Reflections on primary school English teaching (5 articles)
#primary school English # Introduction The so-called teaching reflection refers to teachers’ re-understanding and re-thinking of education and teaching practices, and use this to summarize experiences and lessons to 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 achieved success in education has always attached great importance to it. The following is the relevant information on "Reflections on Primary School English Teaching (5 Articles)" compiled by Kao.com. I hope it will help you.
Chapter 1 Reflection on English Teaching in Primary Schools In the process of English teaching in primary schools, teachers sometimes often use games in order to cultivate students' interest in English learning, because games are loved by students. Singing, dancing, speaking and performing in the classroom are all very lively and colorful, allowing students to accept the value orientation preset by the teacher in a happy way. But over time, it is not difficult to find that many students' original enthusiasm for learning has dropped sharply, and their original interest is gradually no longer present. They will appear listless due to the repetition of some games. We often encounter this situation in classroom teaching: before class, teachers spare no effort to carefully design game organizations to attract students' interest; in class, students are walking around, barking and running, which is very lively. This kind of teaching sequence is straightforward It affects the teacher's teaching process, and the teaching links are just a formality; often after a class, students are confused and have only a half-understanding; over time, students hold the textbook and look at you in confusion, not knowing what content they want to learn and master in the book. It is not difficult to find the reason: the classroom arrangements are unreasonable, the knowledge learned is not consolidated in time, and the knowledge fails to spiral, which directly leads to deformed teaching, and students' academic performance is often not satisfactory to everyone. Faced with such frequent teaching crises, this cannot but trigger our reflection.
I personally believe that in the process of stimulating students' interest in subjects, we cannot just stay in the superficial "live", "fun" and "play" in the classroom. We must pay more attention to the subject itself, which comes from what is learned. Successful experiences are used to continuously cultivate interest and tap students' internal drive for learning. In teaching, we should do the following:
1. Facing all, hierarchical teaching
In the process of game teaching, it is unavoidable how to treat excellent, middle and poor students. The games we design should focus on all students, with moderate difficulty so that everyone can participate. We can teach students in accordance with their aptitude and hierarchical requirements based on their personal qualities, personality characteristics, memory and reaction speed, etc., in order to create the most effective incentive mechanism to promote students' continuous improvement.
2. Organize properly, be rigorous and orderly
Do a good job in organizing the game, so that it is orderly, lively and not chaotic. Elementary school students are naturally game-loving and competitive. Some students easily get carried away when playing. Even in class, they sometimes can't help but shout loudly. Therefore, first of all, explain the rules clearly before starting the game. Discipline requirements, scoring standards, and prevention of problems before they occur. Even if there is some confusion during the game, you must be able to understand the students' psychology and do not criticize blindly, but actively make it clear that everyone should abide by the rules in group activities.
3. Timely and Moderate
I think we cannot strive to cover everything, there are too many games, and we ignore the teaching and training of the main teaching content, overwhelm the guest, and turn the English class into a game entertainment class. That would be counterproductive. Classroom games should serve classroom teaching. When they become a kind of decoration, or games for the sake of games, classroom games lose their charm.
Part 2 Reflection on Primary School English Teaching
This lesson is the first unit of the fourth module of the fifth volume of New Standard English. It is a new lesson. The teaching design of this unit is the focus of teaching. Use noun possessive pronouns such as mine, yours, his, hers, Lingling's, etc. to describe the ownership of items. In classroom teaching, many behaviors are unpredictable. Therefore, when designing teaching, we can only predict as many problems as possible, possible, and likely to arise in classroom teaching, and at the same time make relevant preparations to deal with the problems.
In the teaching of this class, I focus on cultivating students' learning ability. In many cases, I am present in the classroom as a facilitator. For example, after teaching new words mine, yours, his, and hers, I can let the students practice and become familiar with these words by themselves. On the basis of being familiar with the words, you will naturally enter the stage of practicing sentence patterns. In terms of teaching design, I focused on the key point of "being able to use mine, yours, his, hers, and Lingling's to explain the relationship between items" and conducted teaching around this key point. In order to highlight this focus and break through this difficulty, I designed a series of practice activities so that students can understand and use these words very skillfully, and use these words flexibly to express their belongings in conversation situations.
The beginning of a class is an important part of a class. I start the English class with a cordial dialogue and at the same time shorten the distance between teachers and students. Chatting with students about the weather and clothing can not only review vocabulary, but also introduce the next step of teaching, killing two birds with one stone. During the teaching process, my evaluation of students mainly focuses on two aspects: First, I give appropriate evaluations to students who have outstanding performance, such as giving a five-pointed star or a high-five. Secondly, the groups with outstanding performance are evaluated, and the mutual evaluation between groups and the mutual evaluation within the group are also required to be highlighted.
The teaching design of the entire classroom is clear, can highlight key points and break through difficulties, and can better develop students' English learning ability and application ability of English knowledge. At the same time, more attention is paid to evaluation.
Part 3 Reflection on English Teaching in Primary Schools In the past six months of teaching English, I found that I still did not have a comprehensive grasp of the entire process of vocabulary teaching, especially some details.
When teaching new words, the practice is often insufficient and the form is single. The learning characteristics of primary school students are not grasped for corresponding vocabulary teaching.
Therefore, the classroom efficiency is poor. In the next stage, in order to allow students to better master vocabulary and adapt to the requirements of the syllabus, I decided to do the following four aspects.
1. Practice well.
When teaching new words, in addition to requiring you to demonstrate well and have standard pronunciation, you should also pay attention to large-scale practice for students. You can use whole-class reading, group reading, vertical reading, horizontal reading, etc. form, try to let every student be able to read the words they learn.
After confirming that most students have mastered the key points of pronunciation, show word cards and match the intuitive words with objects, pictures or body language to help students understand, so that they can successfully complete the pronunciation-form-meaning process. Progressively excessive. Of course, during the training process, students should also cultivate the good habit of listening carefully, watching attentively, and actively imitating.
2. The sentences are inseparable.
Any vocabulary teaching should follow the teaching rule of "words should not be separated from sentences, and sentences should not be separated from scenes." Words are one of the three major elements that constitute language.
If word teaching is limited to words, the use and classroom will become monotonous and boring, indirectly killing students' interest in learning English.
Therefore, when teaching new words, I will introduce them in a specific context and add interesting examples. This will not only help students understand but also leave a deep impression.
3. Interesting teaching.
A linguist once said: "The best way to teach English is to arouse students' interest in learning English." Therefore, in the process of teaching vocabulary, I will no longer blindly let students memorize it. Instead of memorizing, try to use various forms to memorize it skillfully. Such as using children's songs, riddles, simple drawings, etc.
4. Use it after learning it.
The purpose of learning words is to use vocabulary and to apply it correctly in spoken expressions. Creating certain language situations in English teaching can make students feel as if they are in a real language environment, so that students can naturally use the vocabulary they have learned to express their thoughts and feelings, thereby achieving the effect of applying what they have learned.
Chapter 4 Reflections on English Teaching in Primary Schools in the Fourth Grade This midterm exam is a random test in Pudong New Area. Although the students did not bring back their midterm papers, seeing these question types and combining them with daily exercises, it is true that the teacher and Students have some problems in the teaching and learning process.
(1) The student’s vocabulary cannot be passed.
English words are a long-term accumulation process. Students have better instant memory. Although students are asked to memorize and silently pass them after each class, they have not encountered them for a while. Some students have forgotten the meaning. Some students have forgotten the meaning. I even forgot the pronunciation. Therefore, in the teaching process, phonetic knowledge must be subconsciously infiltrated to let students know some commonly used letter combinations and the basic pronunciations of vowel letters in open and closed syllables. This will help students remember words and at the same time, students will encounter phonetic discrimination. The questions will no longer be scary. Secondly, the learned words should be repeated in daily teaching.
(2) Students are not clear about the structure of basic sentence patterns.
Fourth grade students should be very clear about the structure of affirmative sentences, negative sentences, general questions and special questions, but most of our students are at a loss to change special questions, although such questions are involved in daily exercises Practice, when such questions are explained over and over again, students just can't change the sentence patterns of How many and Whose. This also tells me that in daily teaching, it is not only the teacher who asks students questions and answers, but also students who can ask questions based on the content they have learned. At the same time, such exercises require teachers to classify students, such as: to be sentence patterns, there be sentence patterns, etc., and which question words can be used to ask questions in each sentence pattern.
(3) Students see the cloze and don’t know how to do it.
Cloze is a type of question that tests students’ comprehensive abilities, including understanding of text content, word combinations, sentence structure, etc. In fact, we need to cultivate students' reading ability, and the improvement of reading ability depends on students' vocabulary. Therefore, in the teaching process, we should appropriately add some reading chapters related to the text content according to the text format, such as: Look and read, Read and tick, Read a story, etc. The question types can also be in the form of cloze. Appear. The improvement of English reading ability is also a long-term accumulation process. I think as long as we make good use of the school's English platform and persist in it, students' English reading ability will definitely improve.
Passing this midterm exam is also a summary of your own teaching. When you see problems in your teaching, you should correct them in time. Only by constantly discovering and solving problems can you improve your teaching skills. teaching ability, and at the same time, students' academic performance will improve.
Chapter 5 Reflection on English Teaching in Primary Schools In the English teaching seminar and research activity on the afternoon of September 6th, I talked about the fifth lesson of the new version of the fourth grade primary school English volume. The main content of this course book is to learn to ask others about their occupations and answer their occupational names, and also to learn how to write the letters Uu-Zz. In this lesson, I used a combination of multimedia teaching and picture teaching, introduced words through games, and then introduced new sentences from the words.
The content of the post-class reflection is roughly as follows:
First, the review session is too long and somewhat procrastinating, resulting in insufficient learning time for the subsequent content. In addition, the key point that review should serve the newly learned content is not grasped, resulting in top-heavy thinking.
Second, the introduction of words is too rigid. Introducing new words by looking for the first letters of new words lost in the game is not conducive to students' imitation and memorization. A more clever approach should be adopted. For example, when introducing the word doctor, special attention should be paid to the pronunciation of c to prevent students from missing the pronunciation of /k/. The letter combination for do can be derived from dog. In addition, the ending of tor can be derived from the pronunciation of or=er at the end.
Thirdly, the time for writing letters is too short, and students are not allowed to practice letters in class.
Fourth, the text performance was not performative and failed to get every child to speak.
Fifth, the lecture voice was too loud and should be adjusted appropriately so that all students could hear it. Just fine.
Sixth, although the classroom evaluation was in place, in the end the evaluation was not completed in class due to time constraints.
The above are some of my reflections on this lesson.