Reflections on the teaching of lesson plan 1 In this classical Chinese teaching class, I pay attention to the new concept of "student-oriented development", and put "autonomous learning" throughout the whole teaching process, creating a relaxed learning situation at all times, stimulating students' interest in learning and making students' thinking move.
First, the design is novel:
In teaching, I grasp the concise language of classical Chinese and put the activity of "reading" in teaching consistently, from model essay reading to free practice reading to affectionate reading, so that students can gradually deepen their understanding of the article and become familiar with it unconsciously.
Second, pay attention to the cultivation of students' personality:
In teaching, I can respect students, let them understand freely through various ways, publicize their personality, pay more attention to their creative opinions and experiences, and let them learn something.
Third, get close to the students in this class.
In teaching, as an equal chief, I guide students to contact students' reality rationally and skillfully when learning ancient Chinese, so that they can be complacent and learn from it.
Fourth, shortcomings:
When explaining the meaning of each sentence, the explanatory scale of the auxiliary word "zhi" is not very accurate, and it is a bit deep, and some students can't grasp it well.
Reflection on teaching plan Part II: Observation object I let students experience the process of observation. Students observe objects from different positions, with different shapes, and can see up to three faces. They can correctly identify the shape of simple objects observed from the front, left or right, and above, cultivate students' hands-on operation and observation ability, and initially establish the concept of space. Has the following advantages:
Learn to observe. Teachers should let students know how to observe objects from different positions. For example, if you observe a column from the front, the teacher should let the students observe it from a distance, put the column on the platform and let the students stand at the back of the classroom. The height of the column should be as high as the observer's eyes, and it is best to narrow the eyes slightly so that the column seen by the students from the front is a real cuboid. Most students can understand.
2. Group cooperative learning, so that students can see the circle from the front and use learning tools to experience it. What could it be? If you see a square from the front, what will it be? ..... The teacher gave a plan consisting of three squares from the front, and asked the students to use four cubic building blocks. What kinds of methods are there? Group members discussed, began to build, and finally formed * * * knowledge.
3. On the basis of learning to observe objects, the teacher asked students to observe objects composed of several small cubes and draw the observed figures from the front, left or right. Most students can draw it correctly.
In short, the teaching content of "observing objects" can make students really master knowledge as long as they can perceive specific objects.
Reflections on the teaching of lesson plans Part III English teaching in grade seven plays a very important role in junior high school. If the English foundation is not good, it will weaken students' interest in learning English, directly affect the continuous improvement of English in Grade 8, and at the same time polarize students, restrict the balanced development of students' grades in various subjects, and even affect students' English learning in senior high school. Therefore, how to prevent polarization, improve teaching quality in an all-round way, and enable students to lay a good foundation in junior high school and achieve better results is a problem worthy of study and discussion by our junior high school English teachers. The following is my opinion:
First, freshmen are curious about English and have a high interest in learning.
Teachers should guide students attentively and explain the importance of learning English. In the teaching process, we should protect students' interest in learning, praise and encourage students more, and criticize and dig less. Ask students not to be afraid of making mistakes in their study, because everyone will make mistakes, including native English speakers.
Students in Grade Two and Grade Seven have a weak sense of English language and low expression potential.
Teaching should put listening and speaking first and keep up with reading and writing. Ask students to read the main grammar sentences and dialogues in each unit and recite them if necessary. As the students in Grade One are not self-disciplined, teachers should guide and supervise them.
Thirdly, vocabulary plays an important role in English learning, and it is very important to teach students how to memorize words by heart.
Teach students to be familiar with phonetic symbols and syllables, explain the pronunciation rules of English letters and letter combinations in detail, and spend more time teaching students how to remember words with phonetic symbols until they master them.
Fourth, according to the syllabus, combined with the actual situation of students, formulate effective teaching strategies and fully prepare lessons.
In class, we should seriously talk and practice, really return the time to the students, organize classroom teaching with inspiring language, and strive to develop into an "interactive teaching mode" so that students can learn knowledge in a simple and active atmosphere and learn while playing. This teaching mode is very popular among junior high school students.
Fifth, in vocabulary and grammar teaching, we should grasp the important and difficult points and take students as the main body.
The explanation should be clear and thorough, easy to understand, and should not be greedy and quick, which makes it difficult for students to digest and understand and affects their learning confidence. Communicate with students in spare time, understand students' difficulties in time, give timely counseling and deepen their memories.
Six, after each unit, to arrange appropriate targeted exercises, feedback teaching effect, consolidate the knowledge.
Summarize the gains and losses of learning in time, evaluate students reasonably, affirm their efforts and progress, put forward shortcomings and correct them in time.
Reflections on the teaching of lesson plans Chapter Four Fruits are familiar and liked by everyone, and they also contain rich resources. According to the seasonal characteristics of crisp autumn and the age characteristics and experience of small class children, the theme of "delicious fruit" was launched. During the two-week theme, our activities were colorful and unforgettable.
Before the activity, we make full use of resources, invite parents to visit fruit shops, collect pictures and objects of fruits, enrich the experience about fruits, and make fruits with children. With the participation of parents and the attraction of lovely fruit dolls, children have a strong interest in fruit and gradually entered the world of fruit. With the help of parents, our main wall is rich in content, including common fruits, and many fruits that children have never seen or eaten, such as kiwi, hawthorn, olive, pitaya, winter jujube and blackberry. Expand children's horizons in time and attract their attention.
Through the activity of "Fruit Photo Studio", children observed the shape characteristics of fruits, got to know several special fruits and felt the diversity of fruits. Through the scientific activities of fruit family photos, we can distinguish the obvious differences in size, and learn to count and say the total number consistently with our hands and mouth within three years. Sweet and sour oranges, fruit salad, delicious fruit soup and other activities are to let children know how to peel fruit, understand other ways to eat fruit, and cultivate their hands-on ability. The activity of "fruit riddle" makes children interested in guessing riddles and learn how to guess riddles.
Theme: Children are active learners, and the purpose of creating environment is mainly to create conditions for children's development, mobilize their enthusiasm and initiative, and give play to their creative potential. In the creation of environment, let children, parents and us become the masters of environmental creation. It is a good way to let parents and children collect information together and let children participate in the layout of the environment.
After the activity, I also have a regret: if an activity can be arranged in the theme, parents can come to the garden with their children to make fruit salads, fruit soups and fruit masks, which will certainly stimulate their children's interest in active learning, and also let parents know about kindergarten activities and enhance their home ties.
Reflection on Teaching Plan 5 I. Reflection before class:
Clear teaching objectives, understand students' cognition, control relevant teaching materials and formulate teaching strategies.
1. Study the teaching materials and determine the teaching objectives.
We always feel that the content of new textbooks is not much, but the topics are endless. First, for example, the definition of acceleration in the section "Description of Speed Change" in Compulsory Physics I published by People's Education Publishing House has only one paragraph in the textbook. Acceleration is the ratio of the speed change to the time taken for this change. I think the connotation of this definition is profound, suggesting that the physical quantity that determines the acceleration is a ratio, not the speed or the change of speed. Secondly, the relationship between acceleration direction and velocity direction is briefly explained in the textbook with figure 1.5-2. But the most important understanding in this class is the connotation and extension of the concept of acceleration, so the understanding of the concept of acceleration should be the teaching goal of this class.
2. Study students and set development goals.
Through the reflection on students' pre-school study, I introduced the actual videos of motorcycles, racing cars and airplanes into the teaching of the second classroom of acceleration. In the process of watching the video, students not only found the speed changes of several cars at different speeds, but also introduced the acceleration, which greatly stimulated the students' interest in inquiry and laid a positive, eager and happy tone before learning.
Second, classroom reflection:
Pay attention to students' feedback, control the teaching process and optimize the behavior of teachers and students.
1. Create a learning atmosphere
In the teaching of acceleration, I put the questions out, don't tell the results directly, and let students organize debates. Against this background, the group discussions are as follows.
Question 1: What physical quantities is the magnitude of acceleration related to?
Question 2: high speed and high acceleration? High acceleration and high speed?
Question 3: Does the acceleration increase with the increase of speed? Will the acceleration decrease and the speed increase?
Question 4: When the speed changes greatly, the acceleration increases? Is the reverse also true?
Question 5: How to understand the definition of ratio?
Through the above questions, the students began to debate. Each group of students cited examples from their own lives to prove their views, and at the same time explained their wrong concept of regression. Show yourself, analyze yourself and finally develop yourself.
2. Optimize the learning process
Let's look at "acceleration" and look at acceleration from v-t images. During the discussion, the students put forward many ideas and "brilliant ideas", such as watching the change of speed with isochronous time, watching the time with constant speed and so on. Although they are not necessarily representative, it is also effective to use them for a certain period of time. Maybe it doesn't make any sense, but after the teacher's guidance, they will be suddenly enlightened. Do you think this kind of teaching is more useful than preaching? According to the teaching content, I emphasize "practice and discussion" in the teaching of "seeing acceleration from v-t images", which makes the induction and summary full of vitality.
3. Cultivate self-study ability
Self-learning ability can't be achieved overnight, and we may also encounter "sadness" in teaching: it is common for students not to cooperate and ignore, and it is common for them to start without paying. But think about your preaching. How much did he listen to? And try to encourage him to move, so that he can change his study habits, and one day there will be a mutation. Students are a sustainable person, and the focus of teaching should be the active, vivid, comprehensive, harmonious and full development of all aspects of learning subjects, so as to lay the foundation for students' lifelong learning and development. The development of creativity is a cumulative process. Teachers should use various media to stimulate students' imagination in various lively ways, give analysis, guidance and support to unconventional ideas, and cultivate students' habit of all-round progress and continuous innovation. Sometimes teachers can consciously provide false information to stimulate students' choice and judgment ability from the opposite side, so that students can find the basis for their own arguments and form good study habits through repeated tempering. Modular teaching in the new curriculum standard gives students more choices and provides more imagination space for their development. For example, in the teaching of "acceleration direction and velocity direction", I let students read the content of textbook p27 by themselves, and summarize the relationship between acceleration direction and velocity direction with reference to figure 1.5-2, and give timely affirmation and praise according to students' answers. It can be said that the knowledge they have learned is profound and the inspiration to students is just right.
Third, after-school reflection:
Summarize the teaching gains and losses, pay attention to the process effect and improve the quality of teachers and students.
After the first class, I wrote "Postscript of Teaching" in time, recorded my own experience after teaching, and revised the design of teaching process in time, which not only effectively improved my own quality, but also improved the second class. Reflection after teaching is the only way to accumulate teaching experience and revise teaching strategies. Is it effective to think about it after a class? Is the teaching method you use telling or exploring, or focusing on developing students' ability? Do you feel good about yourself? How much time is arranged for autonomous learning, and are students fully involved? How many problems do we need to reflect on and solve? From preparing lessons to attending lectures to guiding students to learn, has our concept changed to the realm required by the new curriculum standard?
Reflection on Teaching Plan Part VI The Poor Man is a short story written by Russian writer lev tolstoy. The text tells the story of a fisherman and his wife, Sang Na, who took the initiative to adopt her two children after the death of their neighbor Simon. It truly reflects the miserable life of fishermen under the Russian autocratic system and praises the good qualities of fishermen and Sang Na who would rather suffer than help others. The words properly express the true feelings in accurate and simple language, which makes people deeply moved to read.
"The Poor" is an old text, which has been taught many times, but each time it is a brand-new experience. When designing before class, stick to the unit training point: on the basis of reading the text and feeling the emotion, learn how the author expresses the beautiful emotion through the description of the environment and the psychological activities of the characters. Therefore, when designing and learning, we should pay close attention to the environment, dialogue between characters and psychological sentences to experience.
In teaching, I strive to create a democratic, equal, relaxed and harmonious atmosphere and respect students' unique feelings. The students' performance is unexpected, and they can quickly grasp the key part of the sentence and feel sincere feelings.
"Her heart is beating so hard that she doesn't know why she did it, but she feels she has to do it." Most students found out the contradiction between "I don't know why I did this" and "I feel compelled", and felt that Sang Na's kindness was instinctive and came from the deep heart. This is more appropriate than the default concern for the poor, and it can better illustrate the quality of Sang Na.
"She thought nervously," what will he say? Is this a joke? ...... "All right, hit me!" "Students in self-reading, discussion, mutual reading, seize the" anxiety ",several ellipsis said psychological intermission, fully feel the pressure brought by life to Sang Na, and feel that Sanna loves her husband, sympathizes with orphans, and would rather suffer than help others' beautiful hearts.
Students' understanding and sincere feelings are amazing when they deeply understand the characters' psychology and feel the characters' quality in connection with the background and reality. Don't underestimate this group of students. When our teacher creates a suitable atmosphere, students will be wonderful in class.
Reflections on the teaching of lesson plans Chapter VII Since I entered the teaching of writing division, I feel more and more difficult. Facing the students' homework, I am very worried: Is the new curriculum standard textbook too difficult, or do I not better grasp the arrangement intention of the new curriculum standard textbook, or do I not correctly understand the students and find the breakthrough point of new knowledge, which leads to passive teaching?
After several days of practice and reflection, I think there are several main reasons:
First of all, I don't know enough about students' original knowledge, such as the vertical writing format of division, and I don't estimate enough about students' acceptance and possible problems. Looking back, because students only learned simple pen division in the second volume of senior two, and only used multiplication tables for oral calculation at that time, they lacked vertical writing format and tried commercial methods, and the interval was long. Many students have forgotten the vertical writing format of division, but I only used one exercise to review this part of the content, and did not spend more time for students to review and consolidate. As a result, I have to give myself a surprise after the first class. If this part of knowledge is fully reviewed before the new class teaching, the teaching effect will definitely be better.
Secondly, the simplification of textbook examples makes the difference between old and new knowledge points too big, and the new knowledge points are concentrated, which makes it difficult for students to learn. The selection of materials in the new curriculum standard is close to life, and the form is novel and lively, which brings us fun in learning mathematics. However, it is its flexibility and diversity that make it difficult for students to master. For example, when teaching "One digit divided by two digits, whether the quotient of three digits is two digits or three digits", there are many difficulties. For example, students' thinking stays on oral calculation according to the multiplication table, lacking the vertical writing format of division, and trying to correctly judge how many digits the quotient is by quotient method, with the middle of the quotient being 0 and the end of the quotient being 0. These are all difficult for students to understand and master. And those students who are at the lower and middle level have a particularly hard time learning.
The new textbook is more vivid than the old textbook, and the students still can't satisfy me. Today, I deeply realized it again.
Reflections on the teaching of lesson plans. After two classes of pre-class communication, the five new classes decided to arrange teaching by stimulating students' interest in learning and observation habits. For example, in the teaching of this class, first of all, because the inventor of leverage is Archimedes, it is necessary to briefly mention Archimedes and his story in class, and use his "big talk" to incite the earth to arouse students' interest in learning.
This lesson focuses on the teaching of three positions on the lever, analyzing the positional relationship of these three points, and combining students' own feelings and usual experience. Let the children analyze for themselves first, and put the force points in different positions before and after the lever, so that our stress situation will be more laborious or less laborious? In this way, students can have a preliminary experience of force and analyze whether the distance between the force point and the fulcrum is near or far. This analysis is helpful for students to understand the distance relationship between labor-saving lever and labor-saving lever. Let the students understand these relationships, and then hang a labor-saving lever and a labor-saving lever on the lever ruler. Take out the labor-saving bars of the whole class to analyze whether it is like this, and then take out the labor-saving bars hung by the whole class to analyze whether they are labor-saving bars.
Finally, summarize the scientific concepts. This link allows the whole class to complete the form together, which is equivalent to letting everyone record and analyze the balance of the hook code hung by each student, and then let the students experience the hook code hung under different labor-saving conditions. This kind of operation time will be more economical, and everyone can see the same type of situation when reporting, which will help students to distinguish it carefully. It is found that the first class is to let students hang a balance bar at will, and then analyze whether their lever is laborious or labor-saving. This kind of teaching hinders the confusion of teaching concepts and makes it difficult to achieve teaching objectives. So, after a class, I changed to let students analyze the situation of labor-saving lever and laborious lever first, and then hang the hook code on the lever ruler.
Reflections on the teaching of lesson plans 9 The Story of the Train introduces the achievements of railway construction in China, such as steam locomotives, diesel locomotives, electric trains, maglev trains, train speed-up and the construction of the Qinghai-Tibet Railway. It shows the excellent situation of the rapid development of China's railway construction, so as to stimulate students' interest in learning and love science. The topic of our grade group is "Cultivating good reading habits of first-year students in various forms". I designed this class like this:
First, based on reading, students explore cooperatively.
In the teaching process of "The Story of the Train", I mainly embodied the "reading-oriented" teaching method, guiding students to adopt various forms of reading. Thinking in reading, feeling in reading. Several good teaching activities have been designed to stimulate students' learning enthusiasm and cultivate their team spirit. For example, when learning the third paragraph of The Story of the Train, my teaching design is like this: Let the students read the third paragraph by themselves first, and then ask, "What have you learned from it?" Write on the blackboard according to the students' answers: steam locomotive, electric locomotive and maglev train. Then ask: "can you briefly introduce the three types of trains mentioned in the article to other students?" Then ask which one do you like? Why? Do you know what kind of trains there are? Introduce it to everyone. " Finally, can you read the third paragraph with emotion like a little introducer? Compare and see who reads with emotion.
Second, stimulate different thinking.
A common-sense text like "The Story of the Train" needs a lot of supplements from teachers to enhance its interest, otherwise it will be boring. So, I found many pictures of locomotives and electric locomotives, as well as short films of steam locomotives, diesel locomotives and maglev trains, which enriched the images of several trains introduced in this paper and made students experience the speed of maglev trains. Students immediately became interested in the text and easily understood several types of trains and their development history.
Children have great feelings for such familiar things as trains, which are also common in their pictures. After attending this class today, they have a better understanding of trains and gained more knowledge about them. Maglev train is a novelty that everyone is interested in, especially the recently opened Wuhan-Guangzhou high-speed railway, which is more likely to arouse children's curiosity. So I encourage students to develop their rich imagination, design a new train by themselves and draw it. After class, I pasted some students' works on the blackboard. The children are happier. It is very important to cultivate junior high school students' interest in learning Chinese, and I will continue to work hard for it.
Reflection on Teaching Plan 10 When I was teaching the article "Peace of the General", some students questioned: "The title of this text is" Peace of the General ",so as long as you can write a short story of" offer a humble apology ",why do you want to write two short stories:" Return the treasure to Zhao "and" Mianchi Meeting "? The problem involves the relative independence and integrity of these three story combinations, so I will let the students discuss them in depth and let them understand the importance of "harmony" through the specific narration of the three stories:
The first story, Return to Zhao intact, is about Lin Xiangru's wits and wits with the king of Qin, which is in the same strain as the climax of the contradiction between Lian Po and Lin Xiangru in the later "Apologize with a humble apology". As Lin Xiangru said, "I'm not afraid of the king of Qin. Will I be afraid of General Lian?" The article echoes before and after, and it is naturally and organically integrated. Structurally, it lays the foundation for writing "He" directly behind and further expressing the characters. The second story, Mianchi Meeting, is a further description of Lin Xiangru's courage and wisdom in defending national dignity, regardless of personal life and death, and daring to fight against the king of Qin, but it clearly shows the importance of "harmony". "Zhao Wang decided to start ... preparing for Qin Jun's defense." Because of the strong military backing, "Mianchi meeting, ... had to let Wang Zhao go back." Lian cooperated with Lin to fight against Qin, which made Zhao win. This explains the importance of "harmony", highlights the center of the article, and paves the way for solving contradictions later. The third story, Apologize with a humble apology, is the climax of the contradictory development of the whole story, and it is also the climax of expressing the character and explaining the importance of "harmony". Both characters appear in the story, and Lin Xiangru's forbearance with the tail from wagging the dog makes Lian Po, who cares about personal gains and losses, feel guilty and self-reproach-a sharp personal contradiction is finally solved under the premise of national interests, which further illustrates the importance of "harmony".
Through discussion, the students understand the causal relationship between these three short stories. On this basis, I summed up with the students: "He is a complete story, which consists of three short stories: Return to Zhao with a Perfect Piece, Mianchi Meeting, and Offer a humble apology. Lin Xiangru was resourceful, brave enough to "return to Zhao in one piece" and "meet Mianchi", and made many contributions to Zhao. He was named Shangqing by Zhao Wang, and his position was higher than that of veteran Lian Po, which caused Lian Po's dissatisfaction. Later, Lin Xiangru's noble character infected Lian Po, and Lian Po changed when he knew his mistake, apologized and made up. "