Junior high school teachers' teaching experience 1 After this semester's teaching, I have a deeper understanding of teaching students. As a teacher, I teach students subject knowledge in class, so that they can get good grades, become good friends with classmates in life, listen to students' voices and solve their puzzles.
In this semester, I deeply feel that junior high school students are in adolescence, and their hearts are sensitive, so it is not easy to implement teaching work. My personality is easy-going, and I will play jokes on my classmates. Usually, students are willing to tell me anything, but this is not a good thing in class. Maybe when they see that I am easy-going, I am not serious in class, I giggle in class and always make noise. I think I may not have established my prestige, but I don't want my students to alienate me. I don't have a collective idea about this degree. When I was a student, there was a teacher who was not afraid, because I could talk with him, but no one challenged him in the teaching process, even though he was a kind teacher. Now I slowly improve my teaching methods, and now I have made some achievements.
One thing is, in this semester's teaching, I have learned what most students like, and I am very interested in some fragmented information on the Internet that can be absorbed quickly. Sometimes I can't answer some tricky questions asked by students. I think it may be a good way to explore these if the distance between teachers and students is quickly narrowed. We will selectively select information that is beneficial to teaching and communicate with students, and at the same time let students learn subject knowledge.
At the same time, after teaching, I also saw my own shortcomings. Is the difference between me and my students only experience? No, there is also a knowledge reserve, understanding of the world. As teachers, we cannot stop. In today's high-speed development, only by continuous learning and continuous progress can we not fall behind. In my spare time, I make a cup of tea and hold a book in my hand, enjoying the pleasure of reading and feeling the joy of acquiring knowledge.
I feel my own growth in teaching, and I seem to have a young heart in getting along with students. Now there are many ways to enrich our teaching. We should also let students feel the joy of learning in teaching, and learning will make us stronger.
Teaching experience of junior middle school teachers 2 1. Any student's mind and ability are dynamic, changing and developing all the time, which are complex and even unpredictable. Any teacher, his ability, his educational skills, his ability to know and understand students, his ability to predict, his ability to judge, and his own knowledge are limited and not omnipotent. It can be said that educating students is a process of exploration and learning. Therefore, as a teacher, you can't be sure whether a student is hopeless. Even if you use all the methods you know to teach poor students, it doesn't mean there is no other way. If you can't move a stone, others may not be able to move it; A stone that cannot be moved now may not be moved in the future. Einstein was not good at talking when he was three or four years old, and his parents even thought he was a fool. Edison was also considered eccentric by his teacher in elementary school and was finally expelled from the campus. As a result, they all became great people.
There is a famous saying in psychology, "What kind of person you think you are, what kind of person you will become". This sentence shows that people's self-evaluation plays a very important role in their own growth, and a person's self-evaluation is often based on the evaluation of others around them, which often spies on others' evaluation of themselves from the clues that people around them treat themselves, and then serves as the basis for self-evaluation, that is, they feel that others have a high evaluation of themselves. Self-evaluation is high, and if others have low self-evaluation, they will have high self-evaluation. Of course, most of these are subconscious actions, so you can say, "You will become what others think you are." Psychologists have done this experiment. After the test, they listed the names of dozens of students who thought they could become talents to the school teachers (in fact, these students were randomly selected by psychologists, and the teachers didn't know that this was an experiment, but only knew that these students were considered capable of becoming talents). As a result, after half a year, the scores of these dozens of students have improved a lot, while other students have hardly improved. This shows that teachers' views on students are unconsciously revealed in class, which unconsciously encourages or dampens students' self-confidence: students who are "respected" by teachers are positively hinted, thus becoming positive and confident, while students who are "despised" by teachers are negatively hinted, thus becoming self-sad. Therefore, I think that a truly competent teacher, a teacher who has professional ethics, loves teaching and students, in his eyes, every student is a plastic talent.
"If you want it, you must seek it; If you want it, you must ask for it. " People who believe that they can climb to the top of the mountain must climb higher than those who only believe that they can climb halfway up the mountain, or they are more likely to climb to the top of the mountain. Similarly, teachers who believe that they can teach all students well are more likely to teach students well than teachers who only believe that they can teach some students well. Teachers who firmly believe that "there are no students who can't teach well" will try their best to educate stubborn students. This method doesn't work, sum up experience to improve them, or find another way to be as persistent and confident as Madame Curie. Teachers who don't believe often think that a student is hopeless. As a result, students who were originally hopeful became more desperate because of the teacher's contempt and carelessness, and may eventually be hopeless.
Junior high school teachers' teaching experience 3 Mathematics is an extremely important subject in middle school teaching, and it is also the highlight of the senior high school entrance examination over the years. The reason why mathematics learning is so important is that mathematics plays a very important role in the development of today's society and is a basic subject that all kinds of sciences need to use. There is hardly any science that exists completely out of mathematics.
"Mathematics is the mother of all sciences". It is a science that studies numbers and shapes, and it is everywhere. To master technology, we must first learn mathematics well, and to climb the peak of science, we must learn mathematics well. The fundamental purpose of mathematics teaching is to comprehensively improve students' "mathematical literacy" and enhance students' mathematical concepts. I have formed my own unique teaching mode in the long-term junior high school mathematics teaching, which is deeply loved by the majority of students. There, I will share some of my own experiences with you.
First, let life enter the math classroom. Mathematics in junior high school is completely different from that in primary school. In junior high school, students begin to transition from "arithmetic" to real "mathematics", but it is difficult for many students to change their thinking from "numbers" to "letters" and "equations", and it is difficult to understand the change from concrete thinking to abstract thinking.
Therefore, they will feel that mathematics is "difficult to learn" and "unintelligible", and then develop into an aversion to mathematics and a fear of mathematics. In this way, their math scores will plummet.
Simple mathematical theory is too abstract and boring. But "Mathematics comes from life", in the process of classroom teaching, I will gradually show the process of knowledge formation according to students' cognitive laws, "simplify" book knowledge, introduce "Mathematics around me" into the classroom, and make good use of every textbook. Closely link mathematics with life, so that students feel that mathematics is not so abstract, but closely related to life, so that students will be interested in learning mathematics well.
Second, preparing lessons carefully and grasping key teaching is also an art, and preparing lessons well is the basic condition for doing a good job in teaching. We should make a detailed teaching schedule plan for ourselves, when to go and where to go, which should be clear and gradual according to our own teaching plan. In this way, I will have a bottom in my heart when I attend class, and there will be no situation that some knowledge points are explained too long, which leads to some knowledge points being explained too hastily and students can't master them.
When preparing lessons, we should grasp the idea of class, what to talk about first, what to talk about later, how to give students a good class, how to explain relevant knowledge points so that students can easily master them, how to enliven the classroom atmosphere, and how to let students study in a simple and happy atmosphere.
In addition, we should distinguish what is important and what is secondary, and highlight the key points in class.
After a class, there are minor places and important places. If you can't highlight the key materials and concentrate them all, students often have no clue and don't understand what the teacher said and learned in this class. Therefore, in class, we should distinguish between primary and secondary, highlight key points, and let students understand which knowledge points the teacher should talk about in this class, rather than putting the cart before the horse. When talking about key knowledge points, I usually emphasize that I will explain them in detail with passionate voice and body language. Mathematics is a link, and once there is a problem in any link, it will directly affect future study. Therefore, even if you spend more time, you must let students understand and understand important knowledge points.
3. Guiding students to cultivate self-study potential is the key to improve teaching quality. The cultivation of self-study potential should start with reading, especially for junior one students, who have poor reading potential and have no good reading habits. Teachers must start with demonstration, model the text materials word by word, read important mathematical terms, terms and key sentences repeatedly, point out memory methods, and mark their own agreed symbols at the same time. For the example, let the students read the problem and guide them to check the problem and determine the best solution. After students have the necessary potential, according to students' understanding, read the outline from difficult and error-prone places, set up thinking questions, let students read mathematics extracurricular materials with questions vertically and horizontally, and also use extracurricular activity groups to organize exchanges, communicate with each other, inspire each other, and promote students to read again and find answers.
Usually, when cultivating students' self-study potential, we should assign homework in advance, then find out the common problems and difficulties in the homework handed in by students, and then talk about new lessons, so that teaching can be targeted and good teaching results can be achieved. At the same time, we should guide students to actively participate in the teaching process, cultivate students' subjective consciousness, and let students form the necessary self-study potential and mathematical thinking through brain, hands-on and oral participation in mathematics classroom.
Fourth, strengthen the cultivation of students' reflective potential. After completing a period of study, I always emphasize that students should spend some time reviewing the materials they have learned recently, what are the rules and connections between knowledge points, and whether there are any new inspirations when reviewing.
Write down these gains and losses in time and make necessary classification and balance. In addition, we should seriously reflect on the homework, especially the corrected homework, and ask students to seriously analyze their own right and wrong problems, write down their own successes and shortcomings, and also write down their new ideas and innovations.
Junior high school teachers' education and teaching experience 4 pages. I was lucky enough to take part in this math training. In the process of learning, I listened carefully to the wonderful speeches of three experts. I have learned a lot in ideological understanding and educational concepts, educational theories and methods, teachers' professional quality and accomplishment, and new curriculum reform, which is of great help to improve my education and teaching work. The summary is as follows: (1) It is recognized that the task of teachers is not only teaching, but also educational research is not just the "patent" of experts. Advanced educational concepts and models are inseparable from teachers' teaching practice, and we cannot always apply other people's or original theories and experiences to our own teaching.
(2) Pay attention to problem solving and research. In education and teaching activities, we can find and analyze problems in time and explore ways and methods to solve them, so as to adjust the education and teaching process in time and effectively improve teaching quality and efficiency.
(3) In the process of promoting the new curriculum reform, we will inevitably encounter some unprecedented new problems and new situations. We should be able to think and judge independently in the complicated educational and teaching scenes, and find out the best educational and teaching action strategies and programs through our own research.
(4) Be good at communicating with peers and learning from others' experience. Constantly learn new knowledge, deepen the understanding of mathematics, and apply the results to teaching design and teaching practice, and constantly absorb and screen ideas and methods that meet the needs of students. Change students' learning style and improve their flexible mathematics application ability.
(5) Understand the significance of general concepts and reasoning methods in the use of mathematical tools, and use students' deep understanding and extensive knowledge of the relationship between various concepts in mathematics to help students establish their own mathematical methods on the basis of mastering basic concepts and reasoning methods.
In short, through the training of key teachers, I have gained a lot and felt deeply, but I think the most important thing is how to consistently implement the theory learned in this training in the future teaching work, so that my teaching work can be continuously improved and improved.
The new round of Chinese curriculum reform needs teachers to change their accustomed teaching methods for many years and establish a brand-new educational concept. This is a thorough baptism for each of our teachers. How to teach and use new textbooks well and promote the new curriculum reform is an opportunity and challenge for every Chinese teacher. As the use grade of the new textbook, the Chinese group of Grade One in our school, with the guidance and help of school leaders and Chinese teachers in other grades, has studied hard, boldly explored and practiced, and achieved certain results. The following is my experience.
Teaching and research in our school adopts the combination of short-term training and long-term learning, centralized learning and autonomous learning, pays attention to school-based training, and studies regularly every week, so that theoretical learning becomes the internal demand of teachers and the unexpected and generative problems in teaching can be solved in special seminars. The school creates conditions, sends young teachers to participate in seminars on new curriculum reform and training on new curriculum standards, and invites municipal and district teaching and research staff to give lectures at the school, trying to present the most cutting-edge educational and teaching concepts to front-line teachers and solve practical problems in a targeted manner. Through this series of means, the new curriculum concept permeates teachers' teaching behavior and changes the traditional teaching mode.
In the teaching concept, we should change from "teacher-oriented" to "student-oriented". The main body of classroom teaching is students, and teachers are participants, organizers and guides of teaching activities. In teaching, it is necessary to accurately grasp the role orientation of teachers and students, adhere to the principle of taking students as the main body and taking students' development as the foundation, so that students can truly become the masters of the classroom. Fully tap students' potential and relax students' personality. In the teaching process of the first volume "Oral Communication-This is Me", we set up a growth notebook to let students write a true self and "introduce themselves", which fully demonstrated their personality.
In this year's curriculum reform experiment, we fully reflected on the disadvantages of preparing lessons in the past. On this basis, we have reformed the lesson preparation and formulated a new lesson preparation method of "collective lesson preparation, mutual cooperation, resource sharing and individual addition and subtraction". Among them, collective lesson preparation is the premise of resource sharing, and individual addition and subtraction is the guarantee to reflect teachers' personal creation and the characteristics suitable for students in different classes. In the form of preparing lessons, we advocate a certain format but avoid "formatting". Pay attention to the basic ideas of design teaching. Teaching design needs students' subjectivity. Pay attention to students' learning methods, respect the diversity of students' thinking, and stress the effectiveness and creativity of teaching plans.
Teaching is not only a kind of narration, but also a kind of experience, inquiry and feeling for students. The new curriculum standard points out that Chinese teachers should attach great importance to the development and utilization of curriculum resources, creatively carry out various activities, enhance students' awareness of learning and using Chinese in various occasions, and improve students' Chinese ability in many ways. In the process of teaching, we put forward the theme activity of "reading, accumulating and improving" and take various measures to make use of Chinese resources in our lives. Every step of teaching under the new curriculum standard needs to be explored and summarized. There are still many questions to be clarified. For example, the implementation of the new curriculum "double basics", the grasp of teaching evaluation, and the role of our curriculum content in the formation of students' quality.
Rivers are thousands of miles away, and there are clouds in Wan Li. Chinese is everywhere. As a Chinese teacher, let students fall in love with Chinese, because Chinese is a magical and beautiful subject, and they learn Chinese happily. Let life enter Chinese and describe life in Chinese!
12 On March 6th, I was lucky enough to study with President Cao and other teachers in xinji middle school, a famous vegetable planting town in our county. At the same time, I feel a lot of pressure on my shoulders and a sense of crisis, which has been eliminated by the trend of reform.
The content of this study is about school management and front-line teaching. We were received by President Sun, and then we listened to President Sun's introduction of school management experience. He talked about his experience from the aspects of school attendance, the ideological trend of faculty, the formation of students' behavior habits, macro and micro environment, and was deeply touched after listening. Subsequently, Vice President Cunbo introduced his experience in cutting-edge teaching management and teaching routine, and introduced his experience in teachers' burden (such as lesson preparation times, memorizing contents, preparing lessons twice, correcting homework synchronously, etc.). ), standardizing teachers' behavior habits and educating students to form habits have benefited a lot.
Generally speaking, I want to make progress and improvement in teaching and grade management through this study. In the future work, I will learn from it bit by bit, use my wisdom and sweat to face a challenging and hopeful tomorrow, and constantly innovate and surpass myself.
Experience of junior high school teachers' education and teaching 7 Although I have only been engaged in Chinese teaching for two short years, I deeply feel that Chinese teaching is not only a science, but also an art. How to have a good Chinese class? At this time, every Chinese teacher needs to think seriously. The following is my experience.
Design a good teaching lead. Introduction is the introduction of new lessons and the prelude of new text teaching. Wonderful guidance is the key to the success of a class. Therefore, lead design is an essential link in Chinese teaching. So how can we design a good introduction to classroom teaching?
Design different forms according to different text types, design around the teaching content and learning objectives, highlight the teaching focus, avoid flashy, deviate from the classroom teaching theme, and make students feel at a loss. Pay attention to brevity and generalization. The introduction should be concise, and grasping the essence of the text and the core content of the learning materials with concise introduction is conducive to summarizing the main contents of teaching and making it easy for students to master relevant knowledge. Be vivid and infectious. Colorful and vivid leads can stimulate students' interest in learning, infect students, mobilize students to appreciate the style of the text, and arouse emotional excitement.
Creating a good classroom atmosphere directly affects the teaching effect. Teachers are the organizers and leaders of classroom teaching, and their knowledge, personality and prestige are a great spiritual force, which has a great deterrent effect and is the key factor affecting students' mood and restricting classroom atmosphere. Therefore, in the process of classroom teaching, teachers should be "strict" with students and cannot let themselves go. Of course, "strictness" should not be too strict, so as not to bring psychological pressure to students.
Teachers should also have "passion" in classroom teaching. Teachers should impart knowledge and skills to students with enthusiasm and enthusiasm before each class, so that students' hearts will surge with teachers' emotions. As long as we sincerely love students, care for students, and actively create conditions for students to be influenced and infected in a subtle way, a good classroom atmosphere will form on its own, thus achieving the expected teaching effect.
It is necessary to cultivate students' awareness of discovering beauty. Michelangelo found "David" in the marble regarded as ordinary, Newton found the law of gravity after the apple fell to the ground, and Bian He found "He Bi" in his persistent belief. If students want to discover beauty, they must cultivate their keen eyes. "A world in a flower, a bird in a heaven", use your own eyes to perceive the truth, goodness and beauty in life. There is mother's care, friends' greetings and teachers' care, and there is deep affection in every trace. It is necessary to guide students to discover beauty and perceive beauty from the little things around them. Feel the nature from the flowers and green grass, the happiness of life from the bright sunshine, and the richness of life from the colorful colors.
Cultivate students' deep thinking consciousness. Feel the colorful world, experience the colorful life and learn to think. It is nature that creates people, but it is society that inspires and educates people. We must be moved by things, things and people in society, and we must also arouse our inner thoughts and feelings of promoting goodness and flattering beauty. Learn to understand truth according to events, from emotion to reason, to understand the meaning of life, to think about life philosophy, to enhance the profound thinking of humanistic spirit and to explore the true meaning of life.
Junior high school teachers' education and teaching experience 8 pages. First of all, the dominant position of teachers in the classroom cannot be lost.
The new curriculum emphasizes giving full play to students' subjectivity, returning the classroom to students and giving them more room for thinking. But in fact, the content of the new textbook needs teachers to understand the textbook thoroughly, grasp the important and difficult points, and inspire students to think well, instead of blindly letting students read and explore, especially the junior middle school students in our countryside, whose self-study ability and understanding ability are not very strong, so teachers should speak more accurately, be good at guiding, and look at the level of students before letting go. For example, I am now teaching two students in Class ab, and the students in Class A are very active, so you should not let go too much when giving questions, otherwise the classroom will become a vegetable market with no rules. The students in Class B are quiet, so we should let them have something to say and set up humorous links properly, otherwise the class will become a backwater and lifeless. The ideal teaching method is that teachers must play the role of guides to guide active students to master the correct way of thinking. For boring classes, we should pay attention to cultivating students' self-confidence. I often use various ways of asking questions to stimulate students to express their desires.
Second, focus on cultivating students' interest in learning.
As a teacher, love alone is not enough. Love is only the premise of being a competent teacher and teaching books well. As the saying goes, to be a good teacher, we should not only win the hearts of students, but also set an example in front of students in all aspects. Students should admire you in both work and knowledge, so that students will have trust in you, be willing to listen to your teaching and enjoy your class. Teachers' promises to students must be fulfilled. For example, some small items collected by students must be returned within the promised time, otherwise the trust in students' hearts will be greatly reduced. After students have no trust in their teachers, no matter what system and suggestions you implement, students will easily have resistance, and management and teaching will be difficult to carry out.
Third, make full preparation before class and classroom management.
Preparing lessons not only pays attention to the implementation of knowledge, but also strives to cultivate students' interest. Make full preparations before class as much as possible, and leave room for preview in each class, so as to control time and guide knowledge. In the course of class, I attach importance to inspiring students' thinking. I often ask students to think, talk, write and hold pens in class, and get rid of some students' bad habits of putting their hands in their pockets in class. Students who violate discipline in class should personally participate in the management, not just push it to the class teacher, otherwise the prestige will only be established in the class teacher, and students will get bored with you if you have more times.
Fourth, we should carry out the students' homework inspection.
In addition to the homework papers handed in every day, for the homework books and some tutoring assignments, the inspection tasks are given to the team leader and the branch representative. I set up a math interest group in my class, and determined the group leader, who will check it, and the group leader's homework will be checked by the branch representative.