Classroom teaching pays attention to the five optimizations of teaching objectives, teaching content, teaching process, teaching methods and means, and teaching emotion.
The teaching process is a system, and teachers must optimize and combine all the elements involved in this system in order to obtain the best teaching effect. There are two criteria to optimize the teaching process: first, the effect is the best, that is, under the existing conditions, the teaching design and implementation effect can reach the highest level possible; Second, the time consumption is optimal, that is, it is best to complete the teaching tasks within the time specified in the curriculum plan and receive the benefits of "less input and more output".
Do a good job in optimizing the control of teaching emotions and adopt "appreciation education" to form the strategic goal of students' effective learning. In the course of the experiment, according to the teaching materials and the goals of learning and teaching, systematic methods to help students learn effectively have been gradually formed, such as: combining creating situations with inspiring emotions; The combination of understanding students and cultivating students; Combining unified requirements with individual treatment; The research of teaching method is combined with the guidance of learning method. In the teaching process, teachers are required to design the teaching content, try their best to turn the teaching materials into lively language communication situations, and let students participate in language practice with great interest. At the same time, we also emphasize that teachers should attach importance to the emotional communication between teachers and students in the teaching process, and strive to stimulate students' emotional factors, so as to create a harmonious learning atmosphere and stimulate students' internal positive factors, learning enthusiasm and creative consciousness.
Carefully designed activity classes fully embody the principles of teacher-student interaction and student-student interaction. A successful activity class often requires teachers' careful thinking. In the course design, teachers should consider the participation and interaction between teachers and students as much as possible, and the interest and communication in the practice process fully reflect the autonomy and participation of students in learning.
The form of student activities should be rich and colorful, with fixed content, fixed time, fixed theme, fixed venue and fixed personnel. Through activities such as English recitation contest, word contest, poetry and drama exhibition, handwritten newspaper contest and speech contest, we strive to create an English learning atmosphere in the school, enrich students' language life, cultivate students' interest in learning languages, and enhance students' autonomy and purpose in learning.
A correct understanding of the role of examination evaluation can make students make progress in their studies and increase their self-confidence and sense of success. Students with learning difficulties are most afraid of exams. In order to help them overcome their fear of exams and improve their enthusiasm for learning, teachers set different levels of requirements according to different teaching objectives and students' actual level. In the course of the experiment, learning evaluation is carried out according to the individual differences of students. Multi-angle, multi-directional, multi-level and multi-form hierarchical evaluation, cooperation to reach standards, and promote each student to seek the best development in the most suitable learning environment. Mainly tried the following methods:
1, the implementation of unmanned invigilation system, so that students can dilute the concept of "one exam for life" and form autonomous learning.
When trying unsupervised, it is still necessary to open the students' seating area, explain the role and purpose of unsupervised, and let students know the purpose of learning. At first, the students were very fresh and happy. Some students thought it was an opportunity, while others changed from their usual efforts in exams to looking around and being at a loss.
2, according to the individual differences of students' learning, skillfully handle some students' scores, so that students can have self-confidence and success in learning. According to students' learning level and individual differences, the examination sets different levels of requirements. For example, the monthly examination can be set according to the overall examination situation, and different grades can be achieved according to A B C, which will help normal teaching at different levels, and more importantly, it can mobilize students' learning enthusiasm, reduce polarization and cultivate learning.
3. The examination should be stratified, so that students at all levels can find a space suitable for their own development. Or try two volumes: Volume A is the basis for realizing the topic, and everyone needs to do it; The thesis is a comprehensive test, and the ability is up to standard, so students are encouraged to do more. The school scores of middle and lower students are for reference only and are not included in the total score; Students above the average level are required to do it in order to tap their potential, cultivate top students and develop their abilities.
The success of English teaching depends not only on learners, but also on teachers' teaching design, so our teachers should pay attention to carefully designing each unit and each class.
Reflection on English teaching activities
Einstein once said: "Interest is the best teacher for students." Tolstoy also said: "Successful teaching needs not coercion, but arousing students' interest. "Only when students have a strong interest in learning will they concentrate on listening and thinking positively.
However, in English teaching in the past few weeks, I feel that some students in our class are tired of learning. In fact, students can't be completely blamed, and a large part of the responsibility lies with themselves. In normal teaching, I don't give careful guidance to those students who have difficulties in learning, but yell at them loudly after they make mistakes. Sometimes I even fight them. But I can't find and praise their little progress in learning in time. On the contrary, they pay too much attention to top students. Over time, those students with learning difficulties lose interest in learning English and hold a broken attitude, so their academic performance is always unable to get up.
We often say: to make students willing to learn, we must first integrate the feelings of teachers and students. Teachers should infect students through their every move and pass on the feelings of kindness, trust, respect and friendship to students. The most important thing for students to enjoy learning is that teachers should try their best to find the bright spots in students' learning, praise more and criticize less, so that students can experience the happiness of success and the fruits of victory from the encouragement of teachers.