最新英文版教學反思

　　在充滿活力,日益開放的今天,我們要在課堂教學中快速成長,所謂反思就是能夠迅速從一個場景和事態(tài)中抽身出來,看自己在前一個場景和事態(tài)中自己的表現(xiàn).反思要怎么寫呢?下面是小編幫大家整理的最新英文版教學反思,供大家參考借鑒,希望可以幫助到有需要的朋友.

　　最新英文版教學反思 篇1

　　them are still slaved by the exam-oriented education. The English class in their mind is that the teacher should go through the text and the exercises words by words, sentences by sentences, translate the text, and show the answers to the followed questions. In order to make them feel at home, I would better explain the text in detail, but this is not what the higher education aims at. The national new English curriculum stipulate that there are five objectives which are expected to achieved at the end of the lesson, and language knowledge and language skills are merely two of them, the rest of which are affection, learning strategies, and cultural awareness. The rest three components, however, is more vital than the first two, for the students I am teaching are college students, rather than middle school student, whose major job is to lay a solid foundation for the future development. Therefore, I used some open-questions, hoping to change their attitude towards the college English class, which no longer focuses on the language contents and skills alone, but on some other more significant stuff, for instance, reasoning, arguing, debating, etc. I clearly remember the text named “why do we believe that the earth is round?”, written by George

　　最新英文版教學反思 篇2

　�、� Preparation and teaching proce During my preparation, I prepared a lot of pictures to realize the revision and teaching of the new words.I found that they were quite attractive when students saw them during the teaching.To some extent, the use of the pictures of some famous stars could cultivate students’ interest to use the adjectives to describe their appearance, personality and etc.In order to avoid the one-sidedne of comprehension, I gave students more time to read and practice. Ⅱ Students’ learning proce During the cla, I proceeded well as I designed.Once I raised a question, most of the students could undertake brainstorm and gave me the correct answers.When the discuion time came, I divided them into groups of four, asking them to do related tasks.What I didn’t expect was that they preferred not to come to the front for acting.I felt a bit embarraed at first, but I respected their choices and dealt with it properly.

　　For most of the time, all of the students were very hard-working.It seemed that they had grasped all the knowledge effectively in this period.However, I found some problems when they stood up to give me answers.At that time, I felt nervous about my teaching effect.“Was my teaching method unsuitable for them?”, I said to myself, but I had no time to think.I tried to speak more slowly and clearly, giving them more time to think and speak.It really worked.The students and I cooperated well during the following steps.

　　In my teaching proce, I felt it a pity that I didn’t give the students time to present their papers and correct their mistakes, which I thought I should keep in mind for future teaching.After the cla, our instructor gave me some advice, which was quite acceptable and suitable to me.Ⅲ The organization of the cla In terms of my organization of the cla, there were seven steps in detail.They were warm-up, revision, presentation, practice, conclusion, discuion and writing.From the angle of the time control, all of the steps were carried out succefully during my cla.

　　Warm-up and revision occupied about 8 minutes; presentation occupied 5 minutes; practice accounted for half of the cla; writing lasted about 7 minutes.I was quite satisfied with the part of oral practice, because every student participated in listening and talking.They could give correct answers when they stood up.The feedback information was ideal at this point.

　　Meanwhile, I was not satisfied with the writing part, as I mentioned in partⅡ.Although students had time to write their compositions, they didn’t have the opportunities to know how well they had written.They should get some comments on their composition, for instance, grammar, sentence structure, hand-writing and so on.If I had five more minutes, I would present their papers to the whole cla and gave some corrections if neceary.

　　All in all, on one hand, this was a comparatively succeful cla.On the other hand, during my competition, I found some unsatisfactory elements in my teaching.I think it would be better for me to improve the teaching procedure for future use.In addition, the claed should be practical and adhere to the students’ ability.I learned a lot from my experience and my instructor’s guide.In order to realize the new concept of teaching, I think I need to do more research on the textbook and learn more from the others.

　　最新英文版教學反思 篇3

　　them are still slaved by the exam-oriented education. The English class in their mind is that the teacher should go through the text and the exercises words by words,

　　sentences by sentences, translate the text, and show the answers to the followed questions. In order to make them feel at home, I would better explain the text in detail, but this is not what the higher education aims at. The national new English curriculum stipulate that there are five

　　objectives which are expected to achieved at the end of the lesson, and language knowledge and language skills are

　　merely two of them, the rest of which are affection, learning strategies, and cultural awareness. The rest three

　　components, however, is more vital than the first two, for the students I am teaching are college students, rather than middle school student, whose major job is to lay a solid foundation for the future development. Therefore, I used some open-questions, hoping to change their attitude towards the college English class, which no longer focuses on the language contents and skills alone, but on some

　　other more significant stuff, for instance, reasoning, arguing, debating, etc. I clearly remember the text named “why do we believe that the earth is round?”, written by George

　　最新英文版教學反思 篇4

　　In the actual operation, we pay special attention to the implementation of process evaluation. Process evaluation is the formative evaluation, which refers to the evaluation of students' daily English learning in the learning process based on teacher evaluation, parental evaluation and mutual evaluation among student groups. It emphasizes people-oriented, in the learning process, attach importance to the students emotional attitudes, language knowledge, learning strategies, team spirit and the overall quality of the training, with incentive, synchronization and so on. According to the requirements of English curriculum evaluation, we encourage students to participate and experience the success of learning through the self-evaluation of team members, group leader evaluation, peer evaluation, teacher evaluation and formative evaluation and final evaluation. Specific implementation has the following three levels:

　　First, the group within the assessment of individuals

　　Use the "group member evaluation record form", to evaluate the students within the group, each class by the group's recorder is responsible for recording the team members of the award situation. Evaluation of the project can be adjusted in stages with the actual situation of the classroom, if the team evaluation is doing better, but also from four major aspects and 20 small observation points for detailed evaluation, such as forms:

　　Second, the group of inter-group

　　Use the "group evaluation record form", record the group award situation.Through the unity and cooperation of the team members, work together, in the pre-class show, class cooperation in the exchange of reports display, feedback display part of the award-winning. Note that the number of students with poor learning to be relatively increased, so that students can mobilize the enthusiasm and initiative. Evaluation of the project with the existence of students in the classroom to adjust the actual situation in stages.

　　Evaluation of student group cooperation in a class, we can also from the following four aspects of the comprehensive evaluation of the group: First, the state of student activity. Students have a strong interest in self-learning initiative; learning atmosphere, democratic equality and interaction; mutual learning a clear division of labor, students with high enthusiasm and effectiveness. The second is the form of student activities. Students' activities are divided into individual, group, group, and so on, in a variety of forms, observation, thinking, cooperation and organic combination. It can also be used to learn and display the same content in different forms, such as the use of listening, speaking, reading, writing, acting, singing, and communication in a variety of forms of activity. Type can be used to learn and demonstrate the form of dialogue, but also can be compiled into songs, with action or expansion of the form of the sentence than the sentence, so that the rich forms of learning and cultivate the spirit of student innovation. Third, the participation of students. Students participate in a wide range of classroom activities, to participate in all the different content of the show. Fourth, the learning effect of students. Students have the courage to show.

　　Emotions, attitudes, values have been developed accordingly. Thinking depth, to reflect the knowledge of the internalization, reorganization and application, and the explicit effect is good.

　　Of course, in order to mobilize students to compete in the classroom, the classroom in addition to the use of the above two evaluation methods, teachers can also create a blackboard on the blackboard evaluation column.The evaluation column designs various evaluation items and evaluation dimensions which are beneficial to students' learning and display, and real-time records show the winning situation of each group. Teachers secretly in accordance with a certain order so that the groups have the opportunity to showcase, so that equal opportunity to show winning, if the gap between the larger group, teachers timely adjustment, the basic guarantee of the group's award-winning situation not too much difference, The award-less group loses the chase of confidence. The evaluation items and dimensions of the evaluation board of the blackboard should be adjusted continuously according to the different stages, different performance or different problems of the students, and guide the students to improve their learning methods, strategies and contents so that students can make progress.

　　Third, the development of evaluation (ie, evaluation system)

　　"Basic Education Curriculum Reform (Trial)" that the establishment of an all-round development of students to evaluate the system. Evaluation not only concerned about the academic performance of students, but also to discover and develop students' potential, to understand the needs of students in the development, help students understand self, build self-confidence.

　　Evaluation system is a system of evaluation process, is the synthesis of student process evaluation, the students each time the reward is accumulated, is to record the accumulation of student development process.The implementation of the evaluation system, so that students see their continuous development, progress and improve, it will more stimulate student initiative, so that students receive a steady stream of learning motivation. The evaluation of integrated individual and group awards evaluation evaluation.

　　In short, this "bundled" co-demonstration and "bundled" multi-evaluation teaching strategies, to mobilize the enthusiasm of students to stimulate student interest in learning and curiosity, can improve student self-confidence in English learning to make progress.

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