Reflection on Open Class Teaching There were two large-scale open classes in April, 1. One is the district-level open class held by xx, and the other is the activity of sending classes to the countryside by Teacher X in xx Middle School. What the two teachers showed in these two open classes is worth reflecting and learning.
Xx teacher's open class, first of all, through correcting students' self-study homework before class, understand students' difficulties and mistakes, so as to train students in the teaching process, guide students how to obtain effective information in the process of examining questions, think about energy problems, analyze the process and direction of energy conversion, and visually present them on the blackboard in the form of energy flow diagram, expand and clarify the calculation method of each energy. At the same time, give guidance to improve the correctness of calculation and the standardization of solving problems, and then consolidate the general problem-solving methods of energy problems through the training of typical examples. Finally, students are encouraged to integrate and reflect on themselves through in-class tests to improve their ability to analyze and solve problems.
In this open class of xx, all the processes, from topic selection to writing lesson plans, preparing lessons and making ppt, were completed by her. The selection of examples has her unique thinking, and the topics are novel and comprehensive, which can form a system and embody the teaching concept; The exercises are explained in detail, the method guidance is in place, and the operability is strong, which reflects the particularity of a female teacher. This course has also been well received by teachers, which is reasonable. After listening to this lesson, I have a deeper understanding of the explanation of energy conversion exercises. I am ashamed to say that in the third year of my first year of teaching, xx taught me a lesson, which made my original vague questions suddenly clear and made me look down on any colleague. Only through mutual communication and learning can I accumulate experience and increase my knowledge. At the same time, after this class, the third grade teaching seminar also made me understand the characteristics of different stages of the senior high school entrance examination review and the corresponding review strategies, as well as the relationship with ordinary teaching. Teaching should be a complete process, and every link of teaching should be viewed from a higher perspective. Each link has corresponding goals and tasks, as well as specific methods to achieve teaching goals, which are closely linked. At the same time, only by closely monitoring the academic situation and making corresponding adjustments can students be truly regarded as the main body of education.
The teacher did an electrical experiment. Originally, three links were prepared, but only two contents were completed, that is, what problems can be explored in five series of parallel circuit diagrams and what should be paid attention to in circuit connection. The last circuit failure was not completed. However, I think the capacity of the classroom is not much, but the effect of students' mastery. If one class can explain the above two questions clearly and thoroughly, there will be no problem. On the contrary, completing the task in order to complete the task will inevitably lead to every content being superficial. Teacher X's explanation is simple, eloquent, students interact naturally, make full use of classroom generation, conduct method guidance according to learning situation, and conduct topic training in class. The concise language, natural teaching attitude, detailed content and illustrations fascinated me and witnessed the strength of Teacher X as a backbone teacher. Nevertheless, I won't imitate Teacher X in my own class, because I think everyone's characteristics and styles are different. Forcibly copying will only lead to the embarrassing situation of painting a tiger without turning it into a dog. Only by learning from each other's strong points and integrating on the basis of their own characteristics can we have a good class of our own. Looking back at Mr. xx and Mr. X, they did the same. In short, I am very grateful to the school for providing such a good opportunity to study and exercise, so that I can see the gaps and deficiencies and learn advanced methods and concepts. In the ordinary tempering day after day, spring will naturally bloom.
Reflection on open class teaching 2. I have always wanted to make a breakthrough in teaching. Only this lecture needs the concept of "vivid classroom" to guide the actual education and teaching. The unity of subjectivity and objectivity has given me a new understanding of my teaching work.
Traditionally, the teaching tasks of this course should include two items.
One is the classification of nouns and the plural changes of countable nouns;
The second is to talk about likes and dislikes with various individuals and sentence patterns like.
I also set the same teaching goal before class, and carefully designed several very operable tasks around the goal. But before this lecture, I had no idea.
Forty-five minutes later, the first teaching task was completed. For the first time in many years, teaching has encountered such a situation. In class, I consciously changed the so-called structured teaching steps from my own teaching needs. I try to make myself look at and think about problems from the perspective of students, and pay attention to let students fully express their views and ask questions. For example, let students understand which nouns are countable and which are uncountable, so that they can deepen their understanding and exercise their expressive ability in the process of discussion, but sometimes they deviate from the theme, but I failed to stop and reverse students' thinking in time. For example, asking students to list the names of foods they know has greatly stimulated students' desire to express themselves, and all students have the possibility to stand up and speak, so the classroom has completely become their own learning place, and I feel the rare enthusiasm and excitement of students. I think, in this class, students have not only learned some knowledge related to English, but more importantly, they are more or less willing to learn English, at least they will not hate this subject as before. What's more, students are relaxed in this class, but their thinking is still tense.
Only by paying attention to students' lives can education be truly implemented. In the future education and teaching, I should pay attention to determine the teaching tasks and objectives according to the students' needs and actual conditions, create time and space for students' autonomous learning and cooperative learning, give full play to the respective roles of teachers and students, and maximize the stimulation of life in education and teaching.
3. Students' reflection on open class teaching:
I think the performance of the students in this class is beyond my "preset". They can take the initiative to show and speak actively. Even Meng Jiawei, who doesn't like to talk at ordinary times, can take the initiative to stand up, show his learning achievements on the big screen and answer questions. It turns out that courage can change everything. Don't underestimate the ability of students. Give it to them for free, and the children will give you unexpected surprises.
Teacher:
1. The learning goal I set tends to be the bottom 30% students, but it is a bit difficult for underachievers to link the exercises with the senior high school entrance examination. It takes a long time for the bottom 30% students to understand and use it in class, but I get the following three inspirations:
Set triple goals We usually set the same learning goals, but we should set different learning goals according to different students. For example, Liu Gang said that it is more difficult to learn a foreign language because there is something wrong with our nation. I should set three goals:
The learning goals that top students should achieve;
The learning goals that middle school students should achieve;
The learning goals that students with learning difficulties should achieve.
But when setting goals, you can't write what top students should master and what ordinary students should do, which will hurt students' self-esteem. Put forward your own requirements in a euphemistic tone, and don't let students see that teachers divide students into three grades. Students work hard for different goals according to their own classroom learning situation. Underachievers will see their progress and build up their confidence in learning, while top students will charge for higher goals and achieve better results.
2. Understanding of classroom standards Our city puts forward the teaching mode of "learning first and meeting the standards in the classroom". I used to think that all students should achieve the goal of "applying what they have learned", but through this class, I have another understanding of this sentence-the basic knowledge in the classroom is up to standard. Every student's foundation and application ability are different. It will be a little difficult to unify all the learning goals, but it is still possible to achieve the basic goals in class.
With experience, you will have experience. Today, I feel the warmth of home. I am very happy to get the guidance of so many teachers and eliminate the inferiority complex of "fighting alone". With this exchange experience, I have accumulated experience in open classes. If I have the chance to show it again, I am confident to do better.
Reflection on Open Class Teaching 4 Although the open class of teaching is over, I feel that every step from preparing lessons, trying to teach, reviewing and attending classes has been improved, which has condensed the efforts and help of many people. Through this teaching, I also clearly realized my own shortcomings and the direction of improvement in the future.
{1} has insufficient ability to handle teaching materials, and the relationship between the key and difficult points of the unit and the key and difficult points of the class needs to be improved.
When preparing lessons, my team leader, Mr. Ye Ping, and I repeatedly studied the textbooks and revised the unit plan and class plan. After seeing my trial teaching, teacher Ji, a researcher, first asked me to discuss and correct my understanding of the teaching materials with small sandbags and my own ideas, which improved my ability to handle the teaching materials and grasp the key and difficult points.
(2) The ability to design problems should be strengthened.
In teaching, I adopt the mode of finding problems-solving problems-practical application. When preparing lessons, I feel that I have fully considered the problems of my design. During the trial teaching, I found that students were not suitable for the way and starting point of my questioning, which led to insufficient teaching time and students' misunderstanding of the problem. After class, the teacher gave me guidance on the questions I designed and the time to put them forward. I redesigned two sets of questions to try, and came to the conclusion that students in different classes should use different difficulty questions to design. In class, if students can't learn well through the questions designed by the teacher, the teacher's guidance should immediately lead students from the wrong edge to the right learning path. I feel that students' ability to find problems-solve problems-and apply them in reality requires me to carefully scrutinize the problem design in each class, and the problems in each link should be interlocking and the difficulty should be gradually increased.
(3) Teachers' language needs to be further improved in teaching.
At the beginning of this semester, the teaching and research group established the research topic as the role of teachers' language in physical education. We learned a lot of relevant materials for the topic, and listened to the classes of teachers in the group and other subjects for analysis and research. I feel that my teaching language has been improved through continuous learning, and the enthusiasm of students has been improved through the teacher's language; They can actively cooperate with learning; They can reasonably evaluate themselves and the group; The realization of learning goals has also improved. Although there has been some progress in language teaching, there is still a big gap from our own goals.
I found the gap and made clear the direction. I will continue to explore and make progress in the field of education.
Reflection on open class teaching 5. This kind of open class teaching is based on school-based research "theme reading teaching". For the teaching of theme reading, I have only a little knowledge of what is theme reading and how to carry it out correctly. Therefore, this time, it is also the first time for me to cross the river by feeling the stones.
Think before you prepare
"Thematic reading teaching" requires reading from one point as a starting point, integrating extracurricular reading into the classroom, and greatly improving students' reading volume. The sixth-grade students I am taking now can be said to have understood all the knowledge points that primary schools should master. Students who are about to graduate should have the ability to read independently, and they don't need teachers to lead them to analyze words and sentences and understand the connotation. I wonder if it is possible to integrate the texts in the unit and teach them in combination with the writing methods I have learned before? With this in mind, I made a comprehensive preparation for seven units and three texts.
Deliberations in preparation
When preparing lessons, I thought that although the three texts were all articles about things, they were all about characters and teachers. Why don't I start with the writing methods of characters, let students read them repeatedly, and analyze vivid characters between the lines of words? Therefore, I design to let students review the description of characters, master typical examples, and then reflect the character through specific descriptions such as language, movements, expressions and psychological activities. Then let the students read Since the Enlightenment and analyze Flaubert, Confucius and Teacher Liu in the three articles. Finally, expand reading, let students collect and analyze some articles describing teachers, and firmly master writing skills. You can also arrange exercises after class.
Reflection after class
I carried out this teaching according to my design and completed the teaching task on time in 40 minutes. I also reflected on this teaching and had some thoughts.
1. Let the students study by themselves. Students in grade six do have a certain learning ability. It can be said that the analysis of the characters in the text is in place and the generalization is accurate, without the teacher's repeated emphasis.
2. Learn the same writing methods together. By analogy, students can grasp it firmly, save time and improve their reading, which is really helpful to students' reading.
Although it can also increase reading, each article has its own differences. For example, in the lesson of Master Maupassant, in addition to understanding the spirit of the characters, students should also learn to observe things carefully, persevere and find things that others have not found. How to write an unforgettable article in the lesson "Ideal Kite"? What does an ideal kite mean Description of scenery in Confucius' Spring Tour, etc. In fact, there are still many knowledge points to be supplemented in the next class. In fact, this kind of teaching is only suitable for one class, that is, to increase reading at a certain point.
4. Because you have to read two or three articles in a class, the analysis of the text is rough, and the emotion, reading, situation and bedding in the Chinese class are much less, and the Chinese class is a bit stiff. It may be a little reluctant for students with weak reading ability.
Maybe I haven't really understood the essence of "thematic reading teaching", or maybe I have a misunderstanding and took a detour. In short, it needs to be done and pondered in future teaching.