We came to Xinping Middle School in Fuliang County, Jingdezhen City, Jiangxi Province in September 1 and ended our internship on October 26th, 65438. I was assigned to Class Two, Grade One as an intern.
The basic content of practice includes two parts: classroom teaching and the work of the class teacher. The basic situation is as follows:
1, classroom teaching: 6 lesson plans, 6 trial lectures and 6 classes; Correcting homework five times; Twelve hours of self-study tutoring.
2. The work of the class teacher: organize class meetings with the theme of "love"; Talk with students and understand their psychological state.
Although I have made a lot of preparations before, I have encountered many difficulties in practical work. Fortunately, with the help of my tutor and other teachers in the school, and with the active cooperation of my classmates, I learned a lot of knowledge and skills that I couldn't learn in school, and also found my own shortcomings and deficiencies, which inspired me to make continuous progress and growth! As the saying goes, "it's hard to walk, and twists and turns will eventually pay off"! This internship made me feel a lot. On the one hand, I deeply feel that the vast knowledge makes me have to study hard day and night; On the other hand, I also deeply realize that to be an excellent teacher, we should not only be knowledgeable, but also pay attention to language, expression, psychological state, action mode and other aspects. My biggest feeling after each class is that it is not easy to be a good teacher!
After the trial teaching began, my daily job was to listen to excellent chemistry teachers' lessons-write lesson plans-try teaching-modify-try teaching, so as to improve it repeatedly. The lesson plan is revised repeatedly and then shown to the instructor. She will immediately point out a bunch of big and small problems, such as the language introduction here is too verbose, the requirements there are not clear, the words here are not thorough, there are inconsistencies and so on. Keep changing until the teacher says it's qualified. Then practice what you want to say in a class until you know it by heart. Even so, when I first went deep into the classroom, I still encountered many problems that I didn't learn in school and didn't expect in advance. After all, the mentality during the trial teaching is very different from that during the formal class.
Teaching students knowledge If we only know the knowledge in books, it is not enough. As the saying goes, "If you want to give students a bowl of water, you have to have a bucket of water". A good class not only requires us to learn from others, but also requires students to mention some knowledge that is not in books. At this time, you should not only know these knowledge points by yourself, but more importantly, you should be able to express them in easy-to-understand language that students can easily understand. I have a deep understanding of this. For example, when I was analyzing basic training, there was a topic that said, "What happens when carbon dioxide gas is introduced into saturated sodium carbonate solution?" As long as we know that the solubility of sodium bicarbonate is less than that of sodium carbonate, we can draw the conclusion that "white crystals can be precipitated" because I thought this problem was very simple in advance and didn't think deeply. To my surprise, no matter what I say, students can't understand why the solubility of sodium bicarbonate is smaller than that of sodium carbonate, so crystals will precipitate. Later, I had to ask their former class teacher how to express it here.
Through this experience, I deeply feel that I can't guess students' thinking with my own thinking. I think something very simple will probably be incomprehensible to students who have just involved in this knowledge. At this time, we need more ways to express this knowledge to them clearly. Therefore, in the process of preparing lessons in the future, I will not just ponder on myself as before, but pay more attention to how to clearly express the ins and outs of knowledge to students. My move has really received good results, and students generally say that I speak clearly after class. This makes me feel very gratified.
In the process of being an intern class teacher, I learned a lot of knowledge about class management from their former class teacher, which really benefited me a lot. For example, how to talk with students, how to help underachievers become top students and so on. Although these experiences are valuable, I haven't completely copied them. First, I think my identity is different from their original class teacher after all. Secondly, I feel that I am about the same age as the students, unlike the original class teacher, and there is more or less a generation gap with them. This is my advantage and I should take advantage of it. Therefore, in the long-term contact with students, I gradually formed a set of ways of doing things with my own style and absorbed the original valuable experience, and also received good results. For example, when I had a heart-to-heart talk with a classmate in our class, she told me that her primary school performance was very good, almost every exam was the first in her class, and her math performance was still outstanding. In her own words, "learning mathematics was a pleasure at that time", but now the situation is completely different. Not only did her overall grades plummet, but even her own strength math was in jeopardy. When I asked why, she told me that she lost confidence after entering junior high school because of her mistakes in graduation exams. In addition, the junior high school curriculum itself is more difficult than the primary school, which makes her grades even more backward, so that now she has lost confidence in reading and wants to devote herself to her hobby to learn vocal music. And she didn't tell the original class teacher, because the class teacher was "too fierce". After listening to it, I didn't directly object to her point of view, but analyzed her thoughts from the aspects of objective conditions, learning conditions and future prospects, which made her understand who is lighter between learning and hobbies, and led her to feel that she had put her mind on learning.
The two-month internship is over. Among them, I will keep chewing, reminiscing and exploring the ups and downs in my future work. There are many firsts in this month: the first time I really stood on the podium, the first time I said a lot to the students, and the first time someone called me teacher sweetly. I think these ups and downs, these first times will be a great experience in my life. It will be a fortune when you go to work in the future. Here, I would like to express my heartfelt thanks to the instructor, the former class teacher, Mr. Chen, and all the teachers and leaders who have supported and helped me! Thank you!