A few days ago, the teacher was lucky enough to participate in the learning activities of Zhenze Middle School in Wujiang City, Suzhou. After listening to two teachers' lectures, I felt deeply and thinly.

My experience is best summed up by an old saying that "it is better to teach people to fish than to teach them to fish", which means that methods are more important than knowledge. Whether the learning method is scientific and the thinking method is reasonable and correct affects the learning efficiency of students. Therefore, we teachers should seize the opportunity to understand students' learning situation, teach students the potential of "fishing", so that students can not only learn, but also "learn", so that students can understand and master Chinese learning methods, develop their thinking, form their potential and solve problems independently. I think this "fishing" method can also be applied to other disciplines.

In Gang's poetry appreciation class, the teaching of methods is particularly prominent. At the beginning of class, Mr. Liu Zhugang introduced new knowledge by reviewing old knowledge, so as to achieve the effect of "reviewing the old and learning the new". Teacher Liu Zhugang infiltrated the methodology of poetry appreciation and methodology teaching when the students asked questions in the science case.

The second teacher is Mr. Gu's class. Her thinking in class is clear and her links are smooth. What she said is the second lesson of Travel Notes at the Beginning of the Western Mountain Banquet. Teacher Liu grasps the key "beginning" and runs through the whole paper, with prominent key points and distinct levels. It can be seen that Mr. Liu's class is solid and effective, focusing on stimulating students' interest. Her class is also very natural and fluent, very infectious and worth learning!

These two teachers' classes show students' subjectivity very prominently and they play a leading role. They use a variety of teaching methods to guide students to study hard and actively, so that students can master the basic knowledge and potential of Chinese and lay a good foundation for further study.

After listening to their class, I deeply reflected on my teaching process and was filled with emotion. In the process of Chinese teaching, although I have devoted myself seriously, there is still a considerable gap compared with them. I haven't reached the necessary height, many teaching links are not set deep enough, and the counseling is still lacking. In particular, I am monotonous in classroom evaluation language, which fails to stimulate students' enthusiasm for learning, resulting in the failure of Chinese teaching to achieve the expected results. After listening to their classes, I learned a lot. In the future, I will definitely apply the teaching methods I have learned to my own teaching, improve my teaching potential as soon as possible and live up to the expectations of leaders and students.

Teachers' classroom learning experience

After listening to several teachers' classes, I had the opportunity to learn, benefited a lot and felt deeply. I think there are several highlights in the classroom teaching of the two teachers:

First, pay attention to teaching students learning methods

Teaching should come from textbooks but be higher than textbooks, especially in today's society. The textbook is just a model essay or an example. Teachers should teach students learning methods in teaching, so that students can learn to learn and realize lifelong learning. In teaching, teachers should consciously let students gradually understand the learning methods and let students master the tricks of learning knowledge. Several teachers can pay attention to teaching students learning methods. Teachers in Liu Lingling mainly teach students how to grasp key words to understand sentences, let students find key words by reading sentences, and then understand the meaning of the whole sentence by understanding the meaning of key words. A few teachers can make students grasp the key sentences to understand the text, and learn the text through repeated reading and commenting while reading.

Second, let students ask questions and solve problems.

"Asking questions and posing difficult problems" is an indispensable part of students' learning activities. Students can think only when they have doubts. Both teachers can ask students valuable questions, think about problems and then solve them by reading sentences.

Third, respect students' experience.

"Chinese Curriculum Standards" points out that "reading is a personalized behavior of students, and teachers' analysis should not replace students' reading practice." ? "Cherish students' unique feelings, experiences and understanding" and "encourage students' unique feelings and experiences". This new concept has become an important topic in reading teaching reform and has been recognized by more and more teachers. The two teachers can also pay attention to the reading experience of the students in these two classes. Give students enough time to read, think and experience, and create a relaxed and harmonious atmosphere for students to exchange experiences and understand the information and central ideas of the article.

Of course, there are still some things that teachers can't do well, such as guiding students to read aloud, which needs to be discussed and studied together, because this is also a problem that I can't do well myself and I don't know how to do well. Please give me more advice.

It has been more than 20 years since I entered the post of teacher. In my past work, I have gained some teaching experience through training and teaching, but it is far from enough to be a mature teacher. As we all know, learning can gain more teaching experience. A quick way to gain teaching experience is to attend classes. Every semester, the school has to give lectures, and I have benefited a lot from these lectures for half a semester. The following is what I learned from this lecture:

First of all, we must have a full understanding of the teaching materials.

Only by understanding the teaching materials and grasping the key points and difficulties of the teaching materials can we better solve the teaching tasks. The understanding of teaching materials is to make full preparation for teaching. Only when teachers know what to do, how to do it and what are the key and difficult points can they have a good class. Make full preparations before class. Pre-class preparation includes lesson preparation, student preparation and textbook preparation. Only when teachers are fully prepared can they be comfortable and fluent in class. The teaching materials are handled and grasped in a unique way. The three teachers have their own uniqueness in handling and grasping the teaching materials. For example, Teacher Li Yong uses the methods of "speaking", "visiting", "drawing" and "playing" to guide students to understand. The most wonderful thing is that students send homemade gifts to their teachers to express their love for them. A famous educational saying says well: "What is education? That is, what remains after students forget what they have learned in school. " I think every teacher should ask himself after a class: When students forget what they have learned in this class, what is left? After ten years and decades, when students forget all the knowledge they have learned, what do we leave them? Can our education leave children with the right way of thinking, the potential to solve problems and all the things they really need?

Secondly, we must change the old teaching mode. Music class is different from other subjects. It needs the independent interaction between students and teachers to make the class active.

Generally speaking, attending classes has enriched my teaching experience and teaching methods, and brought great help to my teaching work. Listening to lectures is a compulsory course for teachers. Only by looking at people as a mirror can we observe our own advantages and disadvantages. Learning from others' strengths by attending classes and reflecting on yourself by attending classes can continuously improve, which is also a shortcut for teachers' growth. In the future, I will gain more teaching experience through this shortcut and help me complete my teaching work better.

Teachers' classroom learning experience

Through a day of collective observation, I saw a variety of teaching models. Famous teachers from all over the country, with their own team characteristics, offered us a visual feast of education and teaching. In these seven observation classes, there are both the characteristics of the national team of famous teachers and the characteristics of regional teaching. For us, their classroom teaching represents the current curriculum reform and has great learning significance.

Among them, Zheng Xue, a teacher from Beijing, taught the lesson "The Law of Product Change". The team of teachers represented by Teacher Xue. This lesson fully embodies the main role of students. Under the guidance of Mr. Xue, students can list formulas from specific problems, so as to find out the problem: factor and product, who has changed? How did it change? Then guide the students to exchange and discuss, so as to find the rules and sum them up. This kind of classroom allows students to discover the rules from specific problems and highlight the effectiveness of teaching.

Teacher Wu Dongdong of Jiangsu teaches the lesson "Understanding of Cuboid and Cube". I was deeply impressed by Mr. Wu's understanding of teaching materials and unique teaching design. In the past, the understanding of the vertices, faces and edges of a cuboid was often obtained by letting students touch, look and count. In this lesson, Mr. Wu draws a conclusion through multimedia graphics, three-dimensional animation and students' actual operation. Really reflect that knowledge comes from life.

What impressed me most was Professor Yu Xue from Zhejiang Province's class "Representing Numbers with Letters". Instead of using any courseware, we use local materials in the classroom, put chalk in paper bags, use the age of students and teachers in the classroom, the number of people in the field, and even use our bald head to guide students to understand certainty and uncertainty. Students are constantly discovering and thinking in teacher Yu's humorous teaching, and teachers are always present. "A * * * has one person and 30 children, so how many adults are there?" There was laughter in the classroom. Although I didn't use multimedia, it was as wonderful as the classroom where young teachers took courseware, which benefited me a lot.

Through the teaching experience gained in this annual meeting of primary school mathematics teaching, we reflect on our usual classroom teaching. We still lack a lot, and there is still a certain distance from the teaching of those famous teachers. Our teaching quality needs to be further improved, and our teaching ability needs to be further strengthened.