Teacher reflection on classroom teaching 1
What is the classroom? The classroom is the transfer place for knowledge transfer. It is broad and profound, rigorous and lively. It should It is a sacred and kind word. However, the old concepts of education have distorted the true nature of the classroom for a long time, making it difficult for many students to look back. The times require a brand-new classroom. Let us cheer up and introduce the concepts and methods of curriculum standards into the classroom, transform it, update it, and let our children accept it.
If the classroom is an ocean for children to acquire knowledge, then it must be vast and full of atmosphere. But when we walk into some classrooms, we see that teachers always have a standard answer in their lesson plans, and students’ thinking always has an unbreakable frame; we see that models are stuck in routines and methods remain unchanged; we see supreme authority and stern preaching , and unconditional acceptance and trembling obedience. As a result, the children lost the ocean. Does the classroom point to the past world, or to the future era? Is it based on the knowledge that humans have accumulated, or is it based on human development? Is it instilling students in a single-channel way, or is it guiding students to learn to care and learn to learn? , learn to do things, learn to develop, learn to explore? Every answer is the latter, and every answer requires us to complete the first transformation: turning a "dead" classroom into a "living" classroom.
As a teacher, maybe you have also thought: What is the meaning of my work, the classes I take, the words I talk endlessly in class, and the pictures I make for my students? test papers, what can they bring to children? When students fear class because of this, it really saddens us. We will remember that when we were students, we also received such education and accumulated exam-ready knowledge in such classes. We must reflect on this period of life.
Teacher Reflection on Classroom Teaching 2
"If" is a children's poem. With the help of "Ma Liang's magic pen", it expresses the heartfelt feelings towards small trees, birds and disabled people. of care. Although the content of the poem is simple, the lines are full of children's big and innocent hearts. It is a good teaching material for cultivating students to care for others, care for life, and care for the environment. It unfolds from a unique children's perspective, is rich in profound emotional accumulation, and has strong appeal. I plan to complete this lesson in two classes.
A foreign writer once said: "Every child is a poet." I deeply agree with this sentence. Children are extremely imaginative and creative. In their hearts, there are true feelings like children, whimsical thoughts like wild horses, and fantasies that are out of reach for adults. They have a talent for poetry writing. So when studying this poem, I tried to let the children practice in this area. Practice using the patterns in poetry by asking: "If you had Ma Liang's magic pen, what else would you want to do?" The children's answers were also very exciting: If I had a / Ma Liang's magic pen / I would paint a blue sky / and another earth / so that more and more people / would have a spacious environment / If I had a pen / Ma Liang The magic pen of / I want to draw a beautiful school for the out-of-school / children / so that the children can go to school happily...
The practice of the sentence "I want to give..." is also effective:
For example: I want to buy a good-looking and practical book for children who are out of school.
I want to pour my dear mother a glass of boiling water that is neither cold nor hot.
I want to draw black and shiny hair for people who have no hair.
Teacher Reflection on Classroom Teaching 3
After the children read the text a few times and understood the content of the text, I asked the children: "Mom really forgot her birthday "?" The children said in unison: "No!" "Then why didn't mom celebrate her birthday?"
At this time, the children couldn't say anything, so I asked the children to talk about what they usually observed. How hard my mother works at home and how much she cares about herself, so some children said: "It's very hard for my mother to take care of our family every day and she has to do a lot of housework."
Some said: "My mother takes care of our family every day." I have to go to work and have to help me with my homework when I come back. It’s very hard!” “It’s not that my mother forgot her birthday, but she was very busy and gave us all her love!” “That’s right, you talked so well. !” I immediately confirmed the children’s idea. So I immediately drew the students' attention to the second question: "Why did Xiaoyun lend his birthday to his mother?" and started a group discussion.
The children's answers were perfect - "Xiaoyun loves her mother" "Xiaoyun cares about her mother"... "What about us?" I took advantage of the situation, and the children blurted out: "We must love our mother too!" "How to love?
Is it the only way to express love?" I asked again. At this time, the children spoke more actively: "I want to help mom and dad do some housework and let mom take a break." Some said, "I want to learn to be good and not let mom worry about me anymore." Others said : "I want to do my homework by myself so that my mother can have a rest." Others said: "I want to give my mother a birthday gift on her birthday."
", "I want to say to my parents: 'I love you!'"... From the children's answers one after another, I finally made them know love and sow the seeds of love deep in their hearts. Isn't this right? Is this the teaching purpose of this lesson?
Did mom really forget her birthday?
Teacher’s reflection on classroom teaching 4
1. Introduction part Teaching
At the beginning of class, the two words "factor and product" are shown for students to read. The purpose is to introduce the topic and make students understand that such names only appear in multiplication. At the same time, students will think of this section. The lesson is about multiplication knowledge. Then the multiplication table is shown for students to perform oral calculations, so that students can use old knowledge to explore new knowledge.
2. Teaching to explore new knowledge. First, the price list in the playground is shown to guide students to observe and verbally compile some simple application questions based on the diagram and the conditions provided by the price list. Based on the situation of the problem, students are guided to propose today from a mathematical perspective based on their existing knowledge. The mathematical problems to be learned lay a solid foundation for active exploration of new knowledge. Secondly, students are asked to analyze the equations of the problems and think about the process of oral calculation, so that students can experience the calculation method and feel the algorithm. The concept of diversity has also opened up students' thinking and cultivated students' thinking ability.
3. Classroom Testing Part
In the consolidation and application of knowledge, students can learn the whole process. 10. On the basis of multiplying a whole hundred by a single digit, it can be extended to a whole thousand by a single digit, which is conducive to cultivating students' ability of transfer and analogy, guiding students to summarize in a timely manner, improving students' cognitive structure, and cultivating students' oral arithmetic ability. And the ability to summarize and summarize, and combine the knowledge of oral arithmetic to design games for students and students, teachers and students to find friends, to push students' learning passion to a climax, so that students can consolidate and build emotions in the game, and experience the joy of success in building emotions. This achieves the effect that the lesson is exhaustive but interesting.
Teacher’s reflection on classroom teaching 5
Primary school students have a natural interest in studying animals, but their understanding is often limited by their observation level. It is general and one-sided.
In the teaching of "Snail", I adopted the "learning by doing" learning method, aiming to guide students to learn according to the process of scientists discovering knowledge, so that students can Personally participate in the discovery of objects and natural phenomena, allowing them to contact reality through observation and experiments, stimulate imagination, expand thinking, and improve communication and language skills. Let students catch snails, draw snails, and design experiments to understand the life of snails. Habits, design a home for snails, so that they can gain a rich direct understanding of small animals through observation, questioning, imagination, hands-on experiments, expression, communication and other exploration activities, and improve their communication and language skills during the activities, and experience science. The process of inquiry, the construction of basic scientific knowledge, and the acquisition of preliminary scientific inquiry abilities have cultivated students' scientific literacy. During the entire learning process, students are all interested and actively participate in various activities to be able to use them. Observe and record the behavioral characteristics of snails through words and pictures, and use simple tables to make statistics and organize the feeding habits of snails. During the activities, you are willing to cooperate with others and exchange ideas. After class, many of the snails raised by the students laid eggs and hatched out little snails. During their studies, they all experienced that it is very interesting to take care of a small snail and observe its life and growth. At the same time, in teaching, I paid attention to the education of students' environmental thoughts, so that students can realize that small animals should be protected and appreciate the fun of small animals. This teaching method changes students' "learning" behavior and makes students become active agents in learning and partners in mutual learning.
Teacher Reflection on Classroom Teaching 6
"Squirrel" is a text describing animals. The language is vivid and the content is easy to understand. It introduces the appearance of the squirrel and its living habits, and expresses love for animals. Therefore, before class, I created a situation and used the squirrel activity film and the song "Little Squirrel to Grow Up Soon" to mobilize students' interest in learning and stimulate students' love for little squirrels. This design has a very good effect and the students' Attention is quickly drawn to the teaching track.
In order to expand students' reading volume and cultivate students' ability to find and collect information, I designed the exchange of information to enrich students' knowledge and organically combine in-class and extra-curricular activities. After the foundation of the text, let students talk about their impressions of squirrels to help students form an overall perception and initially cultivate students' generalization ability, allowing students to choose their favorite way to learn, which reflects the style of learning and development of students. It is conducive to the development of students' personality. In order to help students learn the author's writing techniques and understand the text content, I have designed different forms to guide students to experience:
1. Personal reflections to the teacher's summary let students read Squirrel first For the appearance part, the course material is then shown to fill in the blanks. The teacher summarizes this paragraph so that students can further understand the author's writing techniques.
2. Find time words and use them - let students underline the words that indicate order in the text, and show the order words. Encourage students to use these words to say a paragraph. They can try to say it with their deskmates, and then Talk to the class. This is in line with students' cognitive rules and allows students to apply what they have learned.
In order to combine students' understanding and creation, I designed interviews and performances to enable students to experience the joy of communication and cooperation, and deepen their understanding of the text, as if they were personally there. At the same time, it also improved their Chinese language skills. Literacy.
Teacher Reflection on Classroom Teaching 7
"The Book in Stone" is composed in the form of a dialogue. Its language is vivid and interesting, and it is especially suitable for reading aloud by role. Therefore, when teaching this text, I mainly use various forms of role-based reading to understand this text.
For example, when I was trying to understand the word "getting to the bottom of things", I didn't ask the students to look up the dictionary as usual, nor did I ask them to connect with the wordless dictionary of daily life. Instead, I used the method of reading aloud and asking questions in different roles. To understand the meaning of this word, the effect is very good and the purpose is achieved naturally. After the students read the text several times, I asked them to count how many times Chuanchuan, Leilei and exploration team member *** had questions and answers. What did they say? The students quickly found the answer. At this time, I guided them: Chuanchuan and Leilei asked questions one after another. They broke the casserole and asked to the end. They would not give up until they figured it out. This attitude of serious study can be summarized in one word. The answer is already in the book. Which classmate can tell me quickly? Class There were a lot of little hands on the table, and they couldn't help shouting out: "Get to the bottom of it!" Then tell them that they should have the spirit of inquiring like Chuan Chuan and Leilei in their studies.
Another feature of this text is that the dialogue prompts come in various forms. I think that after studying this text, students should also know several different forms of prompts. I first used examples to tell students that the prompt can be in the front, behind, or not at all. There is also one in the middle. Then let students find specific sentences in the text and make corresponding marks. After a few minutes, they told me that if the prompt came first, there were five places in it; if the prompt came last, there were four places; if there was no prompt, there were four places. Then ask the students to talk about what are the benefits of this arrangement? Some students are very good at using their brains and think that this will make a difference, and their answer is really good.
Teacher reflection on classroom teaching 8
It is the nature of every child to love to sing and dance, and it is also a kind of language for children. Many children will dance when they hear music. This behavior is correct. It is children's understanding of music and the source of their artistic creation. In the past, most of our music teaching activities were based on teacher teaching and children learning. A song was taught and sung by the teacher repeatedly, and the children practiced mechanically. For a dance or music game, the teacher planned the movements before the activity, and then performed it step by step. When teaching children, it is not difficult to find that in the process of mechanical imitation, children lack their own understanding of songs, dances and various music games, and also ignore the children's emotions and experiences in the activities. This traditional teacher-centered teaching model has greatly restricted children's imagination and creativity, and has also largely stifled children's enthusiasm for participating in activities.
The song "Zodiac Song" is mainly to let students know the order of the twelve zodiac signs, be able to sing with humor and witty emotions, and perform with free imagination. During the activity, students were first asked to talk about the animals of the twelve zodiac signs. Who is ranked first? Who is ranked second...and how to arrange them? Then, let the students learn and perform the song "Twelve Zodiac Signs Song". The teacher plays the song tape "Twelve Zodiac Songs" and guides the students to imagine the performing actions of the twelve zodiac animals according to the melody, sing with different voices, and create the sounds of various animals to perform while singing. Finally, organize students to play a game: the twelve zodiac signs are so interesting.
The "Outline" clearly states that "children's artistic activity ability is gradually developed in the process of bold expression. The role of teachers should mainly be to stimulate children to feel beauty, express their taste for beauty, and enrich their aesthetic experience , enable them to experience the joy of free expression and creation, and provide timely and appropriate guidance on expression methods and skills according to the children's development and needs." Combined with the "How to Promote Children's Initiative in Teaching Activities" carried out by our kindergarten In order to better implement the spirit of the "Outline" in teaching and research activities, I made the following explorations in this music activity:
1. Create an environment and stimulate interest.
Einstein once said: "Interest is the best teacher." Children will be motivated when they are interested in learning. It can encourage children to learn creatively. Therefore, stimulating children's interest in music is important for cultivating children. Children's musical quality and sound aesthetic psychology play an important role. The first link: Guessing riddles. Sometimes some students react quickly and guess right at once, while other students have not yet understood the riddle. In order to make more students familiar with the characteristics of this animal, I deliberately asked the students who guessed how they knew the answer to the riddle, and the students listed the characteristics of this animal. After guessing the riddles given by the teacher, students can also ask each other to guess the riddles. In this way, students have become familiar with the image characteristics of various animals without knowing it. I strive to return the classroom to students, let the classroom give full play to students' potential personality, create a student-centered independent learning situation, and integrate games into teaching so that students can learn through play and understand through play. This way, students' image thinking and initiative will be cultivated.
2. Use games throughout.
Children sort the twelve zodiac signs; then choose twelve students to play the "Zodiac Train" game.
In short, in this activity, the students' interest was very high, the atmosphere was very active, and they were able to actively and proactively participate in the activities. By allowing children to choose the mood and speed of singing, we cultivate students' ability to learn independently; by creating and composing movements, we stimulate students' sense of innovation and cultivate students' creative ability.
Looking at the whole class, students can have a preliminary understanding of my country's unique zodiac culture and experience traditional folk art by asking them to guess riddles, tell and listen to legends about the twelve zodiac animals, learn to sing and perform songs, etc. The charm arouses students' interest in understanding and learning traditional culture; the concept of "taking music aesthetics as the core and highlighting emotional experience" is always running through. The entire teaching process always emphasizes listening and appreciating first. In the aesthetic process, teachers and students feel, experience and perform together, thereby realizing the beauty of music. Flexibly use teaching methods to closely integrate music knowledge and skills with students' music practice activities, so that students can learn music and experience music in their interest.
Of course, there are many shortcomings in the whole class: for example, when solving difficult rhythms, students should be given an accurate rhythm, and then reminded of the strength and weakness rules, and the intensity of the beginning of each sentence should be highlighted. You can easily sing the songs more cheerfully, lively, humorously and interestingly; another example is the lack of an evaluation in class. When students perform, they should clearly give them an evaluation, so that students know what kind of sound is beautiful and how to perform well. wait.
Teachers’ Reflection on Classroom Teaching 9
The educational environment promotes students’ active and individualized learning. The interactive cooperation between teachers and students, the interactive cooperation between students and students, and the interactive cooperation between teachers and students in the classroom teaching process. This kind of multiple interactive cooperation is a unique manifestation of the autonomy of students' learning process. Therefore, in teaching, we try to allow students to realize multi-directional interactive cooperation in teaching, experience the joy of learning, and extend the meaning of learning in the interesting teaching links from "finding fruits" to "giving fruits".
1. Strive to reflect the subjectivity of students and the leadership of teachers
As second-grade children, their intentional attention time is longer than that of first-grade students, but it is good The dominance of active and unintentional attention is still the main feature of their attention. From the beginning to the end, the teacher stimulates students' interest through the creation of scenarios, and the students' conscious attention is firmly attracted by the teacher's teaching. For example: at the beginning of class, using riddles that students are familiar with attracts children and makes them full of interest in learning this class. Capturing the children's interest is half the success of this lesson. Seeing the children's strong interest in riddles, the teacher took the opportunity to introduce the topic. Another example is when consolidating new words, letting students play a Rubik's Cube. The students are so enthusiastic that the children they know grab it and read it out quickly, and encourage the unskilled children to follow him, so that every child actively participates and improves. It truly embodies learning by playing and learning by playing.
2. The combination of "recognition, reading and speaking" pursues the independent development of students' personality
The curriculum standard points out: Reading is a student's personalized behavior, and students should be proactive In the thinking and emotional activities, deepen understanding and experience, be influenced by emotions, and enjoy aesthetic pleasure. For a long time, the value of classroom teaching has often been positioned in the transmission and accumulation of human scientific and cultural heritage more quickly. Today, our teaching should fully take into account the characteristics of students' physical and mental development, combine students' existing experience and knowledge, and design interesting situations and activities, so that students have the opportunity to understand relevant issues from things they are familiar with and penetrate Chinese knowledge. while learning simple scientific knowledge. Pay attention to the equal importance of reading aloud and literacy. We must give the power of reading to students, fully trust students to understand the text, break the teacher's thinking of teaching reading, establish students' awareness of reading, respect students' ideas, and encourage them in teaching. Students boldly express their own views and opinions to reflect the individuality and diversity of aesthetic values ??and mobilize students' enthusiasm for learning Chinese. Various forms of reading are arranged in this lesson, such as letting students read the text freely after revealing the topic, reading the text freely in small groups when learning the first natural paragraph, reading three different clothes in groups, reading by name, etc. The changes of water are explained here by talking about the changes of water using the words in the text. Let each student have different feelings about the text and gain development.
Teachers’ Reflections on Classroom Teaching 10
Classroom teaching competition is actually a performing art to put it bluntly. Because its evaluation will not follow up on the teaching effect evaluation, it mainly depends on whether it can attract the attention of the judges and the audience well. Of course, good competitions can also inspire people a lot. I have participated in teaching competitions and observed many teaching competition classes. This semester, I observed the classes of the elites in the county classroom teaching competition. I can feel that the teachers put a lot of thought into preparing the lessons. The courseware is exquisitely produced, the teaching tools are well prepared, and the teaching organization is tight. Every link strives to reflect the new curriculum concept. It may be that the teaching objects used are from urban areas to rural areas, some exquisite courseware has not been used repeatedly, the teaching organization style also feels like a formality, and teachers have a little difficulty in controlling the classroom. However, as an observer, there are many new things that can be learned, such as the use of multi-purpose courseware, the organizational form of group work teaching, and the infection of teachers' emotions. It is undoubtedly a model for the reform of classroom teaching in rural primary schools. Combined with the current situation of rural teaching reform, I can’t help but think.
A new round of curriculum reform has set off a wave of frenzy in the education world. Teachers are being trained one after another, and various teaching systems are trying to replace traditional teaching. Teachers also realize that traditional teaching hinders student development, educational development, and the cultivation of future talents, and they are working hard to change it. But if you don’t go very far on this road, you will find that you are dragged back to the starting point. It is exam-oriented education, the existing evaluation system, the ruthless reality that shatters hopes, and the warm pool that I have been immersed in for a long time, which is complacency. Over time, a "greenhouse effect" will be formed. There may be a moment of passion, but it will not last long.
This may be me sitting in a well and looking at the sky, seeing from a single hole.
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