Essays on English Teachers' Teaching Logs

Essays on English Teachers' Teaching Journals

In real study and work, everyone should be familiar with essays, right? Essay is a kind of prose genre, and it can also be a record made during class and reading. Want to see what kind of essays everyone is writing? The following is my carefully compiled essay on English teachers' teaching log. Welcome to share it.

Notes on English Teachers' Teaching Logs 1

Understand the long-term, arduous and complicated nature of promoting bilingual teaching, and establish the spirit of "sticking to the green hills and not relaxing"; We should also be good at highlighting key points, grasping the fundamentals and seeking new breakthroughs. Summarizing the experience of promoting bilingual teaching in various places in recent years, we have more and more clearly realized that bilingual teaching must be started from an early age, starting from the golden age of language learning. Experience in many places has proved that the development of preschool education plays a fundamental, overall and leading role in consolidating and improving the level of "Nine-Year Education", developing all kinds of education and building a lifelong education system. In particular, learning Chinese well will greatly improve the education level and the overall quality of the people in our region, which is of strategic significance to the sustained and healthy development of the economy and society in the autonomous region. Similarly, "bilingual" teachers are the backbone of promoting "bilingual" teaching, which has a particularly important position and role. Without high-quality "bilingual" teachers, it is impossible to have high-level "bilingual" teaching. Therefore, it has become the central task of education in our district to solve the problem of "bilingual" teachers. "Bilingual" teaching is a long-term work, which cannot be accomplished overnight. It is necessary to enhance the sense of urgency and responsibility in promoting "Bilingual" teaching and intensify the promotion; It is also necessary to classify and guide, step by step.

To formulate supporting measures for bilingual teaching in primary and secondary schools, we should not only consider the coordination between different classes and different disciplines, but also take into account the balanced development of central cities, counties (towns) and rural schools. At the same time, we should carefully study, carefully demonstrate and promptly discuss the curriculum, teaching content, evaluation system, link-up between classes and policies for further studies of bilingual classes, which are related to the vital interests of the broad masses of the people. Passive waiting and eager for success can only hinder the development of bilingual teaching and affect and delay the healthy growth of one generation or even several generations. We will resolutely implement the overall deployment of the autonomous region, start from the pre-school education stage, and extend the "bilingual" teaching to all learning periods; Through communication, teachers have narrowed the distance and improved the teaching level; Through communication, students have promoted the integration of culture, psychology and emotion. Extensive Chinese teaching will be carried out in other disciplines according to the situation of students and teachers. Essay on English Teachers' Teaching Log 2

I am engaged in English teaching in Grade 7. According to the characteristics of Grade 7 students, most primary schools don't offer English, so they don't pay enough attention to learning English. Also, because of their inferiority complex, they dare not speak English, and they don't master the appropriate methods of learning English, which leads to their inability to arouse their enthusiasm for learning English in class. Students just passively accept knowledge and fail to achieve the expected ideal results. However, the advantages of junior high school students are that they are active in class, have strong ability to use their hands and brains, and have a sense of competition among their classmates. How to use this advantage in the teaching process! In practice, I deeply feel that setting up games in the classroom can activate the classroom, mobilize students' autonomous learning ability, cultivate students' interest in English learning, and make them the main body of the classroom. Now let's talk about my understanding and views on classroom game teaching.

1. Classroom games can give full play to students' subjectivity

From the perspective of acquiring knowledge, quality education holds that students are not passive recipients of knowledge, but active learners of knowledge. Bruner believes that students should be "as independent and automatic as possible". From the perspective of developing ability, the formation and development of ability "always starts from the positive process of the subject". If you leave the subject to keep active activities, there is no intellectual motivation at all. This fully shows that giving full play to students' main role is a necessary condition to tap students' greatest potential and promote their all-round development.

The key to implementing quality education lies in awakening the subjective consciousness of education and starting the internal driving force of students' learning. Because there is no subjective consciousness of education, students can only be a group of lambs who are driven away. Classroom games are centered on students' own activities. Students can exchange information with their brains, hands and mouths widely, and they are in a conscious dominant position, which provides a wide space and depth for students to actively explore knowledge and develop their abilities.

2. Classroom games are conducive to cultivating students' innovative consciousness and ability

Being brave and good at innovation is another requirement of modern society for people's quality. How to put the spirit of innovation throughout the classroom teaching, and make the classroom glow with vitality? The key point is that teachers should create an innovative environment for students in teaching. Classroom games happen to fundamentally change the boring situation of closed teaching and let students participate in the teaching process. When games enter the classroom, the process of teachers imparting knowledge becomes a process of active participation and exploration with students as the center under the guidance of teachers. The emphasis on imparting knowledge has become a learning process to stimulate students' thirst for knowledge, curiosity, creative spirit and develop students' potential; Change teachers from the spokesman of truth and supreme authority to the process of students' democratic, equal and free self-presentation. A relaxed and broad innovation environment is quietly formed, which constantly inspires and induces students to learn book knowledge and cultivate their creative ability. Students' individuality is respected in the game, and respecting individuality means respecting creation. Facing students, we should always be full of trust and expectation, bloom every spring bud with the spring breeze of love, open the treasure house of every soul with the eyes of trust, and make innovative education reflected in English. Essays on English Teachers' Teaching Logs 3

In English teaching in China, junior middle school English teachers have worked hard for the nine-year compulsory education, making silent contributions, and at the same time, together with senior high school teachers, they have shared joys and sorrows in completing the English teaching mission in middle school. It can be said that without their dedication and professionalism in the nine-year junior high school education, it is impossible to have brilliant achievements in high school teaching. English teaching in junior high school is the foundation, and English teaching in senior high school is the improvement. English teaching in senior high school can't be separated from English teaching in junior high school. However, in my years of senior high school English teaching, I always feel that there is something missing in junior high school English teaching according to the learning methods and thinking modes of senior high school students, especially freshmen. After careful thinking and communication and discussion with senior and junior high school students, I think there are still some flaws in junior high school English teaching. Although the flaws do not cover up the jade, they will have a great impact on students' study in senior high school and in the future, so I still dare to speak out and hope junior high school English teachers can criticize and correct me.

1. In English teaching, there is too much emphasis on recitation and less analysis of key points. Many students can recite the texts required by teachers in junior high school textbooks after entering high school, but they don't deeply understand the meaning of the articles, and they don't understand the grammar, phrases and sentence patterns appearing in the texts and can't use them. This may be related to the guiding direction of the English test paper for the senior high school entrance examination. Many questions in the senior high school entrance examination paper are intuitive and lack of traps. Students can get high marks in the English subject of senior high school entrance examination as long as they read more and recite more questions and do more questions according to the requirements of teachers. Many questions can be answered as long as they are read in sequence, so junior high school teachers only require students to know what they know, but they don't require students to know why. As a result, many students can hardly adapt to high school study even if they get good grades in the senior high school entrance examination. Students have developed the habit of rote memorization, and are lazy to analyze problems and remember the flexible usage of words, phrases and sentence patterns. Most of the high school questions are taboo "shun" or choose it when it looks pleasing to the eye. There are many traps in high school questions, so we should know why, their common rules and their special usage. Only a little or two knowledge can't solve a problem, only some options can be ruled out at most, and many problems must be solved with three or four knowledge. Therefore, if junior high school teachers can design more questions for students that need more thinking to solve, they may solve the above problems.

Second, too much emphasis on reading and less on phonetics teaching is the basis of English learning. Students who fail in phonetics will inevitably have difficulty in memorizing words, listening, speaking and reading, and will develop a bad habit of being ashamed to speak for a long time, thus making English a "dumb language" from a spoken language. There are 8% freshmen who can't read or can't read the phonetic symbols correctly, especially those who can read the pronunciation of words without phonetic symbols. Therefore, high school teachers have to spare some time to cram their pronunciation knowledge for them under the circumstances of many teaching contents and heavy course tasks. The reason is that some teachers are eager for success in junior high school teaching, and the first grade English, as the starting grade of middle school, does not pay much attention to the phonetic examination in the mid-term and final exams and the usual pop-up exams. If we can spend more time on pronunciation teaching, so that students can spell words accurately and skillfully, and lay a solid foundation for students, so that each student can have a golden key to spell freely, it will certainly make students get twice the result with half the effort in future study and lay a good foundation for senior high school study.

Third, attaching importance to doing problems and less grammar explanation. In high school teaching, students often feel poor in grammar knowledge. Many students have one-to-one correspondence in Chinese-English translation, and writing is Chinglish. Even simple sentences are mostly "ownerless sentences" without subjects, "meaningless sentences" without predicates, transitive verbs without objects, and they don't know how to add articles before the singular of countable nouns, which is even more at a loss for verb tenses. For example, when students translate "study hard and make progress every day", they translate "Good good study, day day up" and "I will give you some color to see see!" When translated into "I want to give you some colour see." and when translated into "so-so", it is translated into "Horse horse, tiger tiger.". Facts have proved that once students form incorrect English thinking patterns in their minds, it is difficult to get rid of them. Many high school students will keep these wrong patterns after learning English for three years. We say that English grammar is the simplest one in many languages. As long as we give more guidance at ordinary times and pay attention to the differences in expression between English and Chinese, it is not difficult to nip those childish wrong habits in the bud at an early stage.

Fourth, there is not enough emphasis on the writing norms of basic words, which is obvious in English teaching in senior high schools. Many students have too little vocabulary to know the changes of word forms. For example, in high school, there are many students who can't write the past tense and past participle of go and see, and their handwriting is illegible. A few teachers think that it is an information society now, and everything should pursue speed. Moreover, with the most advanced writing tools-computers and typewriters, it doesn't matter whether the writing is good or not, as long as it can be recognized. However, I want to say that although computers and typewriters are advanced, they can't completely replace handwriting after all. Moreover, it will take some time for computers to be popularized in our country, and a lot of information exchange still needs to be completed by handwriting. Although not everyone will become a calligrapher (of course, there is no calligrapher in English), a beautiful English font can also reflect a person's good personality and mental outlook to some extent. I have always emphasized the standardization of students' writing in senior high school teaching, but some students have developed the habit of scribbling, so the effect of correction is not ideal. Of course, these students always suffer some losses in the score of composition in English test papers.

The above is just my personal opinion, not out of malice or belittling. The starting point is that I hope English teaching in middle schools can be improved, English teachers in junior and senior high schools can communicate with each other, and * * * focus on the future of the motherland to cultivate more and better talents who understand foreign languages. If there is anything wrong, I hope you can criticize and correct me. Essay on English Teachers' Teaching Log 4

In recent years, more and more kindergartens have begun to try to carry out English activities. With the deepening of theoretical research and practical exploration, government kindergartens are one of the earliest kindergartens in Laigang to carry out bilingual teaching. Through English teaching practice in recent years, some teaching systems have been explored and some experiences and gains have been gained.

First, the design of activity objectives: according to the characteristics of young children, teaching requirements are put forward

Young children are young and their development mechanism has not yet been finalized. According to this feature, in the initial teaching, let them use the images of various things to imitate actions and say nursery rhymes, so as to arouse children's interest and make boring letters easy to remember. For example, A can be said as follows. Then make these letters into words, such as cat, let children tell which letters are made up of cats, and colleagues learn the Chinese character "cat". On this basis, put forward teaching requirements, learn the correct pronunciation, use the game "Find a friend" or "Where is _ ×", and let children master the reading method of cat to recognize the Chinese character "cat", so as to apply the learned Chinese characters and English to daily education activities.

second, the choice of activity mode: grasp the personality characteristics of children

pay attention to the characteristics and needs of children of different ages. For small class children, by listening, speaking, playing and singing, we can create an interesting bilingual activity environment for children. For example, children learn to sing the English song "Twinkling Little Star" and do actions while singing. Children like to perform in groups through the story of Teletubby in English, which is especially popular among children. It can not only improve children's interest in participating in English activities, but also help them develop a positive attitude in activities.

For the children in the middle class, the "listening and speaking ability" should be cultivated through designing activities. During the day's activities, guide children to communicate in English and communicate emotionally when they come to the park. Children will greet their peers, teachers and people around them enthusiastically, "Good morning How are you?" During snacks and lunch activities, children will introduce the dishes they have learned "paper, carrot, egg" to each other in English. In eating habits, children will remind their peers: "Don't talk, please," and guide children to tell what they have seen during walking activities. “What colour is the flower?” And so on, to stimulate children's interest in using bilingualism to communicate and improve children's ability to use bilingualism flexibly.

For large classes, oral expression ability has been developed, supplemented by reading, and three abilities of "listening, speaking and reading" have been developed, such as the story "Duck and His friend", which helps children understand the living habits of animals and improve their performance.