The first week of teaching reflection
When reviewing, we adopted the arrangement of guidance. Pass the teaching materials, pass the test sites, pass the application and pass the ability.
When reading the textbook, I randomly selected six classes of students, asked them to write the word answers on the blackboard, and then asked the members of the designated group to explain them on the blackboard one by one. The reason for this is that students' vocabulary is poor, so we need to review the usage of keywords. The students walked to the blackboard, and the students in the audience went through the test center with me. First, read through it and then ask questions. As a result, because the speed of reading textbooks is too slow, the members of Class 6 group can't complete the set tasks, or don't make any preparations at all. A class can't move much content at all, and many established contents have not been completed. The rhythm of the class is dragging, and the students' explanation is dragging. A lot of time is consumed by these students with weak foundation and slow explanation.
Originally, I wanted to show every child the stage and the opportunity to speak. I didn't expect the students in Class 6 to be reluctant to buy it. Except for the top ten students in the class, other students seem to have given up their efforts and even lost their desire to struggle. I began to doubt the significance of my efforts.
In the teaching of class five, I adjusted the schedule in time, canceled the practice of asking students to write, and used Schiavo's mobile assistant to take pictures of several students' answers and upload them. Due to the strong execution and full preparation of Class Five students, even the weaker team members successfully completed the explanation. In the process of passing the examination center, I also changed the way of reviewing, changing reading from reading together to reading by myself, and then checking the effect of their independent learning by drawing lots to ask questions. When passing on the ability, let the outstanding students in the class explain, which not only exercises their own ability, but also improves the classroom efficiency.
Reflecting on the teaching of the two classes, I think there are the following problems in my review class:
First, it has not been refined. The content is complicated and the pace of classroom teaching is fast. We should do a good job in the selection, addition and deletion of teaching materials and the builders of courses.
Second, students' dialogue practice and written expression training are obviously insufficient, so this kind of practice should be considered.
Third, some are divorced from textbooks, failing to let students review and consolidate the original contents of textbooks, and reading too little.
Fourth, in order to catch up with time in class, students are often replaced by answering questions and deprived of thinking time.
These problems must be improved in time next week, optimizing teaching design and controlling teaching time.