United Kingdom and the United States learning English. Only by continuously learning language knowledge, improving language skills, and satisfying their sense of accomplishment can they develop lasting interest. At present, primary school students only have more than 100 minutes of English class per week, and singing games alone cannot cultivate students' lasting interest. Once the novelty wears off, children get bored. Therefore, singing games should be used as a means for primary school students to learn English language knowledge and skills, rather than as a means to cultivate interest. We can use a variety of means to help primary school students remember more words and learn more language rules during the period when their memory is strong, and create as many opportunities for imitation as possible to improve students' pronunciation and intonation. In English learning, the five abilities of listening, speaking, reading, writing and translating are complementary. Really put listening and speaking first, reading and writing to keep up. It is difficult to be efficient if you only listen, listen and do not read or write. Just imitating without cultivating learning ability will hardly reduce the learning burden. Therefore, primary school students should still study language seriously.

Reflection 2. English application ability requires corresponding vocabulary.

“If you don’t learn language rules and don’t master a considerable amount of vocabulary, your English application ability will be like a castle in the air.” (Bao Tianren Yu) Russia usually offers English classes in the first grade of junior high school (equivalent to the fifth grade of primary school in my country), with 3 classes per week. In the first school year, students are required to master about 1,300 English vocabulary words, which students must master by the time they graduate from high school. With more than 10,000 vocabulary words, you can basically read the original English works. Our country's current requirement for high school graduates is to master 20__ vocabulary (including phrases), and the newly developed "curriculum standards" require mastering about 4,000 vocabulary words. We should learn from foreign experience and solve the current situation of English teaching that is more time-consuming and less effective as soon as possible.

However, in current English teaching in lower grades of primary schools, students are not required to master vocabulary, but are only required to be able to say the word according to prompts or pictures. The essence is nothing more than requiring students to memorize by rote. Parrot imitating. Because primary school students do not have corresponding training in pronunciation rules and are not familiar with the spelling rules of vocabulary, the sound, form, and meaning of words cannot be effectively combined, which leads to difficulties in word memory and has become a bottleneck for primary school students to learn English.

Reflection 3. Primary school English teachers should have a sense of development

Many primary school English teachers do not have high requirements for their language knowledge and ability. They think that primary school English is simple and does not require good language skills. , as long as you have good teaching skills. In fact, times are progressing and society is developing. Similarly, English, as one of the most widely used communication languages ??among people, is changing with each passing day with the rapid development of high technology. If our English teachers do not strive for progress, they will be eliminated by the times.

Reflection on after-class teaching by English teachers 5

After three months of national training, I returned to teaching. During this period of teaching work, I re-reflected on my English teaching work. Based on my previous teaching experience, I integrated the new knowledge and new concepts I learned, and made a profound contribution to primary school English teaching. Reflect.

The new English curriculum standards require improving students’ comprehensive language use ability, which requires our teachers not only to enable students to write and spell words, but more importantly, to enable students to dare to speak English. In our actual teaching, because we are a rural primary school, many students are afraid to speak, their self-confidence is insufficient, and their independent learning ability is not strong. This requires teachers to encourage students more in their daily teaching, give them care and help, and have enough patience to teach.

After mobilizing students' enthusiasm, we focus on students' reading and listening abilities. Speaking of reading, we should incorporate phonics into word teaching. Primary school students still lack the ability to grasp phonetic symbols. In addition, learning phonetic symbols is boring and boring, and students will become bored. Let students learn the rules of natural spelling, and students will learn to read and memorize words more easily. I tried this method in English teaching in the third and fourth grades, and it had obvious effects. When a new word is given, they will take the initiative to read it based on what they have learned, and they can memorize the newly taught word quickly. In terms of listening, the listening tapes provided in the textbooks should be listened to repeatedly and imitated. This will not only train students' listening, but also train their speaking ability. At the same time, students should also listen to some simple and easy-to-understand English songs and children's songs, watch English movies, etc., and combine audio and video.

After certain input, simple output is required. The so-called output includes speaking and writing.

There are not many writing requirements at the primary school level. The key is to let students be able to communicate in English. Primary school English focuses on authenticity and nature, and is close to students’ lives. The words and sentence patterns selected in the textbooks are generally the most common and basic ones in society. Therefore, in the teaching process, we should create corresponding scenarios so that students can be immersed in the situation and acquire knowledge during the participation process. Teachers can design more dialogues and activities, let students perform performances, and use their hands and mouth more at the same time, so that simple sentences can be put into practice and can be blurted out. Moreover, students can be required to speak in English in English classes. English should be used as much as possible between teachers and students, and between students. Regardless of whether the grammar is correct or not, if you can speak it, it is worthy of praise. In the process of continuous speaking, students' communicative skills are improved, and they can naturally use key sentence patterns with ease. The next thing students have to do is to consolidate the memory of key words and sentence patterns, and there will be basically no problems in writing.

In short, as teachers, it is very important to grasp the curriculum standards. Based on the requirements of the curriculum standards, we must fully train students' comprehensive language use ability, so that students can truly learn English and like English!

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