Reflections on effective teaching after reading.

After reading a famous book carefully, everyone must have a lot of feelings in their hearts. Write a review and record your harvest and contribution. So do you really know how to write a review? The following is an effective model essay for everyone, for reference only, hoping to help everyone.

Reflections on effective teaching 1 Through the study of the first unit of effective teaching, I have a systematic understanding of what teaching is.

The essence of teaching is that teachers initiate, maintain and promote students' learning. The logical necessary conditions of teaching activities refer to some basic elements that constitute "teaching for teaching" rather than other activities and are organized in a certain logical order. The starting point of teaching behavior is students, and students' intentionality greatly affects the quality of teaching behavior. In the process of activities, the display of teaching content is the key to achieve the teaching goal. Appropriate teaching formation will cooperate with the teaching content, arouse the enthusiasm of students and lay a good foundation for effective teaching. Teaching behavior is based on certain teaching objectives. If there is no final feedback link, it is impossible to judge whether the teaching is effective or not. It can be seen that these four elements go hand in hand and jointly support the main framework of effective teaching behavior.

The formation and development of teaching theory has a long history. From ratke to Herbart, it reveals the evolution process of teaching experience, thought and theory. In recent years, the research in new fields has broadened the research horizon of teaching theory, and I am very inspired by the scientific explanation of the brain and the introduction of the role of color in the book.

The interpersonal relationship between teachers and students has a very important teaching function. First of all, it is the premise of activities taught by teachers and learned by students. It directly affects the classroom atmosphere in the classroom, thus affecting the teaching effect. Secondly, it has an important influence on students' personality development and school atmosphere. So we should pay attention to cultivating the relationship with students.

Reflections on Effective Teaching 2 After reading the book Effective Teaching, I benefited a lot, not only knowing the meaning of effective teaching, but also realizing the practical significance of effective teaching to teachers in the new curriculum teaching. I was inspired by the book Effective Teaching. In my opinion, if teachers want to put well-prepared classes into practice and successfully apply teaching principles to classroom teaching, they must meet some basic requirements for good classes. After several key behaviors that contribute to effective teaching in the book, I was deeply touched and felt suddenly enlightened.

Classroom is a space-time place for teachers to teach and students to learn, and an important stage for effectively improving teaching quality. The quality of classroom teaching is related to the display of teachers' life value and has an important influence on teachers' own development. Effective classroom teaching should be a real classroom with equal communication and high-quality interaction between teachers and students, and it is the * * * for teachers and students to fully display their personality charm and wisdom, deduce the value of life and finally achieve common development; Effective classroom teaching is a poetic classroom where teachers and students can feel happy, enjoy wisdom and is the spiritual home of teachers and students.

"Only when the students are ready can the class be prepared". Therefore, in preparing lessons, it is an important principle to obtain more information about students and accurately diagnose and predict the situations and contents that students may encounter in their studies. If teachers only rely on their own one-sided understanding of students and ignore their experience and reaction level, then the probability of success in a class is very low.

Teachers should try to start from the following six aspects: what students may think; Content that is difficult for students to understand; The content of students' doubts; Students' error-prone content; What are the students excited about? Things that students forget easily. By preparing lessons, teachers can enhance the purpose, pertinence and effectiveness of preparing lessons, and then optimize the teaching process, develop students' potential and promote the sound development of students' personality. So as to achieve better control of the classroom and effective teaching. In short, to "prepare" good students, we must associate with them, be their friends and share joys and sorrows with them; We should put down the teacher's airs, ask students modestly and learn from them.

Guide students into the learning process. Vygotsky is quoted as saying in the book, "Students' learning is a process of gradual development under the effective guidance of teachers. The essential feature of teaching is not the stimulus-response thought by behavioral observers, but the stimulus to learners' immature psychological function. The center of classroom teaching should be students rather than teachers, and teachers should be organizers, instructors and promoters of classroom teaching. " This sentence points out the role that teachers should play in teaching, clarifies the main position of students in the classroom, and points out that the classroom must be carried out under the effective guidance of teachers.

There are two main aspects: first, grasp the opportunity of guidance, teachers should achieve "five noes" in actual teaching, that is, students can understand without explanation, students can describe without replacement, students can operate without demonstration, students can find without suggestion, and students can ask questions without asking first, ensuring that students have sufficient thinking space and time; Second, the guidance is appropriate, that is, the teacher's words are not repeated, the meaning is clearly expressed, and the content of the guidance is targeted, that is, the content and difficult problems that students want to know are given guidance. The effectiveness of teaching guidance is often manifested in the consistency between the guidance given by the teacher and the guidance expected by the students.

Effective management, effective management of teachers in classroom teaching is helpful to create a good teaching environment, enable teachers to organize teaching effectively, make the communication between teachers and students smooth, and achieve high teaching effect. On the contrary, adequate teaching preparation will only get half the result with half the effort, even in vain, so the effectiveness of teaching depends on the formation and improvement of teachers' management ability. Effective management requires teachers to have special professional qualities, and teachers should adopt effective teaching means and methods in unit time to mobilize students' attitude and emotions of active participation, so as to achieve the best effect of transmitting teaching content and teaching information.

Effective monitoring, after assigning homework to students or all students, such as written exercises and oral exercises, means that monitoring has begun. Not all students can do what the teacher asks at once, so effective monitoring is very important at this time. If the homework is finished, the teacher will stand on the podium, not contacting the students below at all, or occasionally meeting the students who violate the discipline, only pointing at the students, which will increase the psychological distance between teachers and students, and naturally it will not guarantee good teaching effect. Going deep among students, helping them finish their homework in time, or stopping a student's bad behavior individually will turn the psychological distance between teachers and students into psychological cooperation, and will also make most students' practical homework go smoothly.

In addition, some introverted or timid students will not raise their hands to ask questions in public, but dare to ask their teachers for advice. There is another advantage of going among students. Teachers can understand the common problems in students' understanding and application from the situation that several students make the same mistakes, and guide students to pay attention to the problems that may be encountered in the understanding or communication of a certain knowledge point.

Adhering to the goal of curriculum reform, this book closely revolves around the theme of "effective classroom teaching", which fully embodies the characteristics that classroom teaching should "optimize classroom links, activate teaching resources and bloom the wisdom of teachers and students". The book is permeated with teaching practice, the implementation process of some courses, implementation points and so on. , and elaborated the steps and links involved in classroom teaching in detail, in order to achieve the purpose of integrating modern educational concepts into effective classroom teaching and solve the bottleneck of classroom teaching. I learned a lot from the book Effective Teaching. Reading it made me understand a lot of truth. It also made me understand the nobility and purity of education. In the future teaching career, I will insist on reading and enrich my life with reading.

Reflections on Effective Teaching 3 In actual teaching, what teachers lack is not knowledge, nor responsibility and love, but teaching ideas and methods. Traditional teaching methods are often spoon-feeding, spoon-feeding and centralized teaching. These are all passive and ineffective teaching methods, which are a kind of repression and a kind of contusion to students' autonomy.

Now many teachers know that this is not good, but there is nowhere to borrow. In order to improve the teaching efficiency and quality, we studied the book Effective Teaching. Effective Teaching is a book worth reading. It is not as unfathomable as general theoretical books, but rooted in real education, and discusses an important issue in teaching practice from a theoretical point of view with simple and vivid language: effective teaching.

What is effective teaching? Any teaching activity that can effectively promote students' development and achieve the expected teaching effect can be called effective teaching. Combined with my own work practice, I think teaching is a planned and purposeful activity. Without presupposition, there is no teaching. Only generating classroom teaching without presupposition is essentially giving up the responsibility of teaching. Then, effective questioning in classroom teaching is an important method to realize effective teaching. But adding a question mark does not mean asking a question, which is of little value to the cultivation of students' ability.

Through studying effective teaching, I realize that improving teaching quality and efficiency should be the basic goal pursued by every teacher in the school in education and teaching activities. Teaching effectiveness means that in teaching activities, teachers use various ways and means to achieve as many teaching effects as possible and achieve specific teaching goals with the least time and energy input. To realize "effective teaching", teachers must first be a real person and dare to show themselves. Secondly, be an introspective person. For a long time, our teaching, including our students and teachers themselves, actually has a comprehensive understanding of their own strengths and weaknesses in the field of teaching and research, and has a brand-new debut in teaching design, teaching methods, teaching and research papers and daily work, but there is little real reflection.

For teachers, reflection is a process of positive thinking and behavior improvement. Let teachers take the responsibility of learning and improving their abilities, and teachers have the initiative and autonomy in the whole learning process. This is also a process of continuous self-monitoring, self-regulation, self-motivation and self-reinforcement.

In the section of "Effective Guidance", it is mentioned: "The basic state of effective teaching is dialogue and interaction. Whether teaching appears and maintains a certain state of dialogue and interaction depends on whether teachers can effectively' ask questions'. Teachers' high-quality questions can open students' thinking, promote students' thinking, develop students' intelligence and stimulate students' interest in learning. Classroom questioning plays an important role in teaching. It can be said that questioning runs through daily teaching and the whole classroom. It can be seen that the effect of classroom teaching depends largely on teachers' questions.

Indeed, questioning is a very subtle teaching skill. Under the new curriculum concept, great changes have taken place in classroom teaching practice, from the former "teacher-centered" to today's "teacher-student interaction and common development", with more emphasis on mutual communication, exchange and understanding between teachers and students. In fact, classroom questioning is an important means to realize interaction, understanding and dialogue between teachers and students, and it is also an important way to inspire students' thinking, stimulate students' interest in learning, and cultivate students' independent thinking and cooperative communication ability. As the book says: "Effective questioning means that teachers' questions can arouse students' responses or answers, and such responses or answers can make students more actively participate in the learning process. "

The book gives suggestions on what kind of questions are effective: one is to make the questions open to a certain extent, and the other is to keep the questions difficult. This requires our teachers to carefully design questions in classroom teaching activities, closely follow the teaching objectives, grasp the key of knowledge according to the focus of teaching content, and pay attention to the quality and efficiency of questioning, so as to achieve the effect of promoting "deep thinking" with "precise questioning" and taking one hair as a trigger. At the same time, when designing classroom questions, we should pay attention to moderate difficulty, grasp the discretion, and be good at finding the combination of students' "known fields" and "recently developed fields", that is, burying suspense on the "growing point" of knowledge, so that students can "get the fruit in one jump".

Secondly, there should be levels of questioning, and there should be internal relations between questions, from easy to difficult, from shallow to deep, step by step, so that students can gradually improve their thinking in the process of answering questions; In addition, we should try our best to provide students with space for independent study and independent thinking, and use the teaching mode of cooperative inquiry to stimulate and guide students to ask questions to students, and students to ask questions to teachers, which is in line with students' learning needs.

As for effective teaching, it is mentioned in the book to be humorous and make students relaxed and lively. Can create a relaxed and happy classroom learning environment for students, will certainly be recognized by students. But sometimes we find a phenomenon: once the atmosphere is active, students' attention is easily distracted, and a few students will turn their attention outside the classroom, which requires teachers to spend time maintaining classroom discipline.

The reason is that the teacher's task orientation is not clear. Teachers should provide students with more opportunities to learn the materials to be learned, don't waste too much time on things unrelated to the teaching content, and have a prediction and effective handling methods for possible events that may affect teaching in teaching. It is necessary to arrange the teaching content reasonably in time, so that the teaching content can be fully and effectively taught and students can acquire more valuable and meaningful knowledge in a limited time.

After reading this book, I have a deeper understanding of effective teaching, that is, effective teaching is an idea and a teaching practice. We should read more books and study more, master the educational concept of the new curriculum, and actively carry out effective teaching practice under its guidance, and finally improve the teaching efficiency and quality.

Reflections on Effective Teaching 4 After reading the book Effective Teaching, I benefited a lot from many theoretical viewpoints in the book. Let me feel suddenly enlightened in some chaotic places.

1. First of all, teachers must update their educational concepts, implement some ideas and viewpoints of the new curriculum reform, and don't equate teaching effect with students' achievements. Sometimes our teacher will be confused. Since the primary school stage focuses on cultivating students' interest in learning, the baton of our exam has to be close to the exam. This lecture untied the knot in our hearts. As Mr. Meng said, human development is comprehensive, and teaching achievement is only a small aspect. It also includes people's subjective initiative, people's thinking ability, exploration ability and other aspects, and we can't just look at the results.

Teachers should give appropriate encouragement and rewards to students' performance. Students have a competitive personality. According to students' personality characteristics, we should encourage them in time to stimulate their desire for learning. Because sometimes the teaching content does not attract students, and sometimes the classroom content is too much and the capacity is too large, the students' enthusiasm for learning will decline, so reward is a good teaching means and method, which can help students concentrate in class. Of course, there are many ways to reward students, such as distributing stickers or paper-folded stars, or carving small five-star red flowers for students. These children like it very much. Moreover, when rewarding, it can be given to individuals or groups, and the students in the groups take turns to win prizes. This kind of group award is especially suitable for large class teaching. Maybe you have other good methods that we can share with you.

The core issue of effective teaching is the benefit of teaching, that is, what kind of teaching is effective? Is it efficient, inefficient or ineffective? Regarding "effective teaching", it is necessary for us to understand the original meaning of "effective" and "teaching". The so-called "effectiveness" mainly refers to the concrete progress or development made by students after a period of teaching. In other words, the progress or development of students is the only indicator of teaching effect. Whether teaching is effective does not depend on whether the teacher has finished teaching the content, but on whether the students have learned anything or whether the students have learned well. If students don't want to learn or can't learn anything, even if the teacher tries hard, it will be ineffective. Similarly, if students study hard but don't get due development, it is also ineffective or inefficient teaching. The so-called "teaching" refers to all behaviors that teachers cause, maintain or promote students' learning. Its logical inevitability has three aspects: first, to stimulate students' learning intention, that is, teachers need to stimulate students' learning motivation first, and teaching is carried out on the psychological basis of students' "wanting to learn"; The second is to point out what students want to achieve, that is, teachers should let students know what they have learned and what they have learned. Only when students know what they have learned or what they have learned will they consciously take the initiative to participate. The third is to adopt a way that students can easily understand, that is, the teaching language has its own uniqueness-let students hear clearly and understand. So you need some skills, such as repetition, simple explanation, cadence and so on. If the teacher does not have these conditions when giving lectures, then even if the teacher works hard, it cannot be called real teaching.

Effective teaching aims at improving teachers' work efficiency and is a modern teaching concept. Specifically, the concept of effective teaching mainly includes five aspects.

First, effective teaching pays attention to the progress or development of students. Teachers are required to establish "object consciousness" and "whole person concept". Teachers must establish students' dominant position and establish the concept of "all for students' development". At the same time, the development of students is the development of the whole person, not limited to the development of a certain aspect or a certain subject.

Second, effective teaching pays attention to teaching efficiency and requires teachers to have the concept of time and efficiency. In the teaching process, teachers can't follow their feelings, nor can they simply understand "benefit" as "teaching the most content in the least time". The teaching benefit depends on the comprehensive consideration of students' learning achievements and the results of learning process in unit time.

Third, effective teaching pays more attention to measurability or quantification. Effective teaching should oppose both refusal to quantify and over-quantification. For example, according to the characteristics of Chinese subject, teachers should improve Chinese test from the following aspects: first, pay attention to language sense training and examine Chinese knowledge in context as much as possible; Secondly, the whole test is combined with local test to strengthen the whole test; The third is to combine individual evaluation with comprehensive evaluation to strengthen comprehensive evaluation; Fourth, pay attention to the combination of subjective evaluation and objective evaluation, and attach importance to subjective evaluation; Finally, efforts should be made to strengthen the assessment of language and culture accumulation.

Fourth, effective teaching requires teachers to have a "reflective consciousness", requiring every teacher to constantly reflect on his daily teaching behavior and constantly ask himself "What kind of teaching is effective?" "Is my teaching effective?" "Is there any more effective teaching than me?" "What is the value of effective teaching?"

Fifth, establishing effective teaching is a set of strategies. The so-called "strategy" refers to a series of specific problem-solving behaviors taken by teachers in order to achieve teaching goals or teaching intentions. Effective teaching requires teachers to master relevant strategic knowledge in order to make decisions in the face of specific situations, and teachers do not need to master every skill.

According to the teaching process, this paper specifically analyzes the strategies of effective classroom teaching activities.

First, the role of teachers positioning strategy

Comenius said ... if no student is forced to study any subject against his will, we will not feel disgusted and intellectually inhibited, and everyone will develop according to his natural tendency. "

Teachers must bear in mind that "schools exist for children, not children for schools", and teachers should regard students as God and work as service providers.

Second, the goal statement strategy

The first step in classroom teaching is for teachers to state their teaching objectives. The strategies of goal statement include: goal statement should be hierarchical, hierarchical goal is a process from abstract to concrete, and classroom teaching goal should be students' learning goal; It is necessary to describe the teaching objectives in students' language, so that teachers' teaching objectives can be truly transformed into students' learning objectives; Teaching objectives should be task-oriented and problem-oriented.

Third, the teaching organization strategy

A good teacher must have a good organizational strategy, and only a good organization can make teaching more effective.

First of all, stimulate students' learning motivation and cultivate their interest in learning. Interest is the mother of learning, and interest is the starting point of any teaching. The primary task of teaching organization is to transform students' scattered curiosity into learning interest and attitude. From the internal mechanism, students study hard and keep learning, and there is no resistance or hindrance in learning. Interest makes students' desires and impulses rational and become dedicated learning attitudes.

Secondly, promote the interaction of teaching process. Interaction mainly refers to the interaction between teachers and students, so as to create a positive and relaxed classroom teaching atmosphere and improve students' freedom of learning. People's creativity and learning effect can only happen in a relatively free state. Teacher-student interaction can also change the teaching state of teachers "filling" and students "listening". Students can learn in a kind of vitality and tension full of teacher-student interaction, and their learning desire and impulse are fully mobilized.

Finally, with the help of students' original experience, construct knowledge and make students gain meaning. The third task of teaching organization is to realize meaningful learning. This requires assimilating students' original cognitive structure into new knowledge concepts, connecting old and new knowledge, and establishing meaningful connections between new knowledge, so as to finally realize the transformation of students' natural power into expert ability and make students gain meaning in constructing knowledge. In order to achieve effective teaching, teachers must understand students, the background of their direct experience and the original cognitive structure of students, and then through the design of teaching and the provision of resources, students can learn with their original knowledge and experience, especially the interaction of students' thinking, experience and experience, so that students can learn by doing and realize the integration of knowledge and practice.

Fourth, the classroom situation design strategy

The all-round, harmonious and full development of students depends on all aspects of the school and the lively teaching scenes created by teachers' teaching organizations. In a sense, curriculum and teaching are the ecological situational system of students' development.

First of all, by creating situations, reflective teaching between teachers and students is established. The connotation of classroom teaching situation refers to the situation of interpersonal relationship. What kind of interpersonal relationship is conducive to teaching effect? Establishing reflective teaching relationship is the key. In this relationship, teachers do not require students to accept the authority of teachers. On the contrary, teachers ask students to delay their distrust of this authority and participate in exploring everything that students are experiencing with teachers.

In this process, there is a dialogue between teachers and students, and students are powerful skeptics and rebels of teachers. Teaching is the communication between teachers and students. Teachers and students share each other's thoughts, viewpoints and knowledge, exchange feelings, thoughts and ideas, enrich teaching content, seek new discoveries and realize teaching and learning.

Secondly, create a teaching situation that pursues aesthetics and spirit. If the establishment of reflective teacher-student relationship is to create a humanistic environment to drive the teaching environment and learning environment, then the teaching environment that pursues aesthetics and spirit is the artistic environment and spiritual environment of teaching.

From the artistic point of view, it is to pursue the beauty of teaching, that is, to cut into an aesthetic realm from emotional input, so that teaching can achieve extraordinary results in the enjoyment of students' beauty. The divine state of teaching refers to the teacher's selfless state in teaching. As Dewey said, "Let us immerse ourselves in the main body, throw ourselves into it, overwhelm us, wake up at the moment of annihilation, reflect with reason, and achieve the blending of aesthetic passion and experience reflection. This is the most philosophical highlight." This is to realize the blending of people, art and spiritual environment with the help of reason.