Primary school teachers reflect on the teaching of 1 In order to stimulate students' interest in learning, I use various teaching methods according to the age characteristics of junior students to guide students to enter the situation happily, so as to achieve the purpose of learning.
I. Satisfaction:
1 Pay attention to the training of speaking and reading, and achieve the goal from perception to accumulation.
The design of this lesson is closely related to the concept of the new curriculum. I pay attention to creating a relaxed and harmonious autonomous learning atmosphere. In teaching, I give students enough reading time and space, and take various forms such as recording reading, normal reading, free reading, back-to-back at the same table, back-to-back in groups, back-to-back between boys and girls, and collective recitation. It can also arouse students' enthusiasm through inspiring evaluation language, make them familiar with evaluation language and realize their perception of language.
2. Create situations and cultivate speaking ability.
In the teaching of this course, I pay attention to starting with life phenomena to arouse students' life experience and stimulate their interest in learning. Starting from students' existing life experience, I create familiar emotional situations for teaching, which not only effectively uses life resources, creates a strong life atmosphere in the classroom, but also combines learning Chinese with understanding things. On this basis, students can give full play to their imagination and use group cooperation to let children have dialogue and discussion.
Second, dissatisfaction
1. Because the junior students are young, the classroom discipline is chaotic during the outward bound exercise, which has delayed some time. We should make great efforts in organizing teaching in the future.
2. There is too little evaluation of the process in teaching, especially in group cooperative learning, and the evaluation method is too simple. It will be better if some students' mutual comments are appropriately added when students talk about it. I think this will not only diversify the evaluation methods, but also promote students' subjectivity, initiative and creativity.
Reflections on primary school teachers' teaching II. It is an indispensable part of Chinese education under the new curriculum concept to carry out Chinese theme learning teaching in primary schools. Through the teaching of Chinese subject learning, students can learn indirectly, repeatedly appreciate the experience and lessons of others, and constantly discover, enrich, improve and surpass themselves. Therefore, it is a necessary way to improve students' Chinese literacy to carry out Chinese learning and teaching.
Chinese is learned, not spoken. Therefore, special study is to let students learn by themselves. The "special study" of Chinese in primary schools is to carry out a series of classroom teaching reforms with reading as the core, and finally achieve the goal of improving students' Chinese literacy.
If you want to learn Chinese well, it can never come from just a few Chinese textbooks, but more from extracurricular reading and reading about life. Reading aloud is the most important training in Chinese teaching in primary schools. Students get their own things through reading, which is really effective reading. Therefore, teachers must base themselves on effective reading training and appreciate the ideas and rich connotations of articles in Chinese learning, so that a class can be effective.
The reality is that reading will take a lot of time, but the class time is only 40 minutes. This paper probes into how to carry out effective reading training and improve the teaching efficiency of Chinese subject learning.
First, adopt a variety of reading forms to improve the effectiveness of reading.
In addition to reading together, separately, freely and in different roles, there are model reading, selective reading, repeated reading, appreciative reading, imitative reading and introductory reading. What kind of way to choose should be properly used according to the needs of teaching and the actual situation of students, so that students can improve the interest of reading, improve the effect of reading and improve the quality of teaching.
Second, put forward different reading requirements to promote the effectiveness of reading.
Based on reading, focusing on students' cognitive starting point, paying attention to the hierarchy of reading guidance, and achieving the purpose of understanding-emotion-accumulation step by step, thus improving the effectiveness of classroom teaching. As we all know, the goal of reading aloud generally has three elements: correctness, fluency and emotion. Only on the basis of correct reading can students achieve the goal of reading smoothly, and only by achieving these two steps of correct and fluent can they realize emotional reading.
Third, use different evaluation methods to improve the effectiveness of reading aloud.
If we give full play to the evaluation function of reading aloud in teaching and carefully taste it, then students can sort out the context of the article, master the ideological content, remember the wonderful words, acquire the language and feel the meaning of pronunciation in reading.
Effective reading training can make students feel life, stimulate students' enthusiasm for learning and improve teaching quality.
In addition to focusing on thematic learning, we should also pay attention to independent education. Autonomous education refers to an educational practice in which students take themselves as the object of education under the educational conditions of the school and the leading role of teachers, and carry forward the spirit of self-confidence, self-determination, self-improvement and self-discipline according to the needs of society and their own development, so as to enhance their subjective consciousness, learning ability, innovative spirit and practical ability, and make themselves develop comprehensively and actively. Therefore, we should grasp the following points: First, adhere to the student-oriented principle, impart basic Chinese knowledge and cultivate basic Chinese ability. Second, carry out group cooperation, improve the learning participation rate and promote the balanced development of students. Third, carefully prepare the guidance plan to promote students' autonomous learning and develop good study habits. Fourth, optimize the classroom process, improve the efficiency of classroom teaching, and effectively implement the teaching objectives.
Primary school Chinese thematic learning is the viewpoint of Chinese learning, and primary school Chinese autonomous education is the teaching method. Thematic learning provides original materials for reading, reciting and writing, and enriches the vast reading space. He "forces" students to read and practice writing in a unit time, and "forces" teachers to constantly improve and optimize teaching methods to improve teaching efficiency. He provided a place for independent education in the field of Chinese learning. Autonomous education cultivates students' good learning methods, habits, attitudes and qualities, and mobilizes students' initiative and enthusiasm in learning. He gave students the initiative in learning, and students had more time and space to read and remember in their autonomy, cooperation and exploration, which laid the foundation for the completion of the task of thematic learning and the implementation of the goal.
In short, the study and teaching of Chinese can stimulate students' self-motivation, make them have the concept of active reading, and gradually develop the habit of independent reading; Encourage more thinking and stimulate students' autonomy; Guide students to pay more attention to themselves and others, and learn some knowledge and information beneficial to their own development through mutual communication with classmates. Through self-organization, they can constantly change their thoughts and behaviors and promote their own development. With perseverance, my Chinese reading level has made a qualitative leap unconsciously. Only in this way can our Chinese learning and teaching achieve fruitful results.
Reflections on Primary School Teachers' Teaching 3 Last week, I went to Fushan Primary School in Zoucheng City to observe the excellent math class in Jining Primary School, which was deeply inspired. When I come back, I'm going to try it with what I learned in class.
Try to record your own class and listen to it repeatedly at home. I feel that there are still many problems. This unit is also "Understanding Time". Teacher Wang Wei is talking about the content of senior one. According to the content of senior one, the textbook's understanding of time goes from a special time to a general time. The key content of this lesson is to establish the concepts of time and minute, and read the hours and minutes on the clock.
When executing 1 =60, students master it well, but children will make mistakes when reading, such as 6: 35, 6: 40 and 6: 45, but when reading at 5: 50 and 55, most children will make mistakes, which they think are 5: 50 and 55, mainly because the hour hand is close to 5. In other words, the content of observing that the minute hand walks around and the hour hand walks a big grid is not well realized. The child didn't notice the change of the hour hand. Finally, he had to say that the hour hand went 5, did it reach 6, did it not reach 6, that is, it was less than 6 o'clock, that is, 6: 55. There are still four or five students who find it difficult to understand the content of this piece. What if we discuss it with other teachers in our school? Take the "little teacher" approach, 1 help 1. If you teach students, you will be rewarded with a small red flower. I didn't expect it to work really well.
The next day, strike while the iron is hot to test students' understanding of when and when. Later, another saying was that if the minute hand points to 12 and the hour hand points to 6, it is 6: 00. The minute hand didn't reach 12, so it didn't reach 6: 00, which is 5: 55.
Although it is only my usual class, it exposes many problems. Some catchphrases in class "So" and "Do you understand?" . Moreover, in Putonghua, there are some places where the tongue is flat and upturned, so I plan to read a paragraph every day in the future, paying attention to the problem of flat and upturned tongue. There is another problem, that is, praise when students study, and he will be affirmed and praised in time when he answers questions. In the teaching process, learn to use teaching languages such as "great" and "choose your favorite method", so that the whole teaching process can truly become an interactive process of teacher-student interaction and development.
Primary school teachers' reflection on teaching 4 Grade one children have poor self-control in class and short attention time, so they need to constantly change their forms in class to keep students fresh, so that students can learn better.
I often teach iuü materials in the form of stories, which has achieved good results. Learning pinyin letters is nothing more than letting children read and remember more. Some special rules, such as I'm going to go to two o'clock when I'm phonetic, and U's going to two o'clock when I meet Y, may get twice the result with half the effort if the teacher teaches. But children have a strong interest in listening to stories, so I combine those boring knowledge with stories to express them. Students listen with relish in class and quickly remember their own personality. Sometimes when individual students can't remember the knowledge points, they can remember the boring knowledge points just by reminding the story.
Another feature of iuü teaching combined with story teaching is that stories can be connected in series according to the characteristics of each knowledge point, which makes students feel complete and funny. According to the characteristics of I, Y and yi, I put the story as follows: Xiao I is a beautiful little girl with a bow on her head. As soon as she put on the sound cap, she covered the bow and the dots on her head disappeared. On Sunday, I woke up early in the morning and clamored for my mother to take her to the playground. Xiao I's mother is Da Y, and her mother Da Y dresses Xiao I beautifully and goes out hand in hand (Yi). Everyone greeted them along the way. Big y and small I are together, or read me, so many people on the playground. Mother big y is afraid that my little sister will get lost, so hold her hand tightly. They are very close. U, W and Wu Can asked the students to adapt my story. Students' strong interest will naturally convey many things that are difficult to express in words to students. As for meeting Y at two o'clock, I cleverly put it this way: Xiaoyu's parents are on a business trip, and no one takes Xiaoyu out to play. What should I do? Xiao ü burst into tears. Big y's mother saw it and came to comfort him. Big y's mother promised little u to take him to play. Xiao ü was so happy that she quickly dried her tears and went out to play with Da Y's mother. (Yu) and remind children's songs in time: when you see a big Y, dry your tears and smile.
Story teaching is attractive to first-grade children, but we should also pay attention to the close combination of story and teaching knowledge.
Reflections on the teaching of primary school teachers. 1. pays too much attention to the top students in the classroom and ignores the acceptance ability of the underachievers.
In classroom teaching, every lecture doesn't give students too much time to think, sometimes it's one minute or even tens of seconds, so that only a few students with good grades and quick response have ideas, while most students are still in a confused stage and haven't reacted yet, and I have told you the answer. In the long run, those students who are slow and have poor grades forget to think. Every time a question comes out, they just sit in a daze or wait for the teacher and classmates to tell them the answer. The more they use their brains, the more flexible they are, but I let them lose the time and space for thinking!
Second, after-school counseling is not in place.
It is impossible for all the students in the class to accept only 40 minutes of class, especially the underachievers, who accept at most 40%, and some even less than 40%, because there are bound to be students deserting in class. If you don't pay attention in class, it will take twice or more time to really learn new knowledge after class. However, primary school students are generally playful. They can't spend all their time studying math after class. They study not once or twice, but gradually accumulate more and more, and their grades get worse and worse. Slowly, they lost confidence in learning math well. For such students, I should seize the time after class to give them one-on-one tutoring, but I ignore this, which is one of the reasons why there are too many underachievers!
Third, homework inspection
Primary school students have poor consciousness, so teachers must remind them in time. Every class has students who don't do their homework, but I don't remind them in time, and sometimes I forget when I am busy. When students see that I don't urge them, they gradually form the bad habit of not writing or handing in homework. However, if mathematics is only in class, it is absolutely impossible, and it needs more practice and consolidation after class. You can't learn math well without consolidation after class! This is also one of the important reasons for the large number of people who failed the mid-term exam. I will definitely improve in this respect in the future!
The mid-term exam may not fully reflect a student's real grades, but it can make our teachers find many shortcomings. The mid-term exam gave me a wake-up call. New teachers can't make excuses for their mistakes, but should sum up experience, accept lessons with an open mind and improve one by one. Maybe I am not the best teacher, but I will be the most serious and responsible teacher!