Reflections on English Teaching in Senior High Schools

At present, the new English curriculum reform has entered a new stage of development, which requires senior high school English teachers to further improve their professional knowledge and skills. In this case, senior high school English teachers must strengthen their professional development, and reflective teaching is a teaching method to promote teachers' professional development. The following is a collection of reflections on English teaching in senior high school that I compiled for you, hoping to help you.

Reflections on English Teaching in Senior High School (I)

In daily teaching, I deeply feel that in the new curriculum reform, teachers should first change their concepts, raise their awareness, deeply understand the connotation of new curriculum standards and establish new curriculum concepts. If the concept is not updated, the new textbooks and new courses can only be empty talk, which is nothing more than "wearing new shoes and taking the old road". The implementation of the new curriculum simply means changing an outline, changing a set of teaching materials and adjusting some course contents. Dismantle the lively course content into a bunch of annoying "knowledge points", and explain the knowledge points with "reading" as an example. Teachers' educational thoughts are formed under the influence of long-term exam-oriented education. Many people advocate "study hard" and "be diligent in teaching", instead of people-oriented, "test first, score first" They basically regard students as machines to earn points, and hardly develop their potential of "happy learning". In the process of English teaching, they pay too much attention to the explanation and teaching of grammar and vocabulary knowledge, ignoring the cultivation of students' practical language ability. This teaching concept is extremely incompatible with the requirements of the new curriculum.

1. When students first learn English, they are curious about English and like to learn and imitate. However, with the increase of learning difficulty, students have negative emotions, are not interested in learning, and even tired of learning.

2. Teachers ask students to recite the words they have learned. Students always use the excuse that they have too much homework and have no time to recite them.

3, the new lesson, the corresponding supporting exercises, unconsciously completed independently, I always hope the teacher will accompany me.

Teachers are too strict with students' English learning and can't pay attention to students' differences.

In view of the above situation, I realize that students' language learning varies from person to person, and it is normal to have differences, so students cannot be required by the same model. In addition, I think the key is to stimulate students' interest in learning.

It is also necessary to cultivate students' good study habits, preview before class and make the class efficient for 45 minutes.

In short, let students understand that learning English is not difficult, but it is not a day or two, and it needs usual accumulation.

First, fully reflect the main role of students in the classroom

In the new curriculum standards, it is clearly stated that students are the masters of learning. In order to embody this idea, should teachers stay away from the classroom, let some teachers spend a lot of time creating scenes, and let students spend a lot of energy and experience to blindly feel new language points, especially in observation classes and demonstration classes. I'm afraid that the judges say that students' subjectivity is not fully exerted, and the concept is outdated. If you can talk less, talk less. If you can't talk, try to let students talk and let them move.

In class, students are good at asking questions or finding problems, which is a vivid manifestation of autonomous learning and active exploration of knowledge, and also an important basis for teachers to guide learning. However, many teachers use simple question-and-answer methods in class. Ask and answer, the classroom atmosphere is very lively. On the surface, it seems to be an interaction between teachers and students. In fact, teachers "fill in" by asking questions. Students rarely put forward their own opinions, and their thinking is still repeated at the same level.

Establishing subjective consciousness and cultivating independent personality has become an important symbol of the reform of modern international educational thought. The new curriculum standard advocates the "task-based" teaching method, emphasizing that under the guidance of teachers, students use language to complete their learning tasks, and realize their task objectives through perception, experience, practice and cooperation, which objectively ensures, shapes and constructs the students' subjective role. So how to give full play to the students' subjective role in teaching, I think we should start with the following points:

1. Stimulate students' interest in learning and establish students' subjective consciousness.

Interest is the key to learning a language well. The cultivation of interest can make students feel high, energetic and enthusiastic about learning. Students' interest can not only be transformed into learning motivation, but also promote the development of students' intelligence. Therefore, interest is an indispensable source to stimulate students' progress, develop their intelligence and improve their ability. Teachers should pour their love into students, pay attention to the overall care and love for students in normal teaching, give more encouragement and help to students, give full play to the leading role of teachers, mobilize students' enthusiasm and cultivate students' interest in learning.

Secondly, we should establish students' subjective consciousness. Students are the main body of learning, and the instructions given by teachers can only be transformed into students' instructions after their digestion and absorption. And at the same time, the ability is formed, which requires teachers to be persuasive and help students establish the subjective consciousness. "Establish subjective consciousness and shape independent personality." It has become an important symbol of the reform of modern international educational thought. In all fields of education, people increasingly emphasize the "learner-centered" teaching method. People realize that it is the learner himself who plays a decisive role in the final result of learning, and any successful education must fully consider the personality characteristics of the learning subject.

In my English teaching practice, I put special emphasis on creating a relaxed and happy learning environment. Fully mobilize the enthusiasm and initiative of the whole class to stimulate students' interest and curiosity in learning English. Sometimes three minutes before class, wonderful English songs are used as a prelude to the beginning of class; Sometimes they use some English jokes and foreign anecdotes to broaden their horizons and cultivate the feelings between teachers and students. Sometimes, five minutes before class, one or two students do duty or Dailytalk, and three or five people repeat it. Pairwork and groupwork are carried out in each class, so that every student has the opportunity to practice and everyone can participate. Summarize for three or four minutes after class, and still let the whole class participate in the study and discussion. Summarize the main points of this lesson through life and activities of teachers and students. Let the students realize that they are the masters of the class.

2. Teachers play a leading role

Whether an English teacher has completed the teaching task is not whether he has taught knowledge, but whether he has cultivated students' ability to use English. The teacher's task is just like what Douglas Brown said: "Guide and promote learning, make learning possible and set conditions for learning." Therefore, teachers should be designers, organizers, participants and students' learning guides of teaching activities. According to the requirements of the new curriculum standards, starting from students' actual learning level, we study the teaching content, carefully design teaching activities, teaching steps and teaching methods, and organize students to carry out activities in different stages such as introduction, presentation and consolidation in class.

3. Reflect students' dominant position in classroom teaching.

1) Establish an equal relationship between teachers and students and attach importance to active and full emotional communication between teachers and students.

Teaching activities are bilateral activities between teachers and students. To make it effective, we need to establish students' trust in teachers, mutual understanding between teachers and students, and harmonious interpersonal relationships. It is necessary to change the traditional concept of teachers' dignity and establish a democratic and equal relationship between teachers and students. Teachers respect and love students and take a positive attitude towards them, which can relieve students' inner tension and stimulate students' thinking and imagination, while students show respect, trust and active cooperation with teachers. Teachers should have confidence and patience in students, especially for students with learning psychological barriers, and be good at cultivating their self-confidence and enthusiasm for learning.

Reflections on English Teaching in Senior High School (Ⅱ)

In a blink of an eye, the year of 2 _ _ _ _ is coming to an end, and a semester has passed. The end of a year always means a bumper harvest, and it also means a reflection and summary of the year. Many times I have some ideas about my own teaching, but the inspiration flashed by, but I never caught it in time. The following are some reflections on classroom teaching that I deeply felt this semester.

First, guide students to realize themselves through DailyReport.

First of all, teachers should guide students to start the DailyReport according to their learning status. Students should be guided to expand the content (including breadth and depth) of daily reports. The content of the DailyReport is not only the observation and reporting of the surrounding environment, such as weather changes and major events in school life. It can also be an experience I had yesterday or before, a feeling about people and things. It can also be students' views and feelings about a certain subject or skill or social phenomenon. How do students understand the problems they encounter in learning and the process of solving them, such as a language phenomenon that they don't understand in English learning? It can also be an introduction of experience, such as how to remember words, how to practice listening, how to practice conversation and how to practice writing. In addition, students can also make personal comments and suggestions on teachers' teaching, homework and class management through the DailyReport. In short, the content of the daily report is neither too big nor too small, neither too heavy nor too important. However, it is required that the content has certain authenticity and a certain center is expressed in correct English. In this way, through the preparation and progress of DailyReport, students can achieve self-positioning and self-realization. Teachers can also learn about their students from their daily reports.

Second, effectively improve students' reading ability through reading teaching.

1, design questions stimulate students' subjective thinking.

Question design is an important means of English reading teaching and the starting point to help students understand and appreciate articles. Teachers' design should follow the principle of step by step, base the problem on students' attention and interest, and serve the goal of improving students' quality in an all-round way. Most senior high school English texts are very long. The content of the text is rich in aesthetic and scientific education. In these knowledgeable, interesting and thoughtful reading classes, carefully designing a series of questions that can both inspire and arouse students' interest can enlighten students' brains, stimulate students' thinking and cultivate students' habit of active learning. When designing problems, teachers should stick to the teaching materials and advance at different levels, with a certain ideological gradient. In the process of asking and answering questions, teachers should inspire and guide students to activate their thinking desire and help them understand and comprehend.

2. Ensure the active and effective participation of students.

(1) We should create a good environment for participation and a relaxed, harmonious, harmonious and equal learning atmosphere.

(2) Leave enough time and space for participation. Teaching should not be "cramming" or "questioning". Students should try their best to talk about what they can. If students can move, try to make them move.

(3) We should create good conditions for participation, provide suitable opportunities for participation, and organize students to think independently and discuss collectively. In the teaching of reading class, teachers can let students set up scenarios for each other and discuss topics of interest in groups, so as to achieve the goal of full participation. For example, in teaching, students can be given such topics to express different views. Such a discussion can push classroom teaching to a climax. During the discussion, the students spoke freely, which not only enlivened the classroom atmosphere, but also exercised their thinking and laid the foundation for reading.

3. Cultivate students' inductive understanding

The purpose of reading is to obtain written information. Therefore, when reading, you can't analyze grammar word by word, but you should read the tree material quickly, grasp the main idea, and then understand the content deeply. When reading, teachers can guide students to adopt different inductive forms according to different themes and genres of reading materials, so as to capture the information of articles quickly and accurately and cultivate students' good reading habits. Because of the different themes and genres of reading materials, we can also summarize and understand the contents of the materials from different angles, such as summarizing verbs and showing the course of events; Summarize the characters in the article and highlight the key characters. So as to constantly improve their reading comprehension ability in reading practice.

Third, let students form the habit of summarizing the wrong files (books) in time.

Teachers should help and guide students to set wrong problem books. Make them form the habit of being good at exploration, research and summary in the process of learning. In particular, some representative topics should be summarized after they are done, such as the idea of proposition, the method of solving problems and some laws. Write down the questions you do wrong and the questions you can't do in your notebook, and record the reasons for the mistakes together with the correct answers. I will continue to read books and strengthen my memory in the future. This can effectively avoid making similar mistakes again.

In a word, the key to improve the English performance of senior two students lies in teachers' help to students and guidance on learning methods. As long as we face the reality, proceed from the reality of students, pay attention to strengthening basic training and cultivate students' interest in learning, students' grades will certainly improve.

& gt& gt& gt Click the next page to read more reflections on English teaching in senior high schools.

Reflection on English Teaching in Senior High School (Ⅲ)

Senior three is a grind for both teachers and students. As a senior three English teacher, with the sudden change of exam questions this year, I once felt a certain sense of confusion, but at the same time, it is also a good thing, which urges us to spend more time studying and studying new questions and the college entrance examination, so as to better teach students. Generally speaking, the deepest feeling is that English teaching in senior high schools should be done in one go.

Looking back on my teaching work in senior three, with the guidance and help of the old teachers, the teaching was quite successful in the exchanges and discussions with other teachers. It is effective and targeted to guide and train students' examination skills.

Entering the third year of senior high school, students mainly have the following problems in English learning:

1, students generally lack interest, confidence and motivation in English learning; Not actively participating in English class, lacking enthusiasm or unwilling to speak at all; In addition, a considerable number of students can't keep up with the teacher's rhythm or can't understand the teacher's relatively fast instructions when listening to new lessons.

2. Students' mastery of English classroom knowledge is not practical, their understanding is not comprehensive, and they spend too much time after class. However, most students don't pay enough attention to book knowledge, can't find an effective carrier for English subject review, can't use textbooks effectively and return to textbooks in time, and English review lacks fundamentals, even putting the cart before the horse; In the process of review and study, most students can't walk in front of the teacher to sort out the basic knowledge, and they don't have a habit of previewing before class, and they don't listen carefully and review in time after class, so they lack initiative in English learning.

3. Some students lack clear guidance from teachers, systematic arrangement and scientific planning when reviewing, or there is no personalized feature in study and review, which leads to poor learning effect.

In view of the above outstanding problems, we have mainly adopted the following practical review arrangements:

First, strengthen research and improve the pertinence of review preparation.

If you want to do a good job in English teaching in senior three, you can't do without a reasonable teaching and review plan. At the beginning of the semester, we made a teaching and review plan for the whole year, and constantly improved and perfected the plan during the teaching process. It is the only way for students like us to base ourselves on teaching materials and consolidate basic knowledge. Both teaching and review should pay attention to practical results and serve students in a down-to-earth manner.

Seriously study and analyze the college entrance examination questions, and look for the * * * from the overall research of the college entrance examination questions over the years, so as to sum up the rules and find a breakthrough. Task-based reading is a newly added question in the college entrance examination in 2007, which examines the ability of candidates to capture effective information as needed in a limited time. The comprehensive examination of reading questions has played a good guiding role in English teaching in middle schools. In regular teaching and review preparation, we always pay attention to increasing reading, developing extensive reading teaching, strengthening the guidance of reading skills, forming effective reading strategies, and fundamentally cultivating students' good reading habits and logical thinking ability.

Second, make a plan to strengthen the review goal.

According to the specific situation of students, make a feasible review plan and divide the review into three stages.

1, lay a solid foundation and develop capabilities.

In recent years, NMET English gradually pays attention to the examination of language ability, while the direct examination of language knowledge is relatively reduced. Therefore, in the review process, we should first organize students to consolidate basic knowledge and master certain skills through continuous language practice. On this basis, through scientific and systematic training to develop their own abilities.

2. Reduce the difficulty, return to the basics and strengthen special training.

In the second half of the semester, according to the specific situation of students, it is very beneficial for students to get high marks by grasping the questions in the middle and lower grades. Students generally feel that many topics are "easy to read and wrong to do". The fundamental reason for this phenomenon lies in the weak grasp of basic knowledge. At this time, the focus of review should be to check for leaks, strengthen memory and training.

3. Sort out the basic knowledge and do some college entrance examination questions appropriately.

If you want to find a good language knowledge awareness and application ability before the college entrance examination, you must return to the basics, sort out and consolidate the basic knowledge, and enhance your self-confidence with the most fulfilling and satisfying feeling. At the same time, use this time to try to do the college entrance examination questions in recent years, learn to find the starting point of each question, and summarize the interest and skills of proposition.

Third, strengthen reading and cloze training to expand students' vocabulary based on the text.

Reading comprehension and cloze are the highlights of the college entrance examination, and they are also important breakthroughs for students to improve their English scores. It is far from enough to rely on the quantity provided by textbooks in teaching, so all members of our preparation group have carefully selected some reading materials suitable for our students and collected and printed many complete materials to make up for the shortage of textbooks. In the teaching process, we should follow the principles of precision and communication, less precision and communication, and orderly precision and communication. The selected intensive reading textbooks should be able to exert the greatest benefits in teaching, inspire students' thinking and promote students' mastery of knowledge and ability. On the basis of teaching materials, choose extensive reading materials, consolidate and broaden language knowledge, and cultivate autonomous reading ability. Insist on practicing cloze once a day, train students' comprehensive ability of applying knowledge, reading comprehension and grasping short passages as a whole, and strive to improve the level of cloze. In the process of teaching new vocabulary, we should seize the opportunity, bring forth the old and bring forth the new, and connect a large number of useful words in series by means of similarity in form, similarity in meaning, synonyms, antonyms and fixed collocation, so that students can expand their vocabulary vertically, horizontally and in all directions. For all new words encountered in intensive reading materials, students are required to extract them, and teachers should take necessary measures to check them, such as dictation or copying, in order to expand students' vocabulary.

Fourth, strengthen listening and writing training and arrange comprehensive training reasonably.

Strengthening the guidance and training of listening and writing is an important guarantee for our college entrance examination. Only by listening more and practicing more can we get good grades. But listening and practicing alone can't achieve good results, so we must strengthen students' concentrated training and the guidance of listening methods.

Listening accounts for one-fifth of the college entrance examination papers, and the score is so large that candidates dare not be careless. Therefore, it is very important to master certain listening skills in the college entrance examination. There are usually two factors that affect students' listening comprehension: first, knowledge barriers, such as lack of knowledge of pronunciation and grammar, unfamiliar vocabulary, inability to keep up with grammar, and ignorance of the cultural background of English-speaking countries; Second, non-intellectual disabilities, such as human factors and teaching equipment and other objective factors.

In view of this focus, I mainly strengthen the listening training for students from the following aspects:

1 First of all, tell the students to keep a good attitude, stabilize their emotions, concentrate on the recording and grasp the content as a whole. Use the time before listening to the tape to quickly capture the information provided by the stem and options of each small question and predict the possible content of the essay or dialogue. The purpose of prediction is to improve the accuracy of judgment, focus on it and improve the correct rate of doing problems. So as to be aware of it, make psychological preparations in advance, and turn passivity into initiative.

Pay attention to the repeated words, which will usually give you some clues to help you remember the names of people and things you have heard in the topic.

3. Please note the main differences between the options. You may see some different names or places or different verbs, and these differences will help you determine which keywords you want to hear in this question, that is, keywords.

4. To overcome the problem of indecision, you should answer the questions you are sure of quickly, and the questions you are not sure of should be optimized by eliminating the wrong options on the basis of the information you have heard. If you can't answer, put it on hold immediately and prepare to listen to a new topic.

5. At present, most of the short essays in NMET listening test are narratives or speeches, so when listening to the recording, it is important to understand the meaning and connotation of each sentence, and pay attention to capturing the characters (who), events (what), time (what), place (where), reason (why), way (how) and degree (howlong, howsoon) involved in the text.

6. Pay attention to the first sentence and the first paragraph of the article. The opening and opening paragraphs of an article often summarize the content of the article, such as the purpose, main content, author, argument, time, place and reason of the story.

7. No matter what material you listen to, you should focus on the understanding of the overall content. Don't stop at a single word or sentence. Give up immediately if you can't hear clearly. Don't force you to hear every word clearly. Listen to the key words, that is, the content words. While listening, write down the main points and key words to answer the questions.

8. Reasonable use of time: If you get the test paper, take time to look at the first five small questions in the audition stage, and make corresponding hints beside them, so that you can immediately reflect the information points examined in this topic. When a topic has ended, if you have finished answering it, you can move the time to the next topic; If you can't answer for a long time, don't pester this question and listen to the next one quickly. When doing the second part of listening, when reading the questions on the tape, you should quickly devote yourself to the preview of the questions and options. If possible, read as many questions and options as possible, because the questions corresponding to each piece of material in this part are two to four questions, and the time for browsing questions or answering questions is very tight, so try to finish the questions corresponding to each piece of material after listening to both sides. In this way, the given answering time can be saved to the understanding and prediction of the next group of questions as much as possible, so that you will not panic during the listening process and help improve the accuracy of answering questions. The listening materials we choose have moderate speech speed and clear sound quality, which are more in line with the students' reality. Through training, the listening level can be improved.

For writing, in the process of writing, give students reasonable guidance and have clear requirements for students: 1) concise and moderate; 2) There are bright spots, high vocabulary level and complicated language structure; 3) distinct levels, connecting the preceding with the following; 4) Read the tips carefully and write down all the main points; 5) The writing shall be clean, tidy and standardized. At the same time, let the students recite the model essay and do a good job in language accumulation.

Fifth, pay close attention to teaching links, optimize classroom teaching and promote preparation for exams.

Pay attention to the pertinence of the review class. We focus on the difficulties and weaknesses of students, as well as the content that is often prone to mistakes or mistakes, and strive to be targeted. Insist on intensive lectures and more practice in class, so as to draw inferences from others. In the review class, we pay attention to strengthening students' practical activities, so that students can think more and give more examples, so that we can train and master the usage of grammar.

In addition, get timely and effective feedback on learning in class, and effectively implement pre-class review and class summary. Track students' lectures, homework and self-study. And keep abreast of students' learning and review status, so as to make targeted adjustments in the classroom teaching process.

Sixth, cultivate students' self-study ability and stimulate students' interest in learning English.

Only by tutoring students to master a set of scientific learning methods and cultivating their self-study ability can students' learning enthusiasm and initiative be brought into play. Specifically, it includes: cultivating students' preview ability, mastering basic English knowledge in various ways, and sorting out what they have learned by themselves. In addition, the improvement of self-study ability also benefits from a large number of independent reading, so at the beginning of the new semester, students are required to have an English-Chinese dictionary as a reference book, so that students can consult the dictionary frequently.

Looking back on the teaching work of Grade Three in one semester, I have gained some insights and learned a lot, which will point out the direction for my future teaching, make me study English teaching in senior high school harder, make clear my goals in the future teaching, have a clear aim, and better complete the teaching tasks at all stages.

Reflections on English teaching in senior high schools;

★ Reflections on English Teaching in Senior High Schools in 2020

★ Reflections on English Teaching in Senior High School

★ 2020 High School English Teaching Reflection Summary Model essay

★ Reflections on English Teaching in Senior High School

★ Selected Thoughts on English Teaching in Senior High School

★ Highlights of English Teachers' Teaching Reflection in Senior Three.

★ Highlights of reflection after class in senior high school English

★ Reflections on English Teaching in Senior High School

★ Summary of Senior High School English Teachers' Work

★ Reflection on English Teaching in Senior High School