Reflections on English Teachers' Teaching

As a new teacher, teaching is one of the important tasks, and teaching experience can be summarized in teaching reflection. The following is my reflection on English teachers' teaching for you, hoping to help you. Welcome to browse and read!

Reflections on English Teachers' Teaching

Last year, I was an English teacher in Grade 3 and Grade 4. According to the results of the senior high school entrance examination, combined with the current situation of English learning of junior three students, I made the following reflections.

First, the problems in classroom teaching.

1. Because of the particularity of English teaching in grade three, my explanation focuses on students' mastery of grammar knowledge and exam-oriented education in senior high school entrance examination. In classroom teaching, there is sometimes a lack of effective interaction between teachers and students, and some classes pay too much attention to teaching, which reduces the proportion of relatively open classrooms that can stimulate students' imagination and creativity and spread students' thinking.

2. Classroom teaching is not well targeted at the individual reality of students, and lacks the necessary link of "preparing students"; The treatment and grasp of teaching materials have not been effectively selected, combined, expanded and deepened; Classroom teaching failed to penetrate the basic knowledge points, hot spots and difficulties of the senior high school entrance examination for every student, and some students' original knowledge failed to be activated in time; There are few opportunities for individual students to participate; The time left for students to self-doubt, self-enlightenment, self-learning, self-practice and self-satisfaction is very limited.

3. Insufficient research on the senior high school entrance examination, and insufficient understanding of the scope, requirements, forms, characteristics and laws of the senior high school entrance examination. In classroom teaching, we rely on reviewing materials, only selecting and integrating materials, while ignoring the teachers' initiative to build a knowledge framework.

4. Classroom design lacks proper and timely teaching evaluation, and it is impossible to know in time whether students have gained anything in the classroom and how much they have gained. The design of "what do you want to teach students" before class, the feedback of "what students learn" in class and the reflection of "what students want to learn" after class are not unified to the greatest extent.

Second, the problems in students' English learning.

Due to the above problems in classroom teaching, there are many problems in students' English learning and review.

1, the enthusiasm, confidence and motivation of junior three students to learn English are not as good as those of junior one; I don't attend English classes attentively, lack enthusiasm for taking the initiative to speak or don't want to speak at all.

2. Students' mastery of English classroom knowledge is unrealistic and incomplete, while most students pay insufficient attention to book knowledge, can't find an effective carrier for English subject review, can't effectively use textbooks and return to textbooks in time, and English review lacks systematicness and initiative.

3. Some students lack teachers' clear guidance, systematic arrangement and scientific plan when reviewing, or have no personalized characteristics in learning and reviewing, which leads to poor learning effect.

4. Based on the above situation, I think that as the gatekeeper of students' senior high school entrance examination, English teachers in Grade Three should first have a correct consciousness, and fully realize that whether a class is beneficial does not mean whether the teacher has finished the textbook, but whether the students have learned anything or not. If students don't want to learn or can't learn anything, no matter how hard the teacher teaches, it is ineffective; Or students study hard, but they don't get the development they deserve, which is also ineffective or inefficient teaching.

In view of the above problems, I can make improvements in the following aspects:

1, teachers should have a sense of classroom benefits. Effective media means help to improve classroom capacity, density and speed. Especially in the review class, proper use of multimedia can not only enliven the classroom atmosphere, but also improve students' participation. Short, frequent and fast large-capacity classroom rhythm can effectively attract and gather middle school students' learning attention, thus ultimately improving the learning efficiency. Secondly, the consciousness of classroom benefit also reflects that in the current teaching design, teaching should be fully taught for learning, and teaching should be designed according to the standards of how students can effectively acquire knowledge and improve their potential. Classroom design should help students concentrate on participating in the classroom, help them internalize knowledge and information effectively, pay attention to the guidance of learning methods in the review process, properly infiltrate the information of senior high school entrance examination in teaching and broaden the teaching materials.

2. In English class, teachers should get timely and effective feedback on their learning, and effectively review before class and summarize in class. In order to effectively improve the efficiency of English classroom teaching, teachers can also formulate a scientific, operable and inspiring evaluation system for English learning effect, track students' lectures, homework and notes, and keep abreast of students' learning and review status in time, so as to make targeted adjustments in the classroom teaching process.

3. Pay attention to the improvement of classroom teaching efficiency and prepare lessons well, that is, prepare lessons well, practice well and do homework well. At the same time, we should reflect on teaching attentively, and teachers should reflect, think, explore and solve the problems existing in the teaching process in time, adjust teaching methods in time and optimize the teaching process. Emphasize the study of basic knowledge in classroom teaching. Teachers should break through the limitations of current textbooks and systematically strengthen the training of key grammar items. Syntactically, don't stick to the traditional grammatical level, but collect materials and broaden them appropriately.

4. It is necessary to strengthen hierarchical teaching and counseling, and improve students' performance through hierarchical teaching and counseling. From the method, we should grasp the weak points of students' learning, distinguish different situations and provide targeted counseling. Strategically, it is necessary to strengthen the research on students' practical problems, make up for their shortcomings, focus on students with obviously weak subjects from the object, and take effective forms such as teachers appointing students, pairing teachers and students, and counseling, so that students can get guidance and help from teachers at any time and effectively improve their grades.

Three, several principles should be paid attention to in the review:

First, grasp the textbook and review it effectively. Textbooks and syllabus are the basis of reviewing and testing questions before the exam. Therefore, when reviewing, both teachers and students should study hard, fully understand and accurately grasp the requirements of basic knowledge and potential in the syllabus. The second is to systematically summarize and distinguish the context. In the general review, we should highlight a word "general". For thousands of words, hundreds of short words and phrases, and dozens of sentence patterns, students should have a general and general impression of English learning in junior high school for three years through review. From grammar items to specific knowledge points, students have a clear framework and an informative "network diagram" in their minds. The third is a special exercise with strong pertinence. For the problems exposed in the previous general review, teachers should give purposeful and targeted special explanations and training, collect and accumulate the mistakes that students usually make in all aspects, and make breakthroughs one by one.

Fourth, review tips and suggestions.

In the review, teachers should ask students to learn to sort out the wrong questions, sort out the wrong questions in the test paper and the exercises they have done, copy them in the notebook and correct the feedback in time. Teachers should choose them and selectively ask students to do basic knowledge exercises to get students out of the sea of questions. With regard to reading comprehension, at present, the materials for writing questions are getting closer to life. Therefore, students should strengthen reading, improve reading speed, widely contact with articles of various themes and genres, expand their knowledge, and consciously accumulate problem-solving methods and skills to reduce the mistakes in answering questions in the senior high school entrance examination.

In short, the English review stage of the senior high school entrance examination is very important, which can check and fill in the gaps and make the knowledge reach a systematic and comprehensive level. Although we have gradually realized the importance of classroom teaching and the urgency of guiding students, there is still a necessary gap from the goal of relatively satisfactory English classroom in Grade Three. Therefore, we need to constantly update our concepts, improve our theoretical level and practical potential, and make greater efforts for students' English development and simply coping with the senior high school entrance examination.

Reflections on English Teachers' Teaching (Ⅱ)

The teaching purpose of this module is to learn the names of famous British buildings and places of interest, and to use the adjectives long, tall, old, famous, beautiful and wide, and the sentence pattern it's ...... This is a content that can stimulate students' interest in learning and understand western culture. Learning English and understanding the cultural background of western countries are more likely to stimulate interest in learning.

First of all, give students room to communicate:

I set a task for my students before class, so that they can preview and look for places of interest in Britain in advance. In class, many students are scrambling to report to the whole class with their own prepared materials. In the process of student reporting, I found that many children were actually very interested and listened carefully.

Second, pay attention to the infiltration of diversified knowledge:

A student talked about the background of Buckingham Palace. I asked two questions: how do I know if the queen is in the palace? When is the right time to travel there? In this atmosphere, some common sense of tourism has also been infiltrated. I think this is a diversified classroom. While teaching textbook knowledge well, we can also infiltrate a lot of extracurricular knowledge into students.

Third, the infiltration of emotional education:

When I showed pictures of these famous buildings and places of interest with courseware, the students were deeply attracted by these beautiful scenes and couldn't help but exclaim. It is in this kind of teaching that students are permeated with the emotional education of loving good things: loving all good things and protecting them can bring us great happiness.

But in this module, the progress of the class is slow. There are some delays in learning proper nouns of several places of interest, and the students' mastery has not been checked. The feedback is not in place, which is what I will strengthen in the next class.

Reflections on English Teachers' Teaching (Ⅲ)

For a long time, our English teachers have been working hard in the front line of education. They talked over and over again, did one question after another, and evaluated one test paper after another, but sometimes with little effect. So, how to teach English effectively? In my opinion, the classroom is the main position of teacher-student cooperation. In the classroom, teachers use the most effective teaching methods to make students learn most effectively. How to achieve real results, I think the change of teachers' teaching concept is the primary task! First of all, combined with the reflection of classroom teaching, I think English class should be effective and we should practice less nonsense. In the past, the form of class was mostly that the teacher kept talking like an actor, and the students just sat quietly as the audience, which really didn't work well, because some students with learning difficulties were in high spirits. Therefore, let students talk to the teacher, ask more questions, let every student participate and do more exercises, and the classroom efficiency will be much higher. You can't achieve your goal without training. As the saying goes, "The song never leaves the mouth, and the fist never leaves the hand". Secondly, I don't think it's enough just to practice. Effective communication between teachers and students can improve students' learning enthusiasm. What you have learned is the most important thing. As a language, English itself focuses on communication. I remember that when talking with foreigners, they pay more attention to communication with each other than grammar. Even if they make grammatical mistakes, they can understand each other. . Think about it, too. We also make grammatical mistakes when we speak Chinese, not to mention foreign languages. This is also an effective form of classroom teaching feedback. Third, use multimedia with caution. The abuse of courseware is not uncommon. Sometimes a piece of chalk and a mouth can make students understand the accepted teaching content, so why bother to stir up a group of people! I think this goes against the concept of "effectiveness"! Think about it, some classes are interesting at first sight. Students are attracted by the teacher's animation and pictures, and their interest is very high. But suddenly, they have no detailed and in-depth training in listening, speaking, reading and writing, and they can't learn anything. Therefore, multimedia is a double-edged sword, which needs to be used carefully. The fourth is to face all students and do a good job of implementation. In teaching, I often reflect:

(1) Is classroom teaching for all students or only a few students?

(2) Has the content been fed back again, and have the problems that most students don't understand been remedied?

(3) What is the enthusiasm of students to participate in classroom activities and the innovation of their thinking?

(4) Are the students' preview, review and homework implemented?

(5) Are the learning methods taught to students, so that they have the experience of autonomous learning?

(6) Is it helpful for students to build a knowledge system and acquire the ability to solve problems?

Teaching is nothing more than two aspects: teachers' "teaching" and students' "learning". But how to implement teaching and learning and realize the best combination of teaching and learning? We really need to work hard. This requires teachers to improve their own literacy and effectively improve students' learning efficiency. In short, in the face of the new high school English curriculum, we have been confused, but more sober; I have been flustered, but more calm; I hesitated, but I was more decisive; There are tears, but more laughter. As long as we renew our ideas, try boldly and reflect constantly, we firmly believe that our teaching road will become more spacious and brighter tomorrow!

Reflections on English Teachers' Teaching (IV)

As the saying goes, "Get close to your teacher and trust his methods". Through teaching practice, the author believes that in order to make students like teachers and your classes, you must do the following:

First, have solid basic skills and rigorous learning attitude.

Teachers' unparalleled love for geography, diligent study, persistent professional pursuit and full teaching passion can stimulate students' high learning enthusiasm; Teachers can infect and influence students with their meticulous attitude towards their careers, which can realize the emotional soundness of teachers and students. Only when the teacher is a teacher can students "get close to the teacher and trust the teacher's methods". Practice has proved that students often have a pleasant and harmonious emotional experience when attending the intimate teacher's class, and they will study in a calm, cordial and lively atmosphere. Students are close to themselves, not only listen to their words, but also act, and consciously apply the strict spirit of teachers' scholarship to their studies, which has infinite power. Teachers should first establish lofty prestige among students in order to make students "excellent students". This prestige comes from teachers' love for students, noble thoughts and good moral quality, profound knowledge and superb art of education and teaching. There are many celebrities in history who trust and respect a teacher, and because of a word or a thing from this teacher, they have decided the cause they have fought for all their lives and made outstanding contributions.

Second, establish an equal and harmonious relationship between teachers and students and create a harmonious teaching atmosphere.

A good teacher-student relationship is based on democracy and equality between the two sides of teaching. Without the barriers of seniority and power, teachers and students can treat each other honestly, trust each other and have heart-to-heart conversations like friends or companions, which is commendable. In teaching, teachers should take the initiative to approach students, understand students, be intimate friends of students, cultivate friendly feelings between teachers and students, and show the charm of geography with their rich geographical knowledge, humorous geographical language, vivid metaphors and colorful geographical research methods. There are many abstract and difficult contents in geographical knowledge, such as the geographical significance of the earth movement, which is the focus and difficulty of the textbook and will bring great problems and difficulties to students' learning. The solution of these problems and the breakthrough of difficulties need certain time, appropriate space and good interpersonal environment. Equal teacher-student relationship is conducive to creating a relaxed and happy classroom teaching atmosphere, emotional communication and spiritual communication between teachers and students, and creating a good space-time condition and psychological environment for students to learn geographical knowledge and explore geographical problems. Students who are not burdened and relaxed in class are bound to be active in thinking, imaginative and willing to explore, and learning geography has become a very happy thing and a goal to pursue.

Third, teach students in accordance with their aptitude and give full play to their "strengths".

Teachers should give full play to the characteristics of emotional communication and mutual infection. According to students' different personalities, characteristics and foundations, put forward different positive learning expectations, and try to get students' understanding, so that students can have a positive psychological set. Every student has a bright spot and is self-motivated. "It is better to praise one child than to count dozens of children." Especially for the underachievers who study geography, their geographical achievements are not ideal because of their poor learning foundation or relatively weak cognitive ability. These students have no confidence in learning geography well. They have been indifferent, criticized and even ridiculed by teachers, lacking emotional communication with teachers and emotional experience of successfully learning geography, which makes their geographical achievements go from bad to worse. As teachers, we should fully understand the learning difficulties of these students and feel the anxiety and pain brought to them by not learning geography well. In the process of teaching, we use a magnifying glass to find the sparks that these students flash in their learning activities and thinking process, and give them affirmation and encouragement, so that students can fully feel the teachers' trust in themselves and full of expectations for themselves, so that students can have a sense of security and dignity when learning geography, and they can also make positive progress, thus creating successful learning opportunities for students. Teenagers have great plasticity, so teachers should understand and measure students' learning status and progress from a dynamic and developmental point of view, so that every student can learn geography effectively and improve on the original basis. Students with strong understanding ability should use challenging questions, and students with weak foundation should be able to answer some relatively easy questions correctly, so that students can see their progress, know their own value and taste the joy of learning success. "Failure is the mother of success", thus enhancing students' confidence in learning geography well and their sense of pleasure in the learning process.

Fourth, the teaching methods are flexible and diverse.

As the saying goes, "there is a way to teach, but there is no way to teach." Flexible and diverse teaching methods can make students have new feelings, new discoveries and experiences in every class, and keep them in an excited state of mind. Geographical things that can arouse students' emotions can often form an exciting center in students' brains and produce active neural connections, thus making students think quickly, draw inferences from others and improve the memory effect. First of all, in the process of geography teaching, teachers use the charm of professional language art to turn abstruse into simple, abstract into concrete, and plain into magic, so that students can accept geography knowledge in a relaxed and happy process. Secondly, we should be good at helping students sum up the laws of geographical things in the teaching process and teaching students to master learning methods. For example, when talking about the changing law of the length of day and night on the earth, we can draw a conclusion by looking at the pictures: when the direct point of the sun approaches the tropic of cancer in the hemisphere, the days become longer and the nights become shorter; On the contrary, the days are shorter and the nights are longer. Once again, poems and proverbs are used to create suspense, which not only cultivates students' sentiment, but also mobilizes students' enthusiasm for learning. For example, when talking about vertical climate change, recite Bai Juyi's poem on Lushan Mountain: "When the world is full of beauty in April, the peach blossoms in the temple will be in full bloom. I often hate that spring is nowhere to be found, and I don't know if I will come here. " First arouse students' curiosity, and then analyze the reasons, so as to get twice the result with half the effort.

In a word, one of the keys to do a good job in teaching is to be a favorite teacher and close friend of students.

The fifth reflection on English teachers' teaching

1. Classroom English is because language is the product of environment, and we should try our best to create an English language atmosphere for students. Therefore, teachers should use English as much as possible in English classroom teaching organization, even if they are beginners in English, and there are few English sentences and words, so as to realize English classroom, thus eliminating students' dependence and interference on their mother tongue. Because the words and sentences learned in primary schools are very simple, we can teach them directly with the help of objects to help students understand the learning content as soon as possible. In addition, we can make full use of eyes, gestures, movements, expressions and other forms to assist teaching, so that students can master English more easily and happily in a familiar natural English environment. In class, I always feel that students don't understand and will explain in Chinese from time to time, which actually makes the teacher very embarrassed.

2. Group cooperative learning can exert the collective strength. In English teaching, giving full play to the interaction between students, so that students can learn from each other, help each other and make progress together, can naturally alleviate the tension in the learning process. If the students learn four words, let the deskmates cooperate with each other and beat the time to show the relationship of cooperation and mutual assistance.

3. Judging from students' oral English, the classroom effect is not very solid, and daily training is often needed. It has been repeatedly emphasized that many students have poor oral pronunciation, and their pronunciation is still inaccurate, which needs further emphasis and correction.

4. Due to the tight time and many contents, writing has not been trained in time, which should be paid attention to in future teaching.

It is not enough to effectively control the classroom and attract students' attention. It needs to be strengthened and improved in time to make a class more natural, smoother and more harmonious.

6. In the classroom, students' pronunciation and pronunciation have not been corrected in time, the detection of learning is not detailed and appropriate enough, and they have not paid good attention to individual development and learning. This aspect needs to be strengthened.