Reflections on English Teaching in Primary Schools (I)
In primary school English teaching, we need to reflect on it in time and effectively, and analyze the teaching process scientifically and comprehensively. Through reflection, teachers can adjust the teaching plan in time according to the actual situation, enrich the teaching content and make the teaching plan more in line with the actual needs. This is of great significance to improve teachers' teaching professional level and skills, improve teaching quality, optimize teaching and cultivate students' good comprehensive quality. So, how to write a good reflection on teaching? I think we can reflect on it from the following five aspects.
1. Thinking efficiency-self-evaluation
Students' learning effect is the most concerned issue for teachers, and after-class reflection should be "effective in class". That is, after class, we should make a self-evaluation of the teaching effect of this class, such as analyzing which parts students have mastered, which parts are difficult, which students have succeeded in learning, and how many students need guidance. At the same time, we should adhere to the "unit thinking effect", that is, self-evaluate whether a unit's teaching work has achieved the expected results. For example, when learning to greet others in English, I will make the following arrangements according to the content of the text:
1. Listen and feel the text. 2. Listen and look at the pictures. 3. Listen and repeat the text. 4. Read the text in different roles. After class, I found that the students are very obedient and always follow my idea. They do what the teacher says, and the students are always in a passive state. I want to know whether such study is beneficial to the development of students. The answer is no. In view of this situation, I readjusted my teaching plan and adopted the task-based teaching method. After the warm-up review, I showed the learning tasks of this lesson. Please learn more polite expressions from the teacher. I told the students to carry out the activity of selecting "Politeness Star". Let's see who can win. The task gives students the motivation to learn and gives them clear goals. Their enthusiasm will be high. When I organized students to participate in the activity of "Finding Friends and Greeting Your Friends", students' interest in learning reached a climax. They clapped their hands, made friends cheerfully and greeted their friends in English.
2. Thinking-summing up experience
After a class, reviewing the teaching process and realizing the success of students' learning will certainly inspire teachers and sum up successful experiences. If it can be recorded in time, it can be used as a reference for future teaching work, which will help to continuously improve teaching methods and improve teaching ability. For example, when I was teaching the word "rooster", suddenly a boy said in a strange voice, "Is there a hen?" "Suddenly, the whole class quarreled. I didn't criticize the student immediately, but said calmly, "Yes, there is not only the word hen, but also the word chicken." "Then explain one by one, and praised the student for learning to ask questions, but also criticized his attitude. I don't think this witty approach interferes with normal teaching, but also enables students to master more knowledge and get education.
3. Lack of thinking-timely remedy
There will be gains and losses in classroom teaching. Students have different personalities, and their knowledge level and understanding ability are uneven. Teachers' teaching design is always incompatible with the actual teaching process, such as the application of teaching methods, the explanation of knowledge, the selection of examples, the design of blackboard writing, and the students' response. After class, they will feel dissatisfied. For the shortcomings in teaching work, we should think over and over again, ponder carefully, take measures and remedy them in time. For example, after the lecture of "thisisourschool", I reflected: I was nervous because I didn't grasp the time well, and I was afraid that I didn't finish the prepared lecture in advance, but I didn't adjust the teaching progress in time when I felt that I had more time, but I finished the content quickly, which had a great influence on the whole class. Therefore, I think that in this class again in the future, students can write dialogues by themselves according to the text, and the time can be properly controlled. Or when preparing lessons, we should prevent too much time, prepare music or short films, and let students enjoy themselves when there is enough time, which not only relaxes students' body and mind, relieves children's fatigue, but also grasps the time reasonably.
4. Think about it-make a new law
The ultimate goal of "thinking" is "change". Through the objective analysis of the gains and losses of each teaching link, the crux of the problem is found out, the methods and countermeasures to solve the problem are explored, and the strategies and schemes to improve teaching and improve classroom teaching efficiency are put forward. It is very necessary for us English teachers who are engaged in multi-class teaching to think about "change". For example, the professor greets others in English. Because of the reflection after the previous class, the teaching method of the latter class has changed and the teaching effect has been obviously improved.
5. Doubt-improve yourself
Problems of one kind or another often appear in English teaching in primary schools, especially those related to extracurricular knowledge raised by students in class. We may not be able to answer them one by one in class, and it is inevitable to get stuck. This practice of "teaching before knowing the difficulties" deserves our deep thought. For example, when teaching the poem atthezoo, I mentioned that kangaroos are unique animals in Australia. At that time, a student asked me, "teacher, do you know koalas?" I really don't know how to speak English. I told the students that when the teacher knows, or you can find the answer from the Internet and tell the teacher. After listening to what we said, the students actively searched for information after returning home and told me the next day. Of course, I also checked the relevant information online.
After-class reflection is an important link that cannot be ignored. An excellent teacher will inevitably reflect consciously or unconsciously after class. However, not all after-school reflections must be recorded in words and written into notes. Teaching notes should be valuable things. The following three aspects can be used for reference:
1. Remember a successful operation?
The practice of achieving the purpose of pre-design in the teaching process and causing teaching vibration effect; Appropriate temporary measures in classroom teaching; Clear and organized blackboard writing; The infiltration and application process of some teaching ideas and methods; The feeling of applying some basic principles in pedagogy and psychology; Reform and innovation of teaching methods. And on this basis, continuous improvement, perfection and innovation. For example, when I was in Unit 1, Module 10, Book 2 of New Standard English, I used songs to consolidate sentence patterns, that is, where did I put the sentence patterns with the melody of two tigers? My son/is/is not ... composing lyrics. At the same time, students' favorite "Fuwa" is taken as the research object, and students' interest in learning is very high, and the teaching effect is very good.
Step 2 Write down "Failure"
Even if it is a successful classroom teaching, there will inevitably be omissions and mistakes. We should review and sort it out, and deeply reflect, explore and analyze it, so as to make it a lesson in the future. In the open class, for fear of lack of time, when students play games, individual students' violations are not pointed out. After that, I reflected that this link became the "failure" of this class. Because this activity not only consolidates the prepositions of three directions, but also aims to cultivate students' concept of honesty.
3. Remember to teach tact?
In classroom teaching, with the development of teaching content, the harmonious thinking development and emotional communication between teachers and students often generate instant inspiration because of some accidental events. These "sparks of wisdom" often suddenly appear involuntarily. If we don't catch them in time through after-class reflection, they will disappear with time, which is regrettable.
In short, it is important to reflect on after-school teaching, which is timeliness, persistence and persistent pursuit. Write it down as soon as you get something. If you have something to say, it will be long, and if you have nothing to say, it will be short. If you write and think, you will promote teaching. If you accumulate for a long time, you will gain something. As long as there are more cells of teaching reflection, there will be more wisdom in teaching and scientific research, and regular teaching reflection will bring many benefits and endless fun!
Reflections on English Teaching in Primary Schools (Ⅱ)
Since I became an English teacher in primary school, I have been reflecting after class. How to teach English in primary schools? What are the disadvantages? The following are some ideas that I have summarized through practice and reference.
In China, many people ignore that English is a foreign language, not a second language, which is an important objective reason for the low efficiency of English learning.
So, what's the difference between a second language and a foreign language? Are they terms with the same concept but different styles, or are they two different concepts? How will it affect the effect of English teaching?
In fact, we know that the second language 1 is relative to the first language, while foreign language 1 and non-native language are relative to mother tongue and mother tongue 1.
Whether a country or region teaches English as a second language or a foreign language is also an important indicator, that is, whether the courses in local schools are taught in English. If all courses except English are taught in mother tongue or mostly in mother tongue, then English teaching is TEFL. Obviously, in China, English is a foreign language, not a second language, and China lacks the environment for teaching English as a second language. Mother tongue can be acquired, so can second language, but foreign language can't be acquired.
However, in our primary school English class, too much emphasis is placed on the creation of situations, even for the sake of situations, which leads to false situations. Many teachers hold the expectation that children will naturally acquire English in such a situation. This is a tree without roots and water without sources, which is obviously unrealistic. In a 35-minute English class, how much time does the teacher spend teaching foreign languages and how much time does the students have to speak foreign languages? How many students have a foreign language environment in their families, how many parents know foreign languages, and how many students have active or passive exposure to foreign languages in their spare time? We can see some very successful primary school English teaching observation classes. In these observation classes, English teachers and students cooperate seamlessly, and listening, speaking, reading and writing exercises are available. In addition, recitation, short plays and multimedia demonstrations excite teachers and audiences. However, how many such classes are there in foreign language teaching for 365 days a year? This account should be clear to front-line teachers engaged in English teaching.
Second, English teaching in primary schools should adopt cognitive method rather than direct method.
Direct method refers to a lot of contact with real language, real communication, _ _ repeated imitation, strengthening memory and forming habits. Audio-visual method, listening-speaking method and communicative method all belong to direct method. Direct teaching must have a language environment, high-level teachers, small classes and more opportunities to learn and use English. The cognitive approach does not exclude imitation, but due to the lack of language environment, the learning approach is mainly through rational thinking, learning pronunciation, grammar and vocabulary knowledge, mastering language rules, guiding listening, speaking, reading and writing, and making inferences to form sustainable language ability. English is a foreign language in China. Students in China, whether in primary schools, middle schools or universities, can't use the type of second language teaching, but should take language knowledge as a crutch and pay attention to rational cognition while using empirical learning. For primary school students, it is particularly important to cultivate their sustainable language learning ability without excluding language knowledge.
However, in our actual primary school English teaching, the limited teachers, the relatively low level of teachers, the lack of language environment and large class teaching all tell us that Direct instruction is not suitable for the current primary school English teaching practice.
Third, continuous language knowledge, rather than "playing" to cultivate students' lasting interest.
English teaching in primary schools should attach importance to cultivating interest, but we can't just learn by singing games, because cultivating interest is mainly for learning English. Students studying English are not immigrants from Britain and America. Only by constantly learning language knowledge, improving language ability and satisfying the sense of accomplishment can we cultivate lasting interest. At present, primary school students only have more than 100 minutes of English class every week, so it is impossible to cultivate students' lasting interest only by singing games. As soon as the novelty passes, the child gets bored. Therefore, singing games should be used as a means for primary school students to learn English language knowledge and skills, rather than to cultivate interest. We can use various means to help primary school students remember more words and learn more language rules during the period of strong memory, create as many opportunities for imitation as possible, and improve students' pronunciation and intonation. In English learning, listening, speaking, reading, writing and translation can complement each other. Really do listening and speaking first, reading and writing to keep up. Without reading or writing, it is difficult to receive high efficiency just by listening and speaking. It is difficult to reduce the learning burden by imitating without cultivating learning ability. Therefore, primary school students should still study the language seriously. Constant reflection, collective discussion and active understanding of information are the homework that modern teachers must do. Only by continuous accumulation and growth can we help children make better progress.
Reflections on English Teaching in Primary Schools (Ⅲ)
There has been some confusion in classroom education since the mid-term exam. How can full-time English teachers achieve high efficiency in class and improve exam results? After reflection and research, I have reached the following conclusions.
First, strive to cultivate students' lasting interest in learning, rather than "playing" to cultivate students' lasting interest.
English teaching in primary schools should attach importance to cultivating interest, but singing games alone can't cultivate students' lasting interest. As soon as the novelty passes, the child gets bored. Therefore, singing games should be used as a means for primary school students to learn English language knowledge and skills, rather than to cultivate interest. We can use various means to help primary school students remember more words and learn more language rules during the period of strong memory, create as many opportunities for imitation as possible, and improve students' pronunciation and intonation. In English learning, listening, speaking, reading, writing and translation can complement each other. Really do listening and speaking first, reading and writing to keep up. Without reading or writing, it is difficult to receive high efficiency just by listening and speaking. Imitation alone can not cultivate learning ability, and it is difficult to reduce the learning burden. Therefore, primary school students should still study the language seriously.
Second, the ability to use English requires corresponding vocabulary.
At present, in English teaching in the lower grades of primary schools, students are not required to master vocabulary, but only to say words according to hints or pictures. Its essence is nothing more than asking students to learn by rote and parrot. Because primary school students have no corresponding pronunciation rules training and are not familiar with the spelling rules of words, the sound, form and meaning of words can not be effectively combined, which leads to the difficulty in memorizing words and becomes the difficulty for primary school students to learn English.
Third, what good study habits should we pay attention to?
1. Stick to the habit of reading early.
Morning is the best time to remember. Therefore, after getting up in the morning, you should read English aloud for about half an hour. Conditional, can be carried out under the guidance of teachers, the effect will be better.
2. The habit of full preparation before class
Before class, put away the things to be used in class, such as textbooks, exercise books, pens, paper, etc. Somewhere on the table. When the bell rings, calm down and sing English songs to create an atmosphere for learning English. Students should make specific requirements on how to stand, how to sit and how to answer questions in class, especially for English beginners.
3. The habit of listening to the recording carefully
Learning English begins with listening, which is the premise of speaking. Only when you can hear clearly and understand can you speak accurately and well. When listening to the recording, be quiet, concentrate, listen carefully to the demonstration pronunciation, and then imitate it. Pay attention to imitate its pronunciation, intonation and tone when reading after it.
4. The habit of actively learning English in various ways
In order to stimulate interest and cultivate habits, students should be encouraged to actively learn English in various ways. Such as watching English cartoons, watching children's English programs, collecting English used in life and media, trying to read English extracurricular books, actively participating in the activities of English extracurricular interest groups, and communicating in English as much as possible in extracurricular activities (using gestures, expressions and other body language when necessary), and so on.
5. Talk to your parents about your study habits.
Often talk to parents about their English learning, on the one hand, they can communicate emotionally and strengthen communication. On the other hand, it can let them know their English learning situation at any time, achieve the purpose of checking and urging their own learning, and force them to learn English well, thus enhancing their sense of accomplishment and further establishing their self-confidence in learning English well.
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