Reflection and summary of education and teaching 1
This kind of open teaching is a "subject reading teaching" based on school-based research. For the teaching of theme reading, I have only a little knowledge of what is theme reading and how to carry it out correctly. Therefore, this time, it is also the first time for me to cross the river by feeling the stones.
Think before you prepare
"Thematic reading teaching" requires reading from one point as a starting point, integrating extracurricular reading into the classroom, and greatly improving students' reading volume. The sixth-grade students I am taking now can be said to have understood all the knowledge points that primary schools should master. Students who are about to graduate should have the ability to read independently, and they don't need teachers to lead them to analyze words and sentences and understand the connotation. I wonder if it is possible to integrate the texts in the unit and teach them in combination with the writing methods I have learned before? With this in mind, I made a comprehensive preparation for seven units and three texts.
Deliberations in preparation
When preparing lessons, I thought that although the three texts were all articles about things, they were all about characters and teachers. Why don't I start with the writing methods of characters, let students read them repeatedly, and analyze vivid characters between the lines of words? Therefore, I design to let students review the description of characters, master typical examples, and then reflect the character through specific descriptions such as language, movements, expressions and psychological activities. Then let the students read Since the Enlightenment and analyze Flaubert, Confucius and Teacher Liu in the three articles. Finally, expand reading, let students collect and analyze some articles describing teachers, and firmly master writing skills. You can also arrange exercises after class.
Reflection after class
I carried out this teaching according to my design and completed the teaching task on time in 40 minutes. I also reflected on this teaching and had some thoughts.
1. Let the students study by themselves. Students in grade six do have a certain learning ability. It can be said that the analysis of the characters in the text is in place and the generalization is accurate, without the teacher's repeated emphasis.
2, put the same writing methods together to learn, extrapolate, students grasp firmly, but also save time, but also improve students' reading, which really helps students read a lot.
3. Although you can also increase your reading, each article is different. For example, in the lesson of Master Maupassant, in addition to understanding the spirit of the characters, students should also learn to observe things carefully, persevere and find things that others have not found. How to write an unforgettable article in the lesson "Ideal Kite"? What does an ideal kite mean Description of scenery in Confucius' Spring Tour, etc. In fact, there are still many knowledge points to be supplemented in the next class. In fact, this kind of teaching is only suitable for one class, that is, to increase reading at a certain point.
4. Because you have to read two or three articles in a class, the analysis of the text is relatively rough, and the emotion, reading, situation and bedding in Chinese class are much less, which is a bit stiff. It may be a little reluctant for students with weak reading ability.
Maybe I haven't really understood the essence of "thematic reading teaching", or maybe I have a misunderstanding and took a detour. In short, it needs to be done and pondered in future teaching.
Reflection and summary of education and teaching II
Today, I listened to Mr. Ju's lecture on "Strengthening Six Consciousnesses and Standardization to Improve the Efficiency of Chinese Teaching" and got a new understanding of the work of "Six Consciousnesses" in teaching.
Teacher Ju said that "six teaching consciousness" is the premise of implementing "effective teaching". Indeed, "six conscientiousness" is not only a standard to measure a teacher's ability, but also a weather vane to reflect a teacher's work enthusiasm and attitude. Only by doing six tasks well can we really do our job well. It is really not easy to do these "serious" things well. You must devote yourself to enthusiasm, love, concentration, patience and determination. The following is my experience of "carefully arranging and correcting homework":
Homework is the continuation and supplement of classroom teaching and an important part of the whole teaching process. How to design homework can not only reduce students' burden, but also realize effective training, so that students can master what they have learned faster and better, and learn new things through reviewing old ones?
First of all, teachers should pay attention to homework. Because of the differences among students, teachers can ask students to assign homework at different levels, which is conducive to the students with learning difficulties to build confidence in their own learning and meet the learning aspirations of top students. It is necessary to control the total amount of homework, improve the quality of homework, expand the form of homework, and unify homework correction. On the one hand, it is necessary to reduce students' learning burden, on the other hand, it is necessary to let students develop the good habit of finishing homework in class.
Secondly, teachers should correct homework in a timely, serious and meticulous manner. Correcting students' homework in time can help teachers understand students' knowledge in time, so as to guide students in different categories. At the same time, they can find their own shortcomings in teaching earlier, reflect on them in time, improve them in time, and improve the teaching quality in an all-round way.
Thirdly, after correcting homework, teachers can not only grade students, but also write different encouraging comments according to their characteristics, point out their shortcomings or put forward new requirements to encourage students to study boldly. At the same time, the teacher's neat correction can also demonstrate students' homework and promote students to develop good study habits.
In addition, in today's promotion of quality education, we should pay attention to the design of oral English, thinking, investigation and observation, as well as the inspection and evaluation of these assignments, and design comprehensive assignments in time, which is conducive to cultivating students' thinking ability and improving their comprehensive ability.
It should be said that the seemingly ordinary "Six Duties in Teaching" is actually not ordinary, it is an art, and each of us teachers should keep in mind our sacred duties, be down-to-earth and strive to do a better job of "Six Duties in Teaching".
Reflection and summary of education and teaching III
In a flash, I got half a month. Looking back on the dribs and drabs of this half month, the ups and downs come to mind together. The following is my teaching reflection in a painting class last week:
Small-class children have just moved from their families to a new environment because of their young age, and they know almost nothing about painting, and their development level is only "graffiti period". For example, in last week's "magic pen" (painting) class, I asked my children to draw a balloon. At first, everyone was very interested, but because they didn't know how to draw, although the teacher demonstrated, they didn't know how to use colors. Some drew one on the balloon with various colors, and some simply painted it outside the balloon ... In view of this situation, I don't think the teacher should be in a hurry. This will make them lose interest and enthusiasm in painting. We should guide, care for and cultivate them. For example, when coloring balloons, children often paint the color outside the outline. At this time, the teacher should guide the children not to draw outside the balloon as much as possible, because the balloon will explode with a bang if it is painted outside carelessly. So the children all laughed happily. I am very careful when drawing colors. Therefore, I think that when teachers train children to draw, they should first start from their interests and arouse their enthusiasm, and then educate and guide them how to draw better.
Children's painting potential is diverse and their thinking space is vast. Therefore, when teachers watch and comment on their works with children, they should pay attention to using positive and encouraging language to affirm and recognize their works. No matter how bad the painting is, you should praise it first and then make suggestions. For example, when drawing a balloon, Zhen painted unevenly, only a small part. At this moment, I said to her, "I think your painting is beautiful, but you see here is still blank." I think it would be more beautiful if you painted it all, don't you think? " After listening to my words, Zhen Zihan nodded and continued to draw.
If we just blindly blame and criticize children's mistakes and shortcomings, it will only make children lose interest in painting, erase enthusiasm and suppress emotions, and children's body and mind will not develop harmoniously and healthily.
"All for children, all for children", as a kindergarten teacher, we should have a healthy and uplifting spirit, guide every child with our own words and deeds, moisten every child's heart with our own state of mind and love and responsibility.
Reflection and summary of education and teaching
During this week, we arranged a class of mutual listening and evaluation in the group. We all comment on each other and sum up.
My teaching class is Class 8, Grade 7, which is said to be the class with the worst discipline and the worst grades among ordinary classes. For students of different classes and levels, of course, different teaching methods should be adopted. In the experimental class, you can write a set of papers in 20 minutes, while in the ordinary class, you can talk about a few questions. This is the difference, this is the gap. Students with good grades will sort out their wrong notes and review them in a planned way without the teacher saying anything, while some students are instructed by the teacher to write them down, but they may not bring pens.
Summarize the valuable opinions of teammates as follows:
First, the lecture is fast and the rhythm is not well grasped;
Second, the sound is very loud;
Third, the blackboard writing is very good and detailed;
Fourth, the teaching mode is also natural;
The expression of self-feeling is richer than before, and the tone has changed a little, but the eyes can't be used flexibly, and the whole group can't be seen, capturing the students' eyes for knowledge, and eye contact and interaction are relatively scarce. Kindergarten reflects every week.
In learning, people often say that interest is the best teacher, so the love of teaching is the driving force for you to devote yourself to teaching, whether preparing lessons or giving lectures. When preparing lessons, with motivation, we can fully consider the process and content, as well as the students' reaction. With this motivation, we can come up with better and more scientific methods, and when applied to the teaching process, heuristic teaching and other methods can be well applied and achieved good results. Secondly, we should set a higher goal, and at the same time consider our own reaction when the effect is not good. It is good to bear the pressure when the effect is not good in advance, but if the teaching effect is not good because of your limited ability and various changes, you must accept this reality. The effect of this trial lecture is not very good. On the one hand, the courseware made by ourselves is not perfect. On the other hand, the designed classroom activities are not well controlled, which leads to students' confusion.
I've been thinking about this problem over and over again, but I still haven't prepared enough lessons, mobilized students better, predicted students' reactions and considered possible situations. These are unexpected. So when I really finished recording the evening class, my mood recovered, and I was enthusiastic and faced everything calmly. This is much better, and there are many fewer mistakes in class. Generally speaking, I have gained a lot from my internship. Not only for teaching, but also for everything.
Reflection and summary of education and teaching
Unconsciously, I have been in the internship school for a month. After a period of study, it's time for students to check their grades. Take the high school entrance examination from Monday to Wednesday, and mark the papers from Thursday to Saturday.
Many of our biology questions are original, but students' mistakes are still endless. This reminds me of what the students have learned. What do you remember? At the beginning, we can make mistakes or not. But the second time, the third time, we must understand it and learn it. All we have to do in high school for three years is to finish the exam 100. On the basis of doing a lot of problems, it is more important to improve the quality. We need to know what is wrong with each option of each question. This is a great challenge to our teaching. Saying is not the end of our teaching task. What we should pay more attention to is the students' reaction and what they have learned through this class. And check students' mastery of the original knowledge from time to time, which is a good use of resources.
Students are still too lacking in textbook knowledge. For example, there is a question about the understanding of the content of cell theory, and the test is to explain three sentences of cell theory. In the wrong option, all animals and plants become all creatures, and most students just don't know what's wrong. We don't have many knowledge points in each class, so we must list the important ones so that students can know what I should remember at least in this class. We also do problems to consolidate and understand these knowledge points. But also to cultivate students' awareness of checking textbooks. The options in some topics are the original words in the textbook, but the students are too lazy to find them from the textbook and wait for the teacher to instill them in him. Of course, this effect is completely different. The teacher's explanation is only in his mind, but what he found is different, which is equivalent to finding the source of the problem. When we meet again, he will know where to go together, and he will know it by heart after two or three times.
The students don't know how to summarize. Protein is the difficulty in the first and second chapters. There are some calculation problems involved, which seem complicated, but in fact they are only divided into several categories. Just let you calculate the number of peptide bonds, at least the number of carboxyl or oxygen atoms, the molecular weight of protein and so on. The principle of each question type is the same. What students need to do is to classify and know how to think when they encounter each type of question.
This is the problem I found through this monthly exam, mainly the problem of students' learning methods, and some improvements I should make in teaching!
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