Introduction: Facing the new high school English course, we have been confused, but more often than not we are sober; we have been panicked, but more often than not we are calm; we have been hesitant, but more often than not we are decisive; There were tears, but mostly laughter. As long as we update our concepts, boldly try, and constantly reflect, we firmly believe that our teaching path will become wider and wider, and tomorrow will become better and better! How to write a reflection on high school English teaching? I hope the article can help everyone! Reflection on high school English teaching
Einstein once said: Interest is a student’s best teacher. ?Tolstoy also said: ?Successful teaching requires not coercion but stimulating students' interest. ?Students will listen attentively and think actively only if they have a strong interest in learning.
The following are some of my reflections on the English teaching process under the new curriculum reform:
1. Promote emotional communication between teachers and students
We It is often said: "Know your teacher and believe in his teaching." To make students willing to learn, we must first have an emotional integration between teachers and students. Teachers infect students through their every move and convey emotions of kindness, trust, respect, and friendliness to students. The most important thing to make students happy to learn is that teachers need to find ways to find the shining points in students' learning, praise more and criticize less, so that students can experience the joy of success and the joy of the fruits of victory from the teacher's encouragement, so as to Stimulate students' interest in learning.
2. English teaching must respect individual differences and cannot set uniform standards for students. The evaluation of English learning should also be pluralistic and diverse, and be a multi-level evaluation method. This is also the focus and difficulty of curriculum reform. Implement hierarchical evaluation to promote student development. Likewise, there are pros and cons to stratified evaluations. First, hierarchical assessment provides students with a "zone of proximal development." So that they can achieve visible results through their own efforts and better protect the self-esteem of "vulnerable groups". At the same time, it can also promote them to continue to advance to higher levels, so that they can also enjoy a good education for them; so that students with strong abilities can have the opportunity to enter higher-level education. However, a small number of lazy students will also find self-serving excuses.
3. Regularly carry out English activities
By carrying out English recital competitions, word competitions, poetry drama performance competitions, textbook drama performance competitions, handwritten newspaper competitions, and speech competitions, we will organize English activities within a wide range of the school. Create an atmosphere of English learning, enrich students' language life, cultivate students' interest in learning language, strengthen the autonomy and purpose of learning, and thereby realize the transformation of students' learning methods.
4. Turning stone into gold, independent learning
As we all know, there is the story of the wise man and the farmer who turned stone into gold. What the smart farmer wants is the "Golden Touch", so that he can turn out gold when his family or others need it in the future. In fact, students go to school not only to learn knowledge, but more importantly, to learn and master the "Alchemy". That is, learning strategies. Learning strategies are the guarantee for improving students' learning efficiency and developing students' independent learning abilities. It is not something that any teacher can teach students in one or two classes, but permeates the entire teaching process. The ancients said: It is better to teach people to fish than to teach them how to fish. Therefore, our English teachers should not take the trouble to mechanically lead students to read words, but should teach them strategies for students' words, guide students to build their own learning strategies, and lay the foundation for lifelong learning. Therefore, in the classroom teaching process, teachers should be coaches, resource providers, motivators and audiences, returning the classroom to students. Because foreign languages ??are learned by students, not taught by teachers. ?④ Only by allowing students to practice listening, speaking, and reading within limited classroom teaching time can they learn English. Reflection on High School English Teaching
Several teachers in our second year of high school all feel the same way: it is becoming increasingly difficult to correct students’ compositions, and it takes more time to correct an essay than to write one. And students are becoming more and more afraid of composition, do not like to write composition, and even hate or do not write composition. This problem that troubles both students and teachers cannot be ignored. To this end, a few of us searched for information and discussed together in order to find a solution. Here is a brief summary to promote future English teaching.
1. Explain the importance of English writing to students.
The improvement of English writing ability requires persistent and long-term training. If students do not know enough about the importance of writing, they will not be able to proactively cooperate with teachers in writing training, and may even develop a rebellious mentality and antagonism, and their English writing will fall by the wayside and fail to achieve the expected purpose. Therefore, in daily teaching, teachers must regularly and consciously educate students on the importance of writing. As soon as students enter high school, they should be made aware of the similarities and differences in English teaching requirements between junior high schools and senior high schools.
2. Several issues worth noting when guiding students to write:
1. Teachers must have clear and reasonable teaching plans and teaching procedures, and organize systematic and orderly training. When we first started, we required all students to write at least one essay per week. Many students have difficulty writing because of their poor English foundation. Therefore, the composition has been delayed for a long time.
Based on this situation, we have appropriately relaxed the requirements for some students in the later stage of composition.
2. Adhere to the principle of gradual training. Writing should be easy first and then difficult, short first and then long. First learn to use simple sentences and parallel sentences, and then learn to use complex sentences to express. First write correct sentences and gradually transition to writing centered sentences around one person, one thing, and one point of view. Articles, from unlimited time to limited time, from long limited time to short limited time, from limited number of words to many? Similarly, many students, especially some boys who are not interested in English, always write with "no" every time. Do you know? The reason is not to write. I talk to them and encourage them to even write a self-introduction first. Write your name, date of birth and place of birth for the first time. The second time you can also write a sentence or two about your hobbies or introduce your family. The student laughed: This is easy. But in fact, even though it was as simple as that, they also made a lot of mistakes. This makes me understand better that students cannot be impatient for quick results.
3. Different degree requirements. Today's quality education advocates layered teaching, and the requirements for students cannot be one-size-fits-all. The requirements for students who are good at learning should be higher, and the requirements for students who are poor at learning should be appropriately lower. It is necessary to prevent some students from being complacent because it is easy, while others are unable to get started.
4. Pay attention to comments. Everyone likes to hear good things, including students. Therefore, we must often point out students' strengths to improve their enthusiasm, and at the same time point out shortcomings and mistakes tactfully to avoid repeating them in the future.
5. Pay equal attention to basic knowledge and abilities, listening, speaking, reading and writing. In daily teaching, we should make full use of all available opportunities to inspire and guide students to improve their writing skills. If they encounter excellent sentences, paragraphs or articles, students are reminded to appreciate the author's expressions, use them as examples, and imitate and use them in their own writing. Another example is when encountering differences in expressions between English and Chinese, remind students to pay attention to the correct expressions in English and avoid Chinese-style English. It is necessary to help students develop a good habit of using punctuation marks correctly and avoid the wrong method of getting to the bottom of things.
6. Students are required to be concise and accurate in their writing, not to develop a casual habit, but to develop a rigorous and thoughtful style. Reflection on high school English teaching
1. Guide students to achieve self-realization through DailyReport.
First of all, teachers should guide students to start DailyReport based on their own learning status. It is necessary to guide students to expand the content of DailyReport (including breadth and depth). The content of DailyReport is not only the observation and report of the surrounding environment, such as weather changes, major events in school life, etc. It can also be an experience you had yesterday or in the past, or a certain feeling about people and things. It can also be students’ views and feelings on a certain subject or skill or social phenomenon. Students understand the problems they encounter in learning and the process of solving problems, such as how to understand a language phenomenon they do not understand when they encounter it in English learning. It can also be an introduction to experience, such as how to memorize words, how to practice listening, how to practice conversation, how to practice writing, etc. In addition, students can also put forward personal opinions and suggestions on teachers' teaching, homework and class management through DailyReport. In short, the content of Daily Report is neither big nor small, important or unimportant; but the content is required to have a certain degree of authenticity and to express a certain focus in the correct English language. In this way, through the preparation and conduct of DailyReport, students can achieve a kind of self-positioning and self-realization. Teachers can also learn about their students from their DailyReport.
2. Effectively improve students’ reading ability through reading teaching.
1. Design questions to stimulate students' subjective thinking
Question design is an important means of English reading teaching and an entry point to help students understand and appreciate articles. When teachers design questions, they must follow the principle of gradual progress, build questions on students' attention and interests, and serve the goal of comprehensively improving students' quality levels. Most high school English texts are relatively long. The text content is rich in aesthetic and scientific education content. In these reading class teachings that take into account knowledge, interest, and thought, carefully designing a series of questions that are both inspiring and arouse students' interest in discussion can inspire students to use their brains, stimulate students' thinking, and cultivate students' habits of active learning. When teachers design questions, they must closely follow the teaching materials, advance layer by layer, and have a certain ideological gradient. In the process of asking questions and answering questions, teachers should inspire and guide to activate students' desire to think and help students recognize and understand.
2. Ensure students’ active and effective participation
(1) Create a good participation environment and a relaxed, harmonious, harmonious and equal learning atmosphere.
(2) Leave enough time and space for participation. Teaching should not be filled with lectures, nor should it be filled with questions. Students should be allowed to speak as much as possible if they can speak; and students should be moved as much as possible if students can move.
(3) It is necessary to create good conditions for participation, provide appropriate participation opportunities, and organize students to think independently and discuss collectively.
In the teaching of reading class, teachers can let students set up scenarios for each other and conduct whole-class discussions in small groups on topics they are interested in, so as to achieve the purpose of full participation. For example, when teaching, you can give students such topics so that they can express different opinions. Such discussions can push classroom teaching to a climax. During the discussion, the students spoke freely, which not only enlivened the classroom atmosphere, but also exercised their thinking and laid the foundation for reading.
3. Cultivate students’ inductive understanding
The purpose of reading is to obtain written information. Therefore, when reading, you cannot analyze the grammar word for word, but you must quickly complete the reading of the tree materials, grasp the general idea, and then understand the content in a deep level. When reading, teachers can guide students to use different inductive forms to summarize the content of reading materials according to different themes and genres, quickly and accurately obtain article information, and cultivate students' good reading habits. Due to the different themes and genres of reading materials, you can also use various induction methods to summarize and understand the content of the materials from different angles. For example, you can summarize verbs and show the process of events; summarize the characters in the article, highlight key characters, etc. , thereby continuously improving one's reading comprehension ability in reading practice.