Reflections on high school teaching

As a people’s teacher, one of our jobs is teaching. Through teaching reflection, we can effectively improve our teaching ability. Come and refer to how to write teaching reflection! The following is a sample reflection essay on high school teaching compiled by me. It is for reference only. Everyone is welcome to read it. High school teaching reflection sample 1

It has been a year since the new high school chemistry curriculum reform. During this period of entering the new curriculum, have we reflected on our previous teaching ideas, methods, and behaviors? Teaching reflection, It means that teachers, under the guidance of advanced educational theories and with the help of action research, constantly think about their own educational practices, constantly review the problems existing in their own teaching, use teaching standards to constantly test themselves, and pursue the entire teaching process. rationality. Teaching reflection is a need for student development, teacher professional development, and new curriculum reform. For chemistry teachers, teaching reflection can help teachers establish scientific and modern teaching concepts and consciously transform their new concepts into teaching actions; it can also help improve teachers’ awareness of self-education and enhance their ability to self-guide and self-criticize. Ability; helps to fully stimulate teachers' teaching enthusiasm and creativity, enhances their ability to judge, think and analyze teaching practices, thereby further improving more systematic educational and teaching theories; helps to solve the problem of disconnection between theory and practice, and attempts to build theory The bridge combined with practice promotes the transformation of teachers from experience-based teachers to scholar-based teachers. The author believes that teaching reflection should be carried out from the following three aspects:

1. Reflection on teaching concepts

The reform of teaching methods, first of all, is the reform of teaching ideas. Traditional chemistry classroom teaching only focuses on the acquisition of knowledge and the training of skills. Nowadays, many schools still emphasize that students’ task is to digest and understand the content taught by teachers, treating students as objects of indoctrination, receptors of external stimulation, and even Some chemical experiment phenomena are only narrated by teachers, without giving them the opportunity to do it themselves or watch demonstration experiments. This has led to the vast majority of students in our country gradually developing a numb habit of not liking to ask, not wanting to ask "why", and not knowing to ask "why". The "Outline" clearly states: "The reformed curriculum tends to focus too much on knowledge transfer, emphasizing the formation of a proactive learning attitude, so that the process of acquiring basic knowledge and basic skills becomes the process of students learning to learn and forming correct values." The new curriculum Classroom teaching attaches great importance to the pursuit of the organic integration of knowledge, skills, processes, methods, emotions, attitudes, and values. While teaching knowledge, it also pays attention to process methods and emotional experience. The renewal of teachers' teaching concepts is the key to the success or failure of curriculum reform. Therefore, when the new curriculum is implemented, teachers' teaching concepts must be new and must not be old-fashioned.

2. Reflection on teaching methods

In terms of teaching methods, we should abandon the original strange circle of "a mouth, a book, and a piece of chalk". Experiment is a very good teaching method, which can improve students' interest in learning chemistry and cultivate their practical ability. Chemistry teachers should find ways to do more demonstration experiments, improve experiments, and if possible, let students do more experiments on their own. In modern chemistry teaching, students’ favorite teaching methods are multimedia CAI animations, videos and chemical experiments. We can select some typical chapters in the textbooks and make them into multimedia courseware and video teaching. Many teachers have never used multimedia to assist teaching. They feel that making courseware is troublesome and takes more time after class. In fact, sometimes we use multimedia to increase teaching content and information, simplify abstract chemistry problems, and make static The theory is made dynamic, thus turning difficult problems into easy ones.

For example, when talking about atomic structure, you can use small balls of different colors and different sizes to represent the atomic nucleus and the electrons outside the nucleus respectively, and then make animations to simulate the movement of electrons outside the atomic nucleus by flashing. and superposition methods to show the characteristics of electron clouds. When comparing the two concepts of substitution reaction and addition reaction, the animation simulates how methane and chlorine break bonds, and chlorine atoms form new bonds with carbon atoms; the carbon-carbon double bond in ethylene breaks, and two chlorine atoms are connected to two carbon atoms. Atomically, two different reaction mechanisms are visually demonstrated through animated images.

Especially in the organic chemistry part, there are many organic chemical reactions and the content is trivial. Before each new lesson, multimedia is used to review the last lecture to review the past and learn the new. With the help of video teaching, it not only ensures the safety of students, but also protects the environment and achieves good teaching results. For example, a substitution reaction between benzene and liquid bromine occurs under the condition of iron powder as a catalyst. Since bromine vapor will volatilize during the use of liquid bromine, video technology can be used to demonstrate, and at the same time, the operation precautions can be partially enlarged, and the The narration allows students to not only understand "why it is done this way", but also experience the correct operation and avoid the toxicity of liquid bromine.

3. Reflection on the teaching process

1. Reflection on chemical experiments

Chemistry is a science based on experiments. Experimental teaching does not necessarily have to be step-by-step. For example, when studying the effect of concentration on the rate of chemical reactions, the author saw a teacher make the following improvements. The same volume of concentrated HCl and dilute HCl were added to two test tubes respectively, and Zn particles of the same size were put in at the same time, and the glass was quickly plugged in. The rubber stopper of the tube (a plastic bag is tied to the upper end of the glass tube, leaving no air in the bag). After 2 minutes, the plastic bag on the test tube containing concentrated HCl can expand by 70 to 80 mL, while the plastic bag on the test tube containing dilute HCl can expand However, the expansion is less than 10mL. After improvement, the experiment has great visibility, strong contrast, and good quantification. The problems that need to be explained are simple and clear. In the lesson "Properties and Applications of Sodium Carbonate", sodium carbonate and hydrochloric acid react to produce carbon dioxide, which makes the balloon larger. In this experiment, it is difficult to see the obvious phenomenon because the pressure of the gas is too small or the air tightness is not good. The following improvements can be made: Add equal volumes and equal amounts of hydrochloric acid to the two measuring cylinders, then add a few drops of detergent, and add equal amounts of NaHCO3 and Na2CO3 into the measuring cylinders. The generated CO2 will cause the detergent to produce a large amount of Foam, the speed and height of foam rising can be used to judge the speed of reaction rate and the amount of CO2 produced. Improve experiments, change confirmatory experiments into exploratory experiments, create inquiry scenarios, and stimulate students' interest in inquiry.

2. Reflection on homework assignments

Most local schools use the Jiangsu Education Edition as the new curriculum version. The preview assignments include "Activities and Exploration", "Problem Solving", and "Communication and Discussion" in the textbook; the review and consolidation assignments include "Exercise and Practice" in the textbook. After a topic, you can do "This Topic Assignment". These book exercises As part of the teaching material, it is the essence of our learning. We must pay full attention to it and the teacher must explain it in detail. Some schools carefully select and compile test questions to control the difficulty and improve the efficiency and accuracy of exercises. The study plans used in the classroom are quite good, including learning objectives, existing knowledge, problem exploration, extracurricular exercises and other small modules. Of course, the most suitable thing is the exercises or test papers carefully designed by the teacher. The number of questions should not be too many, but the questions should be carefully selected, closely related to the teaching materials, in line with the students' actual conditions, and taking into account the differences between the students.

3. Reflection on the open class

After careful arrangement by the teacher, the open class was very "successful". On the surface, the class seemed to be well organized, exciting and complete, and the teachers and students cooperated tacitly. , the questions and answers are clever, the students all seem to be smart and witty, and they don’t need the teacher’s inspiration and guidance at all. Open classes should be truthful and pragmatic, with more authenticity and less whitewashing. Only by adhering to a people-oriented approach, correctly grasping the characteristics of the subject, following teaching rules, and choosing appropriate teaching methods can open chemistry courses achieve high-quality and efficient goals and solidly promote the in-depth implementation of curriculum reform.

IV. Methods of teaching reflection

Teaching reflection requires teachers to maintain a sensitive and curious mind, requires teachers to reflect frequently and repeatedly, and requires teachers to choose a variety of teaching and research methods for reflection. . The author will try to make some preliminary discussions on the basic methods of teaching reflection:

1. Teaching postscript reflection method

Educator Suhomlinsky once suggested that every teacher should write Educational diaries, essays and records are the source of thinking and creation, priceless treasures, and rich materials and practical basis for teaching and scientific research. Teachers should, in accordance with teacher responsibilities and the requirements of the new curriculum reform, insist on reviewing and thinking about, reflecting on and inspecting their own education and teaching, and record it in written form.

Recall and reproduce the entire process of each class, think about what you have gained, carry forward your strengths, and give full play to your advantages; think about what you have lost, learn lessons, and make up for your shortcomings; think about doubts, deepen your research, and resolve doubts; think about what is difficult, break through difficulties, and turn difficulties into easy ones. ;Think innovatively, exploit strengths and avoid weaknesses, and strive for excellence. General thinking is easy to forget, but if you can accumulate practical experience and deepen your thinking and memory of typical teaching examples, if you persevere, you will be able to connect the "dots" of experience into "lines" and finally pave them into "surfaces" to form your own teaching " System", which is a valuable "wealth" in the process of teachers' professional growth.

2. Observe open classes

Reflecting on your own teaching behavior by observing other people's open classes and analyzing the reasons for others' success and failure is an important way to reflect on teaching. Teachers can listen to lectures by famous teachers or experts, watch high-quality lesson examples, compare their own teaching behaviors, find out the gap between themselves and others, and formulate new development points for themselves. In particular, colleagues listen to each other's lectures, which does not include assessment or authoritative guidance. It has a greater degree of freedom. The listeners carefully observe the teachers and students in the classroom, write down detailed and specific lecture records, and communicate with the lecturers after class. Teachers communicate and analyze in a timely manner to promote the improvement of teaching strategies, which will invisibly promote the improvement of chemistry teachers' teaching reflection ability.

3. Learn from other people’s opinions

“A stone from another mountain can be used to attack jade.” Teachers should communicate with colleagues and peers on the basis of teaching design, basic teaching processes, creative materials or problems, etc., find out the gaps in concepts, and analyze differences in means and methods, thereby improving their teaching level. .

4. Case study method

“The so-called case is actually an analysis of typical events that occurred in a real educational and teaching situation. It is a story that revolves around the event and is an analysis of the event. describe". Case study is to express this or that event that happened in the teaching process in the form of a case, and to analyze and discuss it. In the classroom teaching of "Properties and Applications of Metal Sodium", the author first did the "dropping water to make fire" experiment. At this time, the students were very surprised and talked about it. Water can be used to extinguish fires. How to start a fire? Then he introduced "This is what we are going to do today." "Let's learn about the metal sodium". Students really want to know what kind of substance sodium is. Next, through group experiments, students can master the reactions of sodium with oxygen, water, and salt solutions. Then discuss the problem through projection: Why is sodium stored in kerosene? In what form does sodium exist in nature? Why can't sodium be handled directly by hand during experiments? What is the reason for "dropping water to make fire"? If sodium burns, it can be extinguished with water. Can the excess sodium be put back into the original reagent bottle? Through thinking and discussion, it can not only deepen students' understanding and mastery of knowledge, but also stimulate students to think, and finally consolidate and expand it with the exercises in the study plan.

Professor Ye Lan pointed out: "A teacher who writes lesson plans for a lifetime may not necessarily become a famous teacher. If a teacher writes reflections for three years, he may become a famous teacher." The new curriculum reform still has a long way to go. Only through practice, accumulation, reflection, and summary can we gain a firm foothold in the new curriculum reform and become invincible. High School Teaching Reflection Sample 2

The new curriculum places great emphasis on teachers’ teaching reflection. Teaching reflection will prompt teachers to form a sense of self-reflection and the ability to self-monitor. Through reflection, they can further understand the new curriculum and improve their ability to implement the new curriculum. effects and levels.

In the actual teaching process, as a teacher, what is the content of teaching reflection? I think the content of teacher reflection can be defined from the following three levels:

Level 1: Focus on Teachers’ reflections on daily teaching behaviors, processes, events and students.

(1) Reflection on the teaching practice process. Teachers’ reflection on the teaching practice process is reflected in all aspects of the teaching implementation process. For example: whether the teaching objectives are reasonable, whether students can learn knowledge while promoting the comprehensive development of abilities and emotions; whether the teaching plan is suitable for students' needs and the actual teaching situation, whether the teaching strategies and curriculum implementation plans can be implemented smoothly ; There are also the teacher's posture, movements, speech, and students' status during teaching.

Reflection on teaching effects mainly involves obtaining as much information as possible through various channels, such as checking students' homework, talking to individual students, and reviewing classroom teaching according to lesson plans to discover problems in their own teaching.

(2) Reflection on students’ knowledge background, understanding level, interests and hobbies. It mainly emphasizes reflection on students' mathematical culture, thinking and understanding levels, interests and hobbies, and their preparation for completing specific learning tasks. The ultimate purpose of teaching is to promote student development. Therefore, students' existing development levels and personality differences determine what teachers teach and how they teach.

During the preparation and implementation of teacher teaching, reflection on students’ knowledge background and understanding level mainly includes research and understanding of students’ physiological and psychological characteristics and current knowledge background, and on this basis, reflection on their own teaching Whether the activities combine the different interests, hobbies and learning needs of students is an important content that should be considered in reflective teaching.

(3) Reflection on the teaching materials. Teaching materials are an effective carrier of knowledge transfer. Reflection on teaching materials is mainly an activity in which teachers creatively supplement, adapt and integrate teaching materials based on a deep understanding of educational purposes and teaching objectives, combined with existing teaching conditions and student learning requirements. . Such as model teaching of solid geometry, plate teaching of functions, etc. Reflection on teaching materials helps teachers better design teaching content, choose teaching strategies and methods, thereby promoting students' better understanding of teaching content and improving students' ability to use mathematical knowledge to analyze and solve problems.

Level 2: Focuses on teachers’ reflections on their own educational and teaching concepts and existing educational research results.

(1) Reflection on teacher education and teaching beliefs, attitudes and values. It is mainly a reflective activity on the educational concepts and teaching attitudes that teachers should have in teaching practice. Continuously learn advanced education and teaching concepts and actively absorb the education and teaching experience of outstanding teachers. Through constant reflection on their own moral level and sense of responsibility, they will be made more persistent and responsible for teaching practice.

(2) Reflection on the research results of education and teaching. The research results of education experts and scholars can provide guidance and help for teachers' teaching practice. The purpose of reflecting on the research results of education and teaching is to require teachers to creatively understand and apply existing education and teaching research results based on their own teaching practice needs.

Level 3: Focus on reflection on various factors and conditions in schools and society that affect education and teaching practice.

This is mainly because the development of educational and teaching activities is inseparable from the influence of the school and the social environment. This influence may be positive or negative. Therefore, in teaching practice, teachers should pay attention to, examine and analyze the beneficial or adverse effects of these social phenomena on teaching activities. For example, according to the current situation of girls being afraid of learning mathematics and having low self-esteem, the "Formation and Development of Underachievers in High School Girls Mathematics" can be designed. "Transformation Strategies" topic to achieve the purpose of enhancing girls' confidence, training learning strategies, and improving learning abilities. High School Teaching Reflection Sample 3

With the new round of curriculum reform, the new curriculum concept aimed at comprehensively cultivating students' quality and comprehensively improving their humanistic qualities has been fully implemented. As a basic subject, history has gradually moved away from the traditional teaching model and achieved certain results. So, how to improve the effectiveness of history classroom teaching and deeply and solidly promote high school history classroom teaching? Now, I would like to talk about some of my reflections based on my teaching practice.

1. Paying attention to the analysis of academic situation is the focus of teaching a good history class

Teaching is teaching and learning. The two are interrelated and inseparable. There are scholars. Students are the subjects of teaching. Teachers are the cultivators of students' hearts. When teaching, they must teach students' hearts and work hard to touch the students' heartstrings. Therefore, understanding and analyzing students' situations and teaching in a targeted manner are crucial to the success of teaching.

Because our school is located at the junction of urban and suburban areas, the learning foundation of students is uneven. Although some excellent students are more active and have an active class atmosphere, their number is relatively small. Most students have poor foundation.

In the teaching process, combined with the characteristics of our school's students, I choose the teaching method that is most suitable for the students, weaken the hard-line indoctrination of knowledge points, emphasize the ability to analyze and solve problems, teach students in accordance with their aptitude, and "prepare the teaching method while preparing the students." .

2. Preparing lessons carefully and thoroughly is the key to giving a good history class

In teaching, lesson preparation is an indispensable and very important link. To prepare students, we must also prepare teachers. Law. Inadequate lesson preparation or poor preparation will seriously affect the classroom atmosphere and enthusiasm. Therefore, I spend a lot of time preparing lessons every day and study the teaching materials and teaching methods carefully. I carefully study the "History Curriculum Standards" and often Consult relevant subject books and magazines such as "Middle School History Teaching Reference", "Middle School History Teaching", etc., make full use of the advantages of the Internet, search for information online, and learn from teaching methods.

Use various forms to enrich classroom teaching methods and get rid of the previous teaching model of one blackboard, one piece of chalk, and one mouth. I make full use of our school's unique advantages in the Internet and vigorously explore and apply multimedia courseware teaching. For example, applying courseware produced by PPT to classroom teaching greatly activates the classroom teaching content, which can be said to be both colorful, pictures and text. At present, I am actively exploring the production of network-based courseware to make the campus network play a greater role and let the network serve classroom teaching. Therefore, it can be seen that it is still necessary for teachers in the new era to master certain information technologies. In addition, student classroom activities are also one of my commonly used teaching methods, such as historical debates, historical short plays, etc. In short, whether it is courseware production or student activities, teachers and even students need to be fully prepared before class and prepare lessons carefully and detailedly, so that teachers can teach easily and students can learn happily.

3. Being good at reflection after class is the key to good history classes

Preparing lessons before class and writing lesson plans are important, but reflection on teaching after class and secondary lesson preparation are even more important. It is conducive to the professional maturity and improvement of teachers. This is deeply experienced in my teaching practice.

When I was teaching the lesson "The Establishment of the Socialist System", it was mentioned that the planned economy was implemented at that time. In order to deepen the students' understanding, I asked them to show the food stamps, cloth stamps, coins, etc. collected before class. . This activity was not considered at the beginning of the lesson preparation. It was designed after reflection after class and the second lesson preparation. After the trial teaching again, the effect was very good. Through the after-class reflection activities, I realized one thing: expansion is a very important content. How to design expansion exercises, how to closely follow the text content, so that students can extend knowledge from inside the class to outside the class and conduct diverse thinking training. , which should be worthy of attention in future lesson preparation. It can be seen that improvement through teaching reflection and timely feedback is very important.

As we all know, in every teaching practice there will be some unpredictable problems or sudden episodes. Sometimes a simple question from a student or an unexpected incident in the classroom will challenge the original teaching design. . Because our teaching objects are living students, they have keen thinking, rich imagination, certain observation and thinking skills, and like to have sudden whims. Moreover, our teaching objects, teaching environment and teaching experience are always in Constant change. These are difficult for teachers to accurately predict and judge when preparing lessons. Teaching reflection after class will allow you to maintain sustainable teaching effects to a certain extent and make up for this regret. Teachers record these emergencies after class, allowing teachers to promptly review whether their teaching adapts to the actual situation of students, and to rationally evaluate their own teaching concepts and teaching behaviors, students' performance and confusion, and the success and failure of teaching. Analysis, through reflection, experience and insights, you can make a correct evaluation of this lesson, find feedback information, think about the teaching design of the next lesson, and make the next step of teaching design more scientific and reasonable, and thus more positive , more effectively promote the realization of teaching goals.

At the same time, I also combine rational teaching thinking with perceptual teaching process, which can not only integrate into a more perfect plan, but also enable teachers and students to complete the update of concepts and a higher level leap in both directions, and can also To a certain extent, avoid similar problems in the future teaching process, thereby helping you summarize lessons and accumulate experience, use your strengths and avoid weaknesses through constant reflection, and form a set of skills that can accurately judge teaching changes and excellently control classroom teaching. An "experience-based teacher" becomes a "reflective teacher", a good teacher who makes teaching easy and enjoyable for himself and makes students learn easy and enjoyable.

4. Paying attention to professional quality is the support point for teaching good history classes

Teachers are the implementers of the new curriculum, and the level of teacher quality is the key to the success of the curriculum reform. . The new curriculum has put forward new requirements for the knowledge structure and abilities of history teachers. Teachers must enrich and improve themselves through continuous learning. With the development of science and technology, the latest results of historical research are constantly emerging and integrated into new teaching materials. Therefore, you must learn this new knowledge and improve your knowledge structure. Therefore, we must establish a sense of lifelong learning and continue to learn and improve in order to keep pace with the times and become a qualified history teacher.