How to write teachers' reflections on curriculum teaching?

Teaching reflection is a research-based teaching summary activity in which teachers review, reflect and summarize the teaching process after the teaching activities, so as to improve their own teaching level. The following is how to write a reflection on the teaching of teachers' courses, which I arranged for you. If you like, you can share it with your friends around you!

Teachers reflect on how to write 1

During this time, we are all learning the relevant knowledge of education and teaching reform. Through learning, we have gained a lot and provided better guidance for my future education and teaching work. Let me talk about my feelings. I am deeply touched by the idea of tolerance.

First of all, the change of teachers' roles reflects the tolerance between teachers and students.

With the in-depth development of education reform, almost every school has raised the banner of education reform, and the government has also put education reform and school improvement on the priority agenda. The curriculum reform of basic education requires teachers as participants, and must break the "teacher-centered" and build a democratic, equal and cooperative classroom "cultural ecology". Teachers should move from condescending authority to equal chief, seek truth with students and share the joy of their success. The teaching process is no longer a monologue of teachers, but a constant dialogue between teachers and students. Teachers should stimulate students' interest in learning and guide them to explore constantly. Among them, teachers mainly encourage students to actively participate in activities and gain positive experience, and actively propose solutions to problems. Teachers become organizers, participants, helpers, guides and promoters of students' learning. The exertion of students' subjectivity needs freedom, and tolerance is the guarantee of freedom. Without tolerance, there is no freedom. The change of teachers' role is the expression of our initiative to create a tolerant atmosphere.

For students, teachers' deep tolerance for students provides students with opportunities and space to fully express themselves, thus opening an epiphany, conducting more effective education and cultivating students' ability to judge right and wrong. For teachers, in the era of rapid development of science and technology, network communication technology makes teachers no longer have absolute authority advantage, and this role change is also an tolerance for teachers' limited personal ability.

Second, the selectivity of curriculum structure reflects the tolerance of individual differences of students.

The curriculum structure is selective, the curriculum is diversified, the teaching organization system is flexible, the proportion of elective courses is increased, the diversified needs of students are met, the development of students' personality is promoted, and conditions are created for the formation of a tolerant culture. In the short term, the selectivity of curriculum structure provides certain conditions for the free development of students' studies and the cultivation of creativity. In the long run, this will enable students to learn to know themselves, respect themselves and be responsible for their choices as soon as possible before entering the society. Giving students the freedom to choose is to admit their differences and tolerate them.

Third, the comprehensiveness of the curriculum structure reflects the inclusiveness of disciplines.

The new curriculum emphasizes comprehensiveness and overcomes the tendency of too many subjects and mutual independence. Therefore, this kind of integration embodied in the curriculum can enable students to learn tolerance indirectly from comprehensive disciplines, and can also handle and solve practical problems from a comprehensive perspective and multiple perspectives after experiencing comprehensive discipline education.

Education reform can't be achieved overnight, and it needs mutual tolerance and joint efforts among the government, schools, teachers, parents and students. The reform of basic education has a long way to go, and we should work harder.

From this, we have a deeper understanding of Mr. Tao Xingzhi's "life is education", and children have the ability to think and decide after experience, and learn effectively when making mistakes and correcting them. Children's learning ability is sustainable, and so is their growth motivation! Therefore, it is necessary to "1" to emancipate children's minds; 2. Liberate children's hands; 3. Liberate the child's mouth; 4. Liberate children's space; 5, the time to liberate children. "

The development of social economy inevitably requires higher and higher education, and the reform of education must adapt to and even lead the development of society. Therefore, the transformation from "exam-oriented education" to "quality education" is the inevitable trend of education development and the inevitable requirement of the development of the times. In quality education, we advance in exploration, innovate in development, innovate ideas, seek higher, faster and stronger development, and constantly promote the reform and development of basic education in China.

Reflections on how to write teachers' courses II

According to the teaching plan and new syllabus made at the beginning of school, I completed the teaching task as scheduled. Whether it is teachers' preparation for teaching design or intensive teaching training in the classroom, the tacit cooperation between teachers and students is everywhere. Recently, the teaching reflection of this semester is summarized as two emphases and two enhancements, which are summarized as follows:

First, pay attention to the teaching of basic concepts.

Teaching the basic concepts of chemistry is very important for students to learn chemistry well. In teaching, I not only pay attention to the scientific nature of concepts, but also pay attention to the stage of concept formation. Because the concept is gradually developing, we should pay special attention to the principle of persuasion, from the shallow to the deep. For some concepts, we can't completely reveal their meanings at once, nor should we absolutize some preliminary concepts. Try to be easy to understand in teaching. Through the analysis, comparison, abstraction and generalization of experimental phenomena and facts, the main points are formed, and students are guided to apply the concepts they have learned to study, life and labor, so as to deepen their understanding of concepts and improve their ability to use chemical knowledge.

Second, pay attention to the teaching of elemental compound knowledge.

The knowledge of elemental compounds is very important for students to lay a good foundation for chemistry learning. In order to make students learn the knowledge of elemental compounds well, we should pay attention to close contact with practice, strengthen intuitive teaching and experimental teaching, let students contact with physical objects more, do more experiments and increase their perceptual knowledge. Various ways should be taken to help them remember the important knowledge of elemental compounds on the basis of understanding. After students have gradually mastered certain knowledge of elements, teachers should pay attention to guiding students to understand the internal relationship between knowledge of element compounds, let students understand the relationship between the properties, preparation methods and uses of element compounds, and pay attention to strengthening the guiding role of basic concepts and principles of chemistry in learning knowledge of element compounds.

Third, strengthen the teaching of chemical terms.

Element symbols, chemical formulas, chemical equations, etc. It is a chemical term used to express the composition and change of substances, and it is a key tool for learning chemistry. In teaching, I ask students to combine physical objects and chemical reactions, learn the corresponding chemical terms, and connect the corresponding physical objects and chemical experiments with chemical terms. This will help students remember and deepen their understanding of the meaning of chemical terms. We should also pay attention to the decentralized teaching of chemical terms, and let students gradually master the importance of learning chemistry through lively and interesting learning activities and planned exercises.

Fourth, strengthen experimental teaching.

Chemistry is a subject based on experiments. Experimental teaching can stimulate students' interest in learning chemistry, help them to form concepts, acquire knowledge and skills, cultivate their observation and experimental ability, and also help to cultivate a realistic and serious scientific attitude and scientific learning methods. Therefore, strengthening experimental teaching is an important link to improve the quality of chemistry teaching. Try to do well in every chemical experiment class in teaching. In my teaching, the preparation before class is very sufficient, and the demonstration experiment phenomenon is very obvious and the effect is good, so that the whole class can see it clearly; Teachers should demonstrate to students from a scientific attitude and standardized operation, inspire and guide students to rise from vivid perceptual knowledge to abstract thinking.

According to the experimental equipment conditions of our school, I changed some demonstration experiments into experiments while talking, or changed some experiments, or made some selected experiments appropriately. At the same time, encourage and guide students to do some small family experiments, and further stimulate students' enthusiasm and inquiry spirit in learning chemistry. I also strictly ask students to guide them to carry out the experimental operation correctly step by step and draw the correct conclusion.

Teaching reflection is an action research method combining theory with practice. It is an indispensable means to improve teachers' teaching level and students' learning effect. At the same time, it provides basic scientific research methods for future education and teaching. Therefore, it is suggested that teachers who want to contribute to education can often reflect on their own teaching and constantly improve their quality.

Reflections on how to write teachers' courses 3

The New Curriculum Standard puts forward: "The focus of Chinese teaching in primary schools is to promote students' development and lay the foundation for their lifelong study, life and work. "If teachers use old ideas to teach Chinese again, it will undoubtedly kill the fresh vitality of curriculum reform. As a Chinese teacher, we must cultivate students' initiative in learning and exploring. Let students truly become the main body of the classroom. Then, how to cultivate students' autonomy, cooperation and inquiry spirit in primary school Chinese teaching and cultivate students' learning ability, I think the focus should be on changing classroom teaching.

First of all, stimulating interest is the motivation of students' autonomous learning.

Practice shows that students' interest in learning is the driving force of autonomous learning. In teaching, teachers should actively create interesting learning atmosphere for students, so that students can be edified, infected and motivated, so as to learn actively. In the classroom, teachers should boldly let students discuss and communicate freely, praise some unique opinions of students, and let students really feel that learning is happy. In this way, self-study will be more energetic.

1. Introduce the situation and stimulate the inquiry psychology.

Every link in a class is very important, but it is particularly critical to create a situation in which students are actively and independently learning from beginning to end. I created a physical situation when I was teaching the second grade reading class "Sweet and Sour". Introduce students into the situation and let them actively participate in the teaching process. I introduced the new lesson like this: "(Show a bunch of grapes) Look, children, what kind of fruit is this?" Who will taste what it tastes like? (Say the stage to taste) Tell everyone how it tastes. (Sweet) Strange, grapes are obviously sweet and delicious. A group of small animals shouted, "sour grapes, you can't eat them!" " What the hell is going on here? Today, we are learning a new text, Sour and Sweet. As soon as the question was finished, the students scrambled to answer it. Students have a preliminary perceptual knowledge of the text. By creating situations, students are brought into a bittersweet situation. Everyone wants to know what grapes taste like.

In addition, I also use pictures to show the image, create aesthetic feeling and introduce students into the situation. Create aesthetic feeling with music, and bring students into the realm of reverie. Whether out of curiosity or out of concern, they have formed a psychology of trying to explore and actively participating in the teaching process.

2. Use the situation to stimulate students' learning motivation.

Motivation is the driving force of activity. Learning motivation is a psychological motivation to promote students' participation in learning activities. After the introduction of situation, students' learning enthusiasm and initiative are mobilized. If teaching is still so rigid, then teach according to the old methods and concepts. If the teaching method is single, students' learning motivation will definitely decline. Therefore, after the introduction of the situation, according to different plots and text content, the situation can be sustained. Teachers should constantly create situations and create integrated situations.

Second, guiding inquiry is the key to students' autonomous learning.

To keep the initiative of students' autonomous learning, the key is to master Chinese learning methods, and teachers should let students actively participate and explore, which requires teachers to guide and promote students' autonomous learning and exploration. Let students understand and discover in autonomous learning, learn to cooperate and communicate in autonomous learning, and master autonomous learning methods.

1, group cooperation to open up independent space

As a guide, teachers should guide students' awareness of active participation. Fully arouse students' desire for learning. Give play to their initiative in learning. I advocate group cooperative learning. How to make this kind of organizational teaching a mere formality? I set a clear goal for the study group first. For example, when I was teaching "Looking at the sky from a well", I put forward the following learning goals: (1) I can read: I can read the text correctly, and I can read it freely or in groups; (2) I will ask: put forward what I don't understand in the study group and let the group partners communicate with each other to solve it; (3) Let me talk about it: Tell your group partners how you feel after reading the article. In the long run, after such training, students will consciously put forward learning requirements for their own groups in future reading. Students' autonomous learning ability is cultivated, their learning ability is improved, and their interest in learning can be imagined to be stronger.

In addition, the content of group study can be selected. In Chinese teaching, if students can choose their favorite paragraphs to study and then communicate in groups, their interest in learning will be greatly improved. I take Looking at Snow as an example. Because the structure of several natural paragraphs in this text is similar, I ask students to draw the snow scene in your heart to express their good wishes, and then choose the corresponding paragraphs, knowing that students are in high spirits in communication, and everyone is eager to try when the whole class communicates. The content of the article is understood and realized in students' reading, communication and display. Teachers only participate in the process of group cooperation and play a guiding role.

If students are not given enough time for group discussion and communication, it will bring silence to the classroom. As a teacher, don't let group cooperation become a mere formality. Students have not fully discussed it, and it is even more impossible to produce creative thinking and true feelings. The teacher will end up hastily, which is bound to be counterproductive. In the long run, students' autonomous learning ability will not be improved. Teachers should evaluate the results of group learning in time. There are many aspects of evaluation, such as teachers' evaluation of students' learning feedback, evaluation among students and evaluation among groups.

2. Ask questions and learn independently when problems are found.

Creative thinking is the beginning of human problems. To cultivate students' ability to find and ask questions, we must first encourage them to dare and be good at questioning and asking difficult questions. The ancients in China said: Learning is expensive and doubtful. Small doubts and small progress, big doubts and big progress. Cultivating students to be good at asking questions from doubts and seeing the difference from seemingly ordinary things is the starting point for finding problems. For example, when teaching Unforgettable Day, students ask, "What is an unforgettable day?" After reading the text for the first time, the students asked, "Why is this day unforgettable for me?" After teaching the topic "What do I think?", the students asked: "Who is the" I "in the topic? What do I want to see? " Wait a minute. They are asking "?" To ignite the spark of innovative thinking.

For another example, after I finished teaching the text "I Choose Me", my classmates asked, "Teacher, who is the" I "in the topic? What did he choose himself for? Why did he choose himself? Well said, my carefully prepared lesson plans are useless. Why don't I let the students find their own answers? This not only exercises students' oral ability, but also guides students to understand the text deeply. The students are eager to try, and the whole class is actively learning independently, where the spark of innovative thinking shines.

Classroom teaching belongs to students. Only by guiding students to explore, question and solve doubts as needed can teachers give full play to students' ability to participate in and explore knowledge independently.

Reflections on how to write teachers' courses 4

I. Teaching experience

1, carefully study the new textbook and the treatment methods of each chapter.

Guide students to start with daily production and life, take scientific inquiry as the main learning method, guide students to study actively, stimulate students' interest in learning chemistry, and learn to solve problems in life with chemical knowledge.

2. Deepen classroom teaching reform: attach importance to and strengthen the teaching of basic knowledge and skills, strengthen the teaching of chemical terms and basic experimental skills, and lay a solid foundation. Give students some reading time in class. Design different topics for different students and consciously exercise students' thinking and organizational expression skills. Try to let most students participate in classroom activities, and let them write books on the blackboard, express their opinions and operate. Diversified teaching methods are adopted in classroom teaching, so that the teaching scene of chemical experiment combines many characteristics such as color, image, sound and action, which makes students feel immersive and achieves good results.

3. Closely connect with the reality of social life and grasp the application of knowledge: In recent years, the investigation of social hotspots such as environmental protection and energy has been gradually strengthened, which requires that teaching should break through the limitation of simply instilling textbook knowledge, so that students can have time to read extracurricular scientific knowledge, get in touch with and understand society as much as possible, and observe and analyze problems with a chemical eye.

4. Pay attention to emotional communication with students: Although students are the main body of learning, they really need the encouragement of teachers, so I pay close attention to each student's learning status and talk to them more. I praise and encourage them when they make progress; When they regress, I will talk to them alone and help them find out why. In class, try to tap the advantages of each student and praise them to encourage them to like chemistry.

Second, the lack of teaching

Education is a continuous, innovative and endless work. The society is developing, the times are advancing, and the characteristics and problems of students are constantly changing. As a responsible educator, I must discover, study and solve new situations and problems in the management of students' education in time with high sensitivity and consciousness, master their characteristics, discover their laws, and do a good job dutifully. Only when the above-mentioned ideological work basically passes and plays a role can the teaching effect be improved. For teaching, I mainly start with the following points.

(1): Grasp the main points of teaching as a whole, such as the school year, what knowledge points are there this semester, what are the key points, and what are the difficulties, so as to have a goal in the usual teaching. sequence

(2) Pay attention to exploring various problems with students. I find that students have the characteristics of exploring the unknown. As long as their curiosity and interest are aroused, their learning motivation will come up.

The above views on teaching can only be used comprehensively according to the actual situation of oneself and the class, so as to have a certain effect.

Reflections on how to write a teacher's course teaching 5

"You will know that you are sleepy after teaching." Teachers often reflect in the process of education and teaching, and will constantly find confusion and stimulate teachers' lifelong learning. For a long time, teachers have been required to master the syllabus and more textbooks, so teachers study more textbooks and teaching methods, while studying students' thinking activities is less, so they choose fewer teaching methods suitable for students' cognitive process. Students' acquisition of knowledge generally goes through the process of active inquiry, group cooperation and active construction. Under the background of the new curriculum, how to make students feel the desire to learn mathematics, regard learning mathematics as a pleasure, and truly become the master of junior high school mathematics. Then guide students to master various learning methods in a planned, step-by-step and hierarchical way. So that our students can learn actively and independently and adapt to the requirements of the new curriculum. The guidance of specific mathematics learning methods is a long-term and arduous task, and mastering the guidance of learning methods plays a vital role in future learning.

First, guide students to preview and cultivate self-study ability.

Students are often not good at preview and don't know what role preview plays. Preview is just a form, and you can't see the problems and doubts at a glance. When guiding students to preview, students are required to accept new knowledge and cultivate their mathematical ability mainly in the classroom, so we should pay special attention to the learning efficiency in the classroom and seek correct learning methods. Before previewing, the teacher arranges the preview outline first, so that students can have a clear aim. Practice has proved that developing good preview habits can make students change passive learning into active learning, and at the same time, it can gradually cultivate students' autonomous learning ability.

Second, pay attention to listening in class and cultivate students' thinking ability.

Junior high school students often don't adapt to the increase of courses and the increase of classroom learning. They concentrate on one thing, lack energy and reduce the efficiency of class. Therefore, in class, we should closely follow the teacher's thinking, actively develop thinking, predict the next steps, and compare our own problem-solving thinking with what the teacher said. In particular, we should do a good job in learning basic knowledge and skills, and review them in time after class, leaving no doubt.

Third, guide students to think.

Mathematics learning is a process in which learners form a new mathematical cognitive structure on the basis of the original mathematical cognitive structure and through the connection between old and new knowledge. Because this kind of work must be done by each learner relatively independently in the end. Therefore, in the teaching process, teachers should guide students to think about the law, and teachers should focus on the following points: make students reach the realm of mastery. In the guidance of thinking methods, students should pay attention to: think more, think diligently, and think with listening; Deep thinking, that is, tracing back to the source and being good at asking questions boldly; Good thinking is to associate, guess and induce by listening and observing.

Fourth, do more questions appropriately and develop good problem-solving habits.

If you want to learn mathematics well, it is inevitable to do many problems, but you can't do poorly in the tactics of asking questions. You should be familiar with the problem-solving ideas of various questions. Students are often eager to finish their written homework after class, while ignoring the necessary consolidation, memory and review. Therefore, the phenomenon of imitating routine problems and solving problems with formulas appeared, which caused homework to be handed in for the sake of handing in homework, which could not play its due role in consolidating and deepening the understanding of knowledge.

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