As an excellent teacher, teaching is one of the most important tasks. Through teaching reflection, we can quickly accumulate our teaching experience. The following is the after-class teaching reflection that I have compiled for everyone, for reference only. For more after-class teaching reflections, click "Teaching Reflections" to view.
Brief after-class teaching reflection 1
The text "Growth" tells the students to cultivate independence from an early age through the story of Little John delivering newspapers and buying sausages. Life ability is conducive to growth.
It is often said that teachers are engineers who shape the human soul. As teachers of children, we have the responsibility to educate students to develop independent living abilities from an early age, so that they can grow independently and happily in childhood. But most of today's families have only children, and the children are the apple of their parents' eyes. They have been pampered and raised, and they all live a life where the parents have everything to do with clothes and food. I have no life experience at all, and I don’t understand that labor training is to cultivate the ability to live independently, and I don’t understand the principle that cultivating the ability to live independently is conducive to growth. Occasionally I see children picking up scraps on the street or other places, and I look down upon them and even discriminate against them. In this case, teaching undergraduates makes a lot of sense.
How to make children have a strong interest in learning this article. After thinking deeply, I first arranged for students to preview the text in this way: read the text fully, think about whether you like John in the article and what you like about him, and then in the group Give a speech. In class, I checked the previews, and the results were beyond my expectation. There was not a single one I didn't like. In the embarrassment, I understood: Our students' feelings are rich, upright, and good. Did I underestimate my students' emotional attitudes? Is my approach redundant? In fact, children's emotional attitudes and actual actions are sometimes not directly proportional and cannot be coordinated. Emotions drive thoughts and actions, but this behavior cannot be sustained. It is not necessary to really let our students do something within their ability and persist in doing it. The purpose of education is to enable children to have perseverance in doing things. Thinking this way, my approach is necessary and meaningful...
Then I guide students to study this article in depth. I guide students to grasp the sentences that describe the appearance and language of the characters in this article, and use the frequency and Read aloud with emotion to understand John's good habits and independent living ability. First, a few students talked about their simple experience. At this time, I talked to the students about my experience after reading, and also used multimedia courseware to show John's performance in the snow. The scene of delivering newspapers leads students into the emotions of the text and into John. It makes students have a strong interest in learning the text. After learning, when summarizing the full text, guide students to say, "What kind of person do you think John will be in the future? What inspired you after learning this story? You have experienced many things, which one do you think is conducive to your own growth?" ?" and other questions to guide students to self-reflect and realize that they lack good living habits, lack the ability to live independently, and lack the spirit of perseverance in their growth experience. From now on, we must cultivate good habits, cultivate the ability to live independently, cultivate the spirit of persisting in doing things to the end, and be willing to grow into an outstanding good man and woman.
From this point of view, it is not that our children cannot support themselves, but that we as teachers and parents do not pay attention to cultivating children's abilities in these aspects and do not give children the opportunity to support themselves.
Brief after-class teaching reflection 2
The lesson "Ride by Car" is the last content of addition and subtraction of numbers within 10. Mainly learn continuous addition, continuous subtraction, and mixed addition and subtraction operations. In teaching, I strive to achieve two things: let students experience the meaning of continuous addition, continuous subtraction, and mixed addition and subtraction in specific bus riding situations; and master the order of operations of continuous addition, continuous subtraction, and mixed addition and subtraction.
1. Fully let students understand the practical significance of continuous addition, continuous subtraction, and mixed addition and subtraction.
During the teaching, a car riding situation was created and students were asked to come to the podium to simulate the process of riding a car. The enthusiasm of the students to participate was very high, and all of them wanted to perform on stage. Through simulated performances, students can fully experience the dynamic process of getting on and off the bus during the game. In order to deepen their understanding, students are also asked to use intuitive means to represent the performance process by arranging learning tools and drawing pictures. Because students have personal experience, there are different ways to draw pictures. For example, there are 8 people in the car, 4 people get off, and 1 gets off again. Some students use arrows to indicate getting off, some use diagonal lines, and some use dotted lines to indicate getting off. This allows students to establish intuition and use image thinking to better understand the practical significance of continuous addition, continuous subtraction, and mixed addition and subtraction.
2. Fully enable students to understand the order of operations.
The operation between three numbers is the first time for students to come into contact with it. It is difficult for students. Moreover, during the calculation process, they need to consider what to calculate first and what to calculate next, and do the calculation verbally in two steps. In order to get the result, students tend to forget the result of the first step and lead to calculation errors.
Therefore, in teaching, in addition to letting students understand what to calculate first and what to calculate on the basis of understanding the actual meaning of the calculation formula, we should also pay attention to guiding students to discover the most common points of continuous addition, continuous subtraction, and mixed addition and subtraction operations through comparison: From In addition to performing calculations from left to right, students are also required to write out the result of the first step of calculation and turn the result of the first step of calculation into a visible number, indicating that they need to calculate this step first and remember the result of this step. Effectively avoid calculation errors.
Through teaching, I found that the teaching objectives can basically be achieved. However, because in the teaching, students are not only allowed to simulate the process of riding a bus, but also let students express the process of riding a bus by arranging learning tools and drawing pictures. Therefore, more time is spent in this part, resulting in the inability to complete the subsequent exercises. Therefore, how to coordinate the relationship between the two is a question I should think about.
Brief after-class teaching reflection 3
When studying the lesson "Praise", in order to let students understand the true meaning of praise, I made a final summary and said: "Look, The little hedgehog and the little badger in the text get along so harmoniously and are so humane! They appreciate each other and praise each other. The little badger's praise from the little hedgehog immediately made him feel confident, and he even did a bench competition. The little hedgehog was praised by the little badger, which relieved him from the fatigue of the day. Not only were they in a happy mood, but they also experienced the joy of success. "I then made the final suggestion. A question asked, "Students, think about it, if the little hedgehog didn't praise the little badger at first, but instead made fun of the roughness of his bench, what would be the result?" The students raised their hands one after another, and some students said : "The benches will be rougher than the other." Some students said: "The little badger will not be able to make chairs." Some students said: "The little badger will be more discouraged." At this time, there was The student suddenly stood up and said: "If I were a little badger, I would not be discouraged. I will make the bench better and show it to the little hedgehog." I don't know whether they were inspired by this classmate or infected, and then they all raised their hands. The students who got up to answer all said: "I won't be discouraged, I will work harder."
I was surprised when I heard the students' answers, because this kind of answer was something I had never expected when preparing the lesson. I can’t believe that these students can say such things! Even though they are spoiled and spoiled, they can be so strong. I underestimated them.
If you think about it carefully, children need correct educational guidance for their growth, and new textbooks are the source of education for students. Let our children absorb rich nutrition from the new textbooks, and they will be accompanied by the sail of the new curriculum reform led by the new textbooks.
Short after-class teaching reflection 4
The second song to learn to sing in the first unit - "Cuckoo" is a German children's song, which imitates the sound of the cuckoo. The tone starts with the characteristics of a three-beat dance music, giving people a pleasant and graceful feeling, as if dancing a beautiful waltz in the spring forest. The lyrics sing about the brave cuckoo announcing spring with a childlike innocence, expressing the children's joyful joy at the arrival of spring.
The slightly more difficult part of the song is the quarter rest. It is difficult to sing accurately at this point of one-beat pause. After explaining the rests, listening and singing repeatedly, and using movements to express the rests, it became easier to sing. After practicing for a full beat, this problem was solved.
In this class, I tried to change the lyrics memory. The curriculum standard requires: "Be able to memorize 4-6 songs per school year." However, in order to allow students to accumulate more musical experience, I often require students to memorize all the songs they learn. However, this song has two lyrics. It is difficult for students to memorize the lyrics, and it is easy for students to mix the two lyrics. In previous teaching, I always asked students to solve the problems in class, which virtually increased the difficulty. In order for students to firmly master the songs, it took two classes, so no matter what method I used, Students will feel bored, and the subsequent steps are often done hastily, which discourages students from learning music. Today, I tried to let students only memorize one section of lyrics, and students can just look at the lyrics and sing the remaining two sections of lyrics. This not only saves time, but also leaves sufficient time for the following links, so that students can learn more Feel the charm of music and enjoy the fun brought by music. Then assign homework so that students can memorize the lyrics in their spare time and make use of their spare time. I think that when they take music class again, the students will be able to sing it.
Short after-class teaching reflection 5
"Turning Waste into Treasures" is a theme activity full of environmental awareness and is closely connected with students' lives. In order to let students deeply understand the awareness of environmental protection, an extracurricular activity was organized to clean the streets of Haoyong Village. The students prepared all tools, classified and collected garbage, put non-recyclables into trash cans, collected recyclables, and prepared class works creation. At the beginning of the class, some pictures were shown to the students, allowing them to appreciate the beauty of handicrafts made from waste and stimulating their interest in learning. And let students understand the shape characteristics of the waste collected before class, and then let students think and discuss, let students make according to their own ideas, and collaborate in pairs to design.
In the process of preparing materials, some students did not prepare enough materials. Although they have strong hands-on ability, they also suffered from the difficulty of making a meal without rice. Fortunately, during the production process, I adopted group cooperation. , combining the wisdom and materials of several people, successfully created more excellent works, and turned the original "disadvantage" into a favorable "advantage". Again, some students in this class did not bring the materials specified by the teacher, and the teacher was worried, but the students suggested using the materials around them, so why not? This reflects the interest, flexibility, and expressive activities of the art teaching process. The freedom and diversity of evaluation criteria provide an environment suitable for creative activities and stimulate students' creative thinking. It is a change from the previous art courses that simply regarded students as being educated. They only followed the teacher's instructions in class. Students were passive learning operators and lacked initiative and satisfaction in learning. Let students understand that art classes do not necessarily require specific tools. They can choose any coal materials around them to create art without any restrictions. Such art courses give students a beautiful, happy, and complete artistic impression. Cultivating the creative spirit through such art courses will have a positive impact on students' future study, work, and life.
Through the teaching of this class, many small makers emerged. Their productions are exquisite and their designs are original. They saw their masterpieces, and I also appreciated the exquisite works of my classmates. When summarizing the activity, the students felt very deeply. They recorded the beauty and eternity of this activity in their own words.
Through the teaching of this class, I was deeply inspired. I think that as long as we are good at discovering problems and summarizing in our daily teaching, our education and teaching level will make a qualitative leap.
Brief after-class teaching reflection 6
Junior high school physics is a very important subject, but the impression that "physics is difficult to learn" may deter many students. Therefore, starting from the physics teaching in the second grade of junior high school, we should first provide them with correct guidance so that students can successfully advance to the level of junior high school physics. Secondly, let students establish a good foundation of physics knowledge, and then choose to improve according to the specific situation of the students.
First, it is open to all students and takes into account both ends. Class teaching is open to all students, and can take care of the vast majority of students' "class-specific" teaching. After class, students must be taught individually. Students with strong learning abilities must be improved, and students with learning difficulties must be strengthened. Post-counseling. Teachers should pay special attention not to let the so-called poor students become the "forgotten corner".
Second, pay attention to guidance in law study. The formation of physical concepts at the middle school stage is firstly based on induction and summary of a large number of physical phenomena; secondly, it is derived through deduction based on existing concepts and laws. Therefore, in classroom teaching, teachers should change their previous role as a teacher who mainly explains knowledge, and should strive to become a listener who is good at listening to students' ideas. In the teaching process, if we want to change the traditional teacher-centered concept in the past, we must strengthen the subject participation of students in teaching, a bilateral activity between teachers and students. We should pay attention to scientific inquiry, let students participate in inquiry, experience the inquiry process, and experience the joy of obtaining the inquiry conclusion.
Third, the teaching methods are diverse and modern teaching methods are appropriately used to improve teaching efficiency. The development of science and technology has provided a modern teaching platform for education in the new era, and injected fresh blood into the traditional teaching model of "a piece of chalk, a mouth, a blackboard and ink". Under the new situation, teachers must also put forward higher requirements for themselves, improve their scientific literacy and teaching skills, and improve their computer skills. In particular, it is necessary to strengthen the learning and use of some commonly used teaching software.
Finally, students should be intentionally infiltrated into common research methods in physics during the teaching process. For example, ideal experiment method, controlled variable method, conversion method, etc. If students have a certain understanding of the research methods of physical problems, they will have a deeper understanding of physical knowledge. At the same time, they will also learn some thinking methods for studying physical problems, which will enhance their ability to learn physics.
Brief after-class teaching reflection 7
Throughout March, I have been reviewing the physics unit. Although at the end of the last semester, I had already carried out the review for about one and a half months. Review, but after a holiday, when the school started again, I saw how the students were doing the questions and found that a lot of knowledge had been forgotten, so I planned to use another month and a half to review the unit.
All teachers know that in the review of the third grade of junior high school, the first round of review of basic knowledge is actually very important. So in this round of review, I try to slow down and focus on the basic knowledge. Review the knowledge points in place, sort out the unit knowledge structure clearly, let students combine the exam syllabus, read more textbooks, and provide timely guidance if they do not understand anything, so that most students can master the most basic physical concepts and physical laws. Physics formulas and units, etc., and can use these basic knowledge to solve some simple fill-in-the-blank, selection, short answer, calculation, experiment and other exercises.
In the review of basic knowledge, if one review method is blindly used, students will feel bored and lose interest. So when I was reviewing, I chose different review methods based on the chapters I was reviewing.
For example, when reviewing the two chapters "Colorful Material World" and "Motion and Force", the knowledge is listed and sorted out by summarizing it into articles or drawing diagrams, and then consolidates it with relevant exercises. When reviewing the chapter "Force and Machinery", the main purpose is to raise some questions, use the questions as the starting point of the review, play its leading role, and integrate the basic knowledge, basic skills, basic methods and physical ideas of physics into it. When reviewing "Pressure and Buoyancy", based on several methods of solving pressure and buoyancy problems, a set of small questions that can incorporate relevant methods are designed for students to do. In this way, the initiative is given to the students. Apply your own knowledge and thinking methods to master physics, apply physics knowledge, and solve physics problems, so that students can review the methods they have learned and make corresponding choices and judgments in the process of analyzing and solving problems, so as to review knowledge easily and happily. and ability improvement. Finally, I will summarize several solutions to related problems.
Every time after a group of questions is solved, I have to lead the students to come back and reflect. What basic knowledge was reviewed in this question? What basic skills were reflected? What physical methods were reviewed? What physical ideas were reflected? ?What solutions are there for which questions? In this way, questions are given to students, so that they can constantly reflect, consolidate, deepen, and improve during reflection, so that their knowledge can develop from point to surface, and from surface to body, forming a reasonable knowledge structure. At the same time, I can also keep track of what students have mastered? What they have not yet mastered? Which students have mastered it? Which students have not yet mastered it? And so on. Provide timely feedback, correction or reinforcement.
For this reason, I believe that using these different methods to teach unit review of different chapters is an effective way to solve the current low efficiency and low quality of physics review teaching.
Brief after-class teaching reflection 8
The physics teaching in the third grade of junior high school is coming to an end. After a year of hard work, there are gains and there are things worth thinking about deeply.
When I first entered the third grade of junior high school, my homework was relatively tight. I was busy catching up and focused on mastering the basic knowledge of the students. Students are required to listen carefully in class. At this time, I really hope that students can master the basics well, so I try to take various measures in practice so that each student can master as much knowledge as possible to the best of his or her ability. The fact is that students have mastered the basics. Not bad. In order to serve the basics, we also did a lot of experiments, especially in electricity. Physics is a science based on experiments. Doing experiments well is conducive to the understanding and mastery of knowledge.
Students in the third grade of junior high school have a lot of homework. They should not assign too many homework. In order to allow students to do fewer questions and improve their abilities,
Carefully choose the exercises every time. Try not to let students do partial, difficult and strange questions. Try to make students happy to learn.
Teachers who are interested should try their best to connect with real life in daily teaching, so that students can realize that physics is in life and life is physics. Make students feel like they are soaring in the physical world. Increase your interest in physics and your desire for physics knowledge.
Only when you know how to do it can you have the confidence to continue learning. In daily teaching, students are always encouraged to ask questions they don't know and solve them immediately, rather than leaving problems alone. This forms a virtuous cycle, allowing students to increase their knowledge through continuous development. Find students who are falling behind and help them catch up in a timely manner.
There are still many shortcomings in the work. For example, a question with multiple solutions should be expanded. However, sometimes due to time constraints, students are asked to think about it after class, and some students do not do it after class. Efforts should be made to make class time more compact and improve classroom efficiency.
Brief after-class teaching reflection 9
Throughout the month of June, comprehensive simulation training of junior high school physics was mainly conducted. The President made ten sets of full mock tests, three sets of pre-exam sprint papers, and six sets of provincial mock test papers. In addition, there were two unified mock tests for the whole school and a small book of browsing questions.
In the review process at this stage, I mainly use exams and lectures. After each test, students are allowed to communicate, discuss, and correct some simpler questions by themselves, and then raise more difficult questions and answer them together.
Through such repeated training, first of all, the students' problem-solving speed has been greatly improved. It used to take 50-60 minutes to complete a set of questions, but in the end it only took 30-40 minutes to basically complete it. It can be completed.
Secondly, students’ basic knowledge has been strengthened and consolidated. For some constants, formulas and units, it turns out that some students can’t remember clearly, and they can’t figure out which physical quantity has which unit, or the main unit. They are used interchangeably with commonly used units without unit conversion or unification; most students are now able to master them proficiently and apply them to problem solving.
Third, it greatly promotes students’ ability to analyze and solve problems. For short-answer questions and exploratory experimental questions that lost more points in the past, the answers could not accurately fall on the knowledge points, or the questions asked were unreliable and unscientific. Now the deficiencies in these two aspects have been eliminated. A great improvement can be seen from the number of passing students and the number of outstanding students. Originally, there were only 8 passing students and 1 outstanding student. By the time of the final high school entrance examination, 12 students had passed and the number of outstanding students had increased to 4.
In short, during the review period, we must continue to think, study, and find various ways to continuously improve students' test scores. Only by achieving good results in the final high school entrance examination can we say that our Reviewing is really effective.
Short reflection on after-class teaching 10
After a year of intense work, this year’s teaching of the third grade of junior high school has come to an end. Let’s talk about some of my reflections on the review of physics in the third grade of junior high school.
The first round of review is a review of basic knowledge. It is also the most important step in the entire review process. In this round of review, try to slow down and review the knowledge points in place, so that students can understand which test points are and the questions must be targeted.
Secondly, the basic concepts, basic laws, physical formulas and units should be understood by most students as much as possible, because students who are lost in this round will never catch up no matter how hard they try. How many people can keep up with this round of review will make it into the top 400. Therefore, the first round of review allows students to return to the textbooks and allows most students to improve.
The second round of review is a special lecture, focusing on popular test points and systematically sorting out knowledge for students. For example, I spent half a month on the electrical experiment. After this reinforcement, many students who had a headache in the electrical experiment said to me: Teacher, electricity was difficult before, but now mechanics is difficult! I tell them, explain your The review paid off. In the special lectures, the imaging of convex lenses is a difficult point. I put together the question types of this knowledge point in Tianli 38 sets and asked the students to summarize the changes in the question types. Thus, we have a systematic understanding of this knowledge point.
The three rounds of review are five sets from the newspaper, eight sets from the password, and three sets of test questions from the provincial teaching and research office. At this time, I think the students have mastered the basic knowledge and need to do The key is how to make your answer not only score points, but also get full marks. Therefore, the important thing for students is not whether they have written the homework, but whether they have read the standard answers attached to the test questions, whether they are different from their own ideas, what are the differences, and in what aspects they have improved by reading the answers. After this round of review, the standardization of students' answers to questions has improved.
The day before the exam, I told the students that you have too many questions. Soldiers will stop you, and water will flood you. No matter whether the test questions are difficult or easy, everything is under your control!
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