1 Brief reflection and summary after class
During the period of studying the new curriculum, I reflected on my past teaching thoughts and behaviors, and re-examined the views and practices that were once regarded as experience with the concept of the new curriculum. Now I will sum up my experience gained in reflection and correct my shortcomings:
First of all, we should change the role in teaching and the existing teaching behavior.
(1) According to the requirements of the new curriculum, teachers have changed from traditional knowledge givers to organizers of students' learning; Teachers become the leaders of students' learning activities, not the leaders; Teachers should step out of the shelf of "dignity as a teacher" and become participants in students' learning. Teachers and students should study together and make progress together.
Second, we should respect students' existing knowledge and experience in teaching.
When designing lesson plans, we should think about "what life experience and knowledge reserves students have", "how to design lesson plans that students can easily understand according to relevant theories and students' reality" and "what happens when students accept new knowledge". When preparing lessons, although teachers will prepare various learning plans, in actual teaching, they will still encounter some unexpected problems, such as students' failure to answer questions as planned, disputes between teachers and students, and disputes between classmates.
At this time, teachers should reflect on "why there are such problems, how to adjust the teaching plan and how to adopt effective strategies and measures" according to the feedback information of students, so as to organize teaching along the students' ideas and ensure the teaching process to run along the best track. After the teaching, teachers can ask themselves questions like: "Is my teaching effective?" "Are there any highlights that surprise them in teaching? What is the reason for this highlight? " "What can be further improved?" "What did I learn from it?" Only in this way can we meet the requirements of the new curriculum reform for teachers and help them implement the teaching plan.
Third, teachers should pay attention to communication and dialogue with students.
Full dialogue and communication between teachers and students is very beneficial to the development of groups and the growth of individuals. For example, a teacher designed some familiar life situations when teaching "average score": dividing peaches, fish, biscuits and apples. In the exchange and dialogue, some teachers suggested that it seems to be limited to start teaching only around "eating". In fact, we still have a lot to allocate in life, and we can appropriately expand the teaching design. Such open discussion can promote teachers to reflect more effectively and transform practical experience into theory.
Fourth, teachers should make a summary record of each class.
After the end of a class or the completion of a day's teaching tasks, we should calm down and think carefully: whether the overall design of this class is appropriate and whether the teaching links are reasonable. For example, a teacher asks students to carry out comprehensive training on fractional application problems: the price of a set of tables and chairs is 48 yuan, whether its content is clear, whether the teaching methods are fully used, and whether the key and difficult points are prominent; What actions I have taken today are correct, which ones are not good enough, and which ones need to be adjusted and improved; Whether the enthusiasm of students is mobilized, whether students are willing to learn, whether I am willing to teach, and what are the puzzles. Think about these clearly, make a summary, and then record them for reference in future teaching. After long-term accumulation, we will certainly gain a valuable teaching wealth.
A brief reflection and summary after the second class
Teachers' duty is to teach and educate people. So, how can we give full play to their role? This has to involve a problem-learning to speak.
As a qualified teacher, we have to deal with all kinds of students every day. Then, when we face them, when we are on different occasions and under different circumstances, what words can we use to properly interpret our role as teachers? This is a question worth pondering. Because of some practical classes these days, I have a deep understanding. For example, today is a special failure. In a class I taught (they are all going to college in the future), I talked about some things about college. I didn't think much at that time, and I didn't make any drafts in my mind, so I blurted it out. I talked a lot about the negative situation of the university, the confusion and emptiness when I first arrived at the university, and the monotony and boredom of 3.1 every day. I even told them that the university was not as good as I thought. At that time, I had completely forgotten my role as a teacher. Tell my students some personal prejudices as the truth. It was not until later that I suddenly found that the students' expressions were wrong, sighing and disappointed. My heart thumped: it's over. How can I tell the students? They will all go to college in the future. If I hit them like this today and break their expectations of their dreams, then I am not delaying their future. Am I a sinner? Although many words are my real experience, why do I have to say them? As a teacher, I am really naive. I thought I just had to tell the truth. I thought I didn't have to think too much about being with students. However, afterwards I found out what a stupid mistake I had made. You are a people's teacher. Shouldn't you be serious and responsible in front of the students? You know, what a teacher's words have on students!
I'm glad I found my mistake in time. Of course, I have to actively try to correct it. Learn to be a talking teacher. Know what to say and how to say it in front of students. Always pay attention to your words and deeds. Always remember: I am a people's teacher, and my words and deeds are always affecting my students!
Work hard! I believe that I will do better and better in the teacher's journey!
A brief reflection and summary after the third class.
The so-called teaching reflection refers to teachers' re-understanding and reflection on education and teaching practice, so as to sum up experiences and lessons and further improve the level of education and teaching. Teaching reflection has always been an effective means for teachers to improve their personal professional level, and everyone who has made achievements in education has always attached great importance to it. Now many teachers will reflect on their own gains and losses from their own educational practice, and improve the quality of teaching reflection through educational cases, educational stories or educational experiences.
Personal reflection summary method
"Thinking after class": It is very important for new teachers to sum up their thoughts after a class and write a class or teaching diary. "Think after a week" or "think after a unit": that is, after a week of class or a unit, reflect, cross the river by feeling the stones, and correct the problems in time when found; "Thinking after the month": finishing a month's teaching activities; "Mid-term thinking": that is, the popular mid-term quality analysis, which is a relatively complete stage analysis. Pass the mid-term exam, hold a student forum, listen to opinions, and conduct a complete integrated thinking; You can also reflect on a semester, a school year or a teaching link.
Steps/methods
1, written successfully
The practice of achieving the pre-designed teaching purpose and causing teaching shock effect in the teaching process; 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. On this basis, we will continue to improve, perfect and innovate to reach the peak of glory.
2. Write down the shortcomings
Even successful classroom teaching will inevitably have omissions and mistakes. We should systematically review and sort them out, and make a profound reflection, exploration and analysis on them, so as to draw lessons for future re-teaching.
3. Wit in writing teaching.
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 by after-class reflection, they will disappear with time, which is regrettable.
4. Writing about students' innovation
In the process of classroom teaching, students are the main body of learning, and there is always a "spark of innovation" flashing on students. Teachers should fully affirm some unique opinions put forward by students in class, which not only promotes students' good methods and ideas, but also appreciates and encourages them. At the same time, these valuable insights are also a supplement and improvement to classroom teaching, which can broaden teachers' teaching ideas and improve teaching level. So recording it can supplement rich materials and nutrients for future teaching.
A brief reflection and summary after the fourth class
First, the basic situation of the exam
In this mid-term exam, Class A (69 students) achieved stable results, maintaining the advantages of the orientation exam, with the highest scores of 127 (the highest score in science class), 1 10, 13 (more than other students in Class A 10), 66.
The results of Class B (77 students) are not satisfactory, with a slight decline. Among them, as many as 3 1 students failed, 0 students scored above16,5438+00, and only 10 students scored above 10, which is far from a good class B.
Second, the reason analysis
Teachers' reasons
1, failed to make a scientific and reasonable teaching and review plan for each student, so that many students could not be taken into account in the process of teaching and review.
2. The "difficulties" of students with learning difficulties are not accurate enough and comprehensive enough, which leads them to be at a loss about some types of questions they have done during the exam. For example, _ _`.
3. Insufficient practice, reinforcement and inspection. For example, students are always asked to dictate poetry appreciation questions or ask a few simple images to understand, so there are not many opportunities for students to write specific answers. Therefore, there are some phenomena in the exam, such as unclear semantic expression and weak answering logic, which leads to losing points. examination paper analysis
Multiple choice questions: There are about 2 class A mistakes, mostly in sick sentences and idioms. Class B is mostly up and down five lanes, and the wrong questions are mostly classical Chinese, idioms and sick sentences. It can be seen that students' accumulation of idioms and classical Chinese vocabulary is not enough, and sick sentences lack systematic theoretical knowledge, so they can only do problems by feeling.
Subjective question: Classical Chinese translation and ancient poetry appreciation are the weaknesses of the two courses. There is a difference of more than 7 points between the scores of the two sentences in Class A, more than 4 points in Class B, and few of them have a total score of more than 8 points. It reflects that students have poor translation habits, poor classical Chinese foundation and low ability to infer the meaning of real words according to the context. For example, it is rare to translate "in" into "twice". "Illness" is understood as "a guilty person" or "people's suffering", and most people do so. There are few answers to the terms of poetry questions, and they prefer to "write by feeling", which leads to few scores in understanding the meaning.
Reading literary texts: the score of class A is about 18, and the score of class B is about 14. The problem is that the answer is vague, the words are inaccurate and the analysis is not comprehensive enough. Students don't understand the basic answering mode of "focusing on the answers and numbering the main points".
Composition: Class A fonts are neat, and the thinking is much more accurate, about 46 points, but not much 50 points. Class B fonts are scrawled and fuzzy, and the score is about 42 points.
Third, improvement measures
1. Grasp the "difficulties" of each student with learning difficulties and work out a scientific and reasonable counseling plan. Use enough "love and patience" to establish the self-confidence and interest of students with learning difficulties and solve the problem fundamentally.
2, often communicate with students, understand their ideological changes, give spiritual encouragement, so that they always have the motivation to "go forward". Chinese is a language subject. As a teacher, students should be required to read more, write more and practice more, so that students can experience and understand in reading and summarize and reflect in practice. Let students like Chinese. Try to get good grades in the final exam!
A brief reflection and summary after the fifth lesson
Personal teaching for nearly 20 years, according to the stage and cycle of personal growth, is mature. Looking back on this teaching process, the stage of personal rapid growth is between 8 years and 12 years. During this period, with the influx of new curriculum reform, as a front-line teacher standing at the forefront of the reform, I can only face up to and accept one teaching challenge after another, and get the opportunity of training and learning for key teachers in the city. In the exploration of education and teaching practice, with the continuous updating of classroom teaching concepts, personal classroom teaching has undergone great changes, and I feel the joy of teaching and have gained fruitful results. During the period from 18 to 20 years, individuals seem to have entered a period of job burnout and returned to the stage. The enthusiasm for work is not high, just taking part in various teaching and research activities with tasks, and working with the mentality of taking up tasks and being happy at leisure without tasks, has reached the stage of living on one's laurels. There are three reasons for correction: 1. Individuals have no growth goals. 2. The influence of personal education and teaching environment. In middle age, people have few opportunities to participate in teaching competitions, and they are lazy and have no initiative. There is not much time to settle down and study. I don't take reading as my lifelong learning goal. How to get out of the bottleneck period of self-education and teaching and change the current mentality. I should do this:
First of all, learn and cultivate your own morality.
Teachers should first take reading as the goal of lifelong learning. With the development of society, knowledge is constantly updated, and most of our knowledge is obtained from books. Reading good books can purify and redeem people's hearts. Only when you know how to read can your knowledge be continuously passed on to your students and people around you, making people feel that you are a mentor. If you don't think and refine when reading, you won't leave memories, accumulate and precipitate. I want to make some reading notes when I am reading. This is a dialogue with the master and the characters in the book.
Second, reflect on yourself.
I think reflection should have two aspects:
(A) at this stage of personal self-awareness and evaluation. From teaching to a certain age, a person can only make progress by constantly reflecting on himself. Otherwise, you will only enter the "recession" stage prematurely. No pursuit of life. See if the surrounding environment is conducive to their own growth. If their teaching environment is, teachers will complain when they are working, and entertainment at ordinary times is rubbing hemp. Can you stay out of it, keep your mind and body clean, be a real teacher and get rid of the secular atmosphere? .
(B) reflect on their own education and teaching behavior. When we stand on the three-foot platform, we are teachers, so we should be careful. We have dozens of pairs of eyes watching our words and deeds, and we can't let the child's heart be hurt, nor can we let the child's eyes be covered with dust. Can our classroom teaching make students happy and gain something at the same time?
Third, education and scientific research.
Teaching without research is shallow, and research without teaching is empty. Educational research is an effective way to promote teachers' professional development. Practice-reflection-promotion-summary is the process from teaching to research.
Fourth, improve the professional level.
I am a full-time English teacher. I have been teaching for 20 years, and more time has been spent on education, teaching research and exploration. Spend little time on career advancement. I always feel that my professional knowledge and skills are enough to cope with primary school students. Only by improving their professional skills can teachers master classroom teaching.
A brief reflection and summary after class 6
"You will know that you are sleepy after teaching." Teachers often reflect in the process of education and teaching, and will constantly find confusion and stimulate teachers' lifelong learning. For a long time, teachers have been required to master the syllabus and more textbooks, so teachers study more textbooks and teaching methods, while studying students' thinking activities is less, so they choose fewer teaching methods suitable for students' cognitive process. Students' acquisition of knowledge generally goes through the process of active inquiry, group cooperation and active construction. Under the background of the new curriculum, how to make students feel the desire to learn mathematics, regard learning mathematics as a pleasure, and truly become the master of junior high school mathematics. Then guide students to master various learning methods in a planned, step-by-step and hierarchical way. So that our students can learn actively and independently and adapt to the requirements of the new curriculum. The guidance of specific mathematics learning methods is a long-term and arduous task, and mastering the guidance of learning methods plays a vital role in future learning.
First, guide students to preview and cultivate self-study ability.
Students are often not good at preview and don't know what role preview plays. Preview is just a form, and you can't see the problems and doubts at a glance. When guiding students to preview, students are required to accept new knowledge and cultivate their mathematical ability mainly in the classroom, so we should pay special attention to the learning efficiency in the classroom and seek correct learning methods. Before previewing, the teacher arranges the preview outline first, so that students can have a clear aim. Practice has proved that developing good preview habits can make students change passive learning into active learning, and at the same time, it can gradually cultivate students' autonomous learning ability.
Second, pay attention to listening in class and cultivate students' thinking ability.
Junior high school students often don't adapt to the increase of courses and the increase of classroom learning. They concentrate on one thing, lack energy and reduce the efficiency of class. Therefore, in class, we should closely follow the teacher's thinking, actively develop thinking, predict the next steps, and compare our own problem-solving thinking with what the teacher said. In particular, we should do a good job in learning basic knowledge and skills, and review them in time after class, leaving no doubt.
Third, guide students to think.
Mathematics learning is a process in which learners form a new mathematical cognitive structure on the basis of the original mathematical cognitive structure and through the connection between old and new knowledge. Because this kind of work must be done by each learner relatively independently in the end. Therefore, in the teaching process, teachers should guide students to think about the law, and teachers should focus on the following points: make students reach the realm of mastery. In the guidance of thinking methods, students should pay attention to: think more, think diligently, and think with listening; Deep thinking, that is, tracing back to the source and being good at asking questions boldly; Good thinking is to associate, guess and induce by listening and observing.
Fourth, do more questions appropriately and develop good problem-solving habits.
If you want to learn mathematics well, it is inevitable to do many problems, but you can't do poorly in the tactics of asking questions. You should be familiar with the problem-solving ideas of various questions. Students are often eager to finish their written homework after class, while ignoring the necessary consolidation, memory and review. Therefore, the phenomenon of imitating routine problems and solving problems with formulas appeared, which caused homework to be handed in for the sake of handing in homework, which could not play its due role in consolidating and deepening the understanding of knowledge.
A brief reflection and summary after lesson 7
Bruner said: "Knowledge acquisition is an active process. Learners should not be passive recipients of information, but active participants in the process of knowledge acquisition." The core of students' learning subjectivity is autonomy, that is, under the guidance of teachers and driven by learning enthusiasm, students take the initiative to participate and fully reflect their learning subjectivity.
Teaching activities must be based on students' cognitive development level and existing knowledge and experience. Teachers provide students with opportunities to fully participate in learning activities and help them truly understand and master basic knowledge and skills in the process of independent exploration and cooperation. Therefore, in teaching, we should combine students' practical experience and existing knowledge to design interesting and meaningful activities, so that they can have more opportunities to practice boldly, thus improving students' comprehensive quality.
Based on my own teaching practice, I will talk about my understanding and practice of the school-based course "Integrating Strange Stones and Rebuilding New Landscape" in our class.
First, entertaining and guiding students to take the initiative to participate.
For primary school students, games are the best way to stimulate their minds and interests and get physical and mental pleasure. In teaching, students' attention is easily distracted. Therefore, organizing games frequently in teaching activities, entertaining and entertaining, can greatly improve students' interest in learning. Mr. Chen Heqin once pointed out: "Games are indispensable activities in life. People always like games, regardless of age or sex. If we can turn reading activities into games in the era of reading, won't reading become more interesting, happier and more progressive? " According to the above point of view, I often organize students to play games in teaching, and integrate knowledge into various games reasonably, so that primary school students can learn in games and achieve good teaching results. The design and selection of games should be suitable for students' age characteristics and make them like it. In teaching, teachers should organize some social games with specific themes and roles they like to improve their interest in participation.
Second, feel happy, express opinions and improve efficiency.
School-based curriculum should not ignore students' oral expression ability. Some teachers think that the training of oral expression ability is the patent of Chinese class. In fact, allowing students to express their ideas and opinions more can not only improve their interest in learning, cultivate their enthusiasm for seeking true knowledge, but also eliminate their anxiety in learning, so that students can firmly master knowledge in a relaxed and happy environment.
The new curriculum has changed the situation that the content of the old curriculum is divorced from the reality of life, emphasizing the connection between teaching and real life, and making students close to life. Participation is the need of students' psychological, cognitive development and active exploration of knowledge, and it has become the need of innovative talents in the new century.
A brief reflection and summary after lesson 8
Watching the Tide is the first text for children to enter the fourth grade, and it is also the first text I have taught as a primary school Chinese teacher. It took me three hours to write the original two lessons, and I explained them in detail from the content to the writing techniques, but I still want to finish them. The children learned to watch the tide, and I learned a lot through the first lesson.
First of all, the teaching content should be arranged according to the specific academic situation of students. Most students in our school are children of migrant workers, and their parents don't have much time and energy to create good conditions for their study. Chinese learning obviously lags behind the schools in Shanhaiguan. Therefore, when teaching these students Chinese, we should focus on the understanding of basic knowledge, including: 1. Pronunciation, writing and meaning of words; 2. Read through the text, and it would be better if you can do emotional reading. Only on the basis of doing these two points well, can we get the due effect by deep excavation and extended training of the text content.
Third, arrange teaching according to teaching objectives. The teaching goal of this lesson is: 1. Learn the new words in this lesson; 2. Feel the strangeness and grandeur of the spring tide; 3. Understand the author's writing techniques, learn the author's orderly and focused observation methods, and cultivate students' habit of observing things around them. We only need to focus on the first goal, and the second and third goals will be realized in the study of the text. The key points of a text should be prominent, not just eyebrows and beards. I made the mistake of scraping everything, which led to such a long explanation of this text, but the effect was not so good.
Then, we should pay attention to the use of appropriate teaching language in teaching. I am a very picky person, but generally I don't praise others. But now my career tells me that I should praise people around me, especially my students. In class, I will not use encouraging language to students. After all, they are children, and adults like nice words, what's more, children need encouragement.
Finally, attention should be paid to details in teaching. In teaching, the teacher's words and deeds will be amplified by students, so no matter where you are, you should pay attention to the details, especially the writing style. In this class, students point out mistakes, but they don't realize it. Because they are used to scribbling and think that writing like that is correct, they don't consider that in the eyes of students, they have only learned to write for a few years and need extremely correct and standardized writing demonstrations.
A brief reflection and summary after lesson 9
Pomegranate is a text in the fifth textbook of Jiangsu Education Press. Based on the seasonal changes, the author described the scene of pomegranate germination, flowering and fruiting. The last natural paragraph describes the appearance, color and taste of pomegranate seeds in detail, revealing the author's love for pomegranate between the lines. In teaching, I try my best to use the intuitive effect to guide students to understand words with eyes, mouth and other forms and feel the content of the text, so as to better train in reading, speaking and writing.
In this natural writing, some words are vividly used, such as "agate-like", "close to each other", "red and white" and "crystal clear". You can't really understand these words by imagination alone. In teaching, I show objects, guide students to observe pomegranate seeds carefully, and then exchange feelings. Some students said, "Pomegranate has a red head and a white head, which is called' red and white'". Some students said, "They lean together one by one, just like corn kernels, they are' snuggling'". Some students said: "I saw pomegranate seeds are very bright, like Baoyu's, very beautiful." This is' crystal clear and bright' "... then, I broke the pomegranate seeds and let the students share them. After eating, ask them how they taste. The students raised their hands one after another, some said it was sour, others said it was a little sweet, and they still felt refreshed after eating it. Through observation and tasting, students not only understand the words describing the appearance, color and taste of pomegranate, but also deepen their love for pomegranate. Reading on this basis is relatively successful.
In addition, this paragraph provides a good example for students to write about fruits. After the teaching, the class will hold a melon and fruit exhibition, so that students can introduce the color, appearance and taste of the fruits they have brought, and write a paragraph to truly combine reading and writing.
10 Brief reflection and summary after class
This class, around the core issue of "informing everyone as soon as possible", constructs the teaching process. In the classroom, students actively and successfully complete the teaching objectives of this class, which also reflects the new curriculum concept.
1. Teaching materials, the transformation from teaching materials to using teaching materials has been realized. "Calling" is the teaching content of a comprehensive practical activity class in the fifth grade of the compulsory education curriculum standard experimental teaching evaluation book (People's Education Edition), and its situation is to call 15 students to participate in the performance as soon as possible. In this lesson, I deeply studied and mastered the textbook. On the basis of respecting the knowledge system of teaching materials, I estimate that it is difficult for students to find out the plan of "calling 15 people as soon as possible", so we adopt a hierarchical and progressive way to let students find out the plan of "calling 7 people as soon as possible" and then find out the plan of "calling 15 people as soon as possible". Dealing with textbooks in this way disperses the difficulties and conforms to the idea and method of mathematical induction.
2. The connotation of "practice and comprehensive application" determines the important position of its process goal. This lesson will discuss the process of "how to save the mobile phone". In teaching, students are deliberately allowed to go through the process of trial and error, so that each student can design different schemes according to his own life experience and understanding. Therefore, from the "one-by-one notification" of the first scheme to the group notification of the second scheme, and finally gradually optimized to "everyone is not idle", so that students can fully understand the diversity and optimization of the methods. In addition, in the process of solving problems, different students use different diagrams and formulas to express the ideas and results of solving problems, which shows students' unique way of thinking and problem-solving strategies, and is also conducive to the cultivation of symbol sense and the infiltration of modeling ideas. Therefore, although the teaching time of this link has been greatly increased, the educational value of this learning material has also been fully explored and expanded.
3. Let students experience the whole process of exploration, and students' dominant position will be realized. This lesson begins with asking students to explore the best scheme of calling seven people as soon as possible, which stimulates students' desire to explore. Then, the teacher suggested that students use this method to explore the best scheme as soon as possible and call 15 people, so that students can observe, analyze and summarize in the exploration activities, find the laws from them, and then apply the laws to solve problems, and finally promote the internalization of students' knowledge. Call everyone as soon as possible to inform you of the formation of the best plan and the discovery of the law. This is not "given" by the teacher, nor is it passively accepted by the students. Instead, under the guidance of the teacher, students actively participate in the exploration activities, and through the discovery of hands, words and brains, students experience it themselves and take the initiative to obtain it. This is a teaching concept advocated by the new curriculum.
Of course, teaching itself is an art of regret. As far as this lesson is concerned, there are still many places that need to be improved and improved. I hope teachers can give more valuable advice.
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