Reflections on the teaching of benevolence

As a new teacher, one of our tasks is teaching. With the help of teaching reflection, we can expand teaching methods. Do you know anything about teaching reflection? The following is my reflection on benevolence, hoping to help you.

Reflection on Renjiao 1 1. Theme: Learn to be tolerant.

Second, the design intent:

Nowadays, most primary school students are favored by their parents, and more comfortable living conditions also breed their arrogant and willful behavior style. Therefore, in a class group, students lack the spirit of mutual tolerance and cooperation, often haggle over trifles, and the phenomenon of "complaining" occurs from time to time. Therefore, teachers should cultivate students' tolerance spirit in teaching and dealing with peacetime events, so that students can live in harmony with others and improve their interpersonal skills.

Third, the purpose of the activity:

1. Let students realize the importance of tolerance and enhance their tolerance awareness.

2. Be tolerant, get along well with others, and have patience to improve interpersonal skills.

3. Let students experience tolerance in activities, feel tolerance in experience, sublimate tolerance in sentiment, and know that tolerance is a kind of love, a realm and a virtue.

Activity focus: Through psychological training, initially cultivate students' tolerant psychological quality.

Difficulties in verb (verb's abbreviation) activities: understanding the meaning of tolerance.

Activity preparation of intransitive verbs:

1, Song recorded Small World of Truth, Goodness and Beauty and People Paddle to Open a Big Boat.

2. Video (historical stories, life sketches)

3. Collect aphorisms about tolerance.

Seven. Multimedia Design Serial Number Media Content Media Type Media Function Usage Conclusion Time-consuming Media Source

1 Play the song "Little World of Truth, Goodness and Beauty" and listen to the media and feel the beauty of teachers and students.

1 min tape

2 Show pictures of Liuchi Lane Visual media show pictures of Liuchi Lane, introduce pictures at the same time, and then ask questions on the blackboard-learn to be tolerant. Connecting with the reality of life leads to the concept of tolerance. Understand and feel the meaning of tolerance through vivid historical stories. 5-minute online download 3 Teachers explain the historical story "What is the fragrance" (music with animation). By watching the visual media, students can further understand the inclusive, intuitive and infectious image. Download 4 audio-visual media "Everyone Paddles" online in 6 minutes.

Play. Send bookmarks and encourage each other. 6-minute tape

Eight. Activity process: teaching process, teachers' activities, students' activities and media design intention.

First, the situation import:

1. Play the song "Small World of Truth, Goodness and Beauty".

2. Introduction: Do the students like this song? What's the name of this song? To realize such a beautiful world, we need to create it by ourselves. To create such a world, we must have the wisdom of life, and wisdom is varied. The teacher tells you a short story to see what kind of wisdom the characters in it have.

3. Show the pictures of Liuchi Lane, introduce the pictures at the same time, and then ask: Do the students know the origin of Liuchi Lane? After evaluating the students' answers, the teacher further asked the students to think: What made Zhang Ying's family and his neighbors change their attitudes? The teacher summarizes, introduces the topic and writes it on the blackboard-learn to be tolerant.

1, students take their seats in turn.

2. A: A small world of truth, goodness and beauty.

3. Students think and then answer this question. Play recordings and slides, connect with real life and introduce the concept of tolerance. Understand and feel the meaning of tolerance through vivid historical stories.

Second, the case analysis

(A) the lens display

1, explaining the historical story "Peace among Generals"

3. Summary: Tolerance, as a realm, is a manifestation of levels, an understanding and consideration of the included, a depth and talent, and a kind of wisdom and understanding.

2. Exchange discussion: ① Which role do you like? Why? (2) What if Lin Xiangru and Lian Po were tit for tat? Play DVD. By studying historical stories and analyzing real life, teachers and students can further appreciate the charm of tolerance.

(2) Stage analysis

1, indicating the historical background.

Step 2 ask questions

Step 3 discuss with students

1, watch the video and listen to the teacher.

2. Group discussion

3, the whole class communication

(3) Connecting with practice

Play a video of a life sketch (two students have a conflict because of squeezing tables and chairs in class, and they don't give in to each other)

1. Students talk about their psychological feelings after this incident.

Students are free to talk about their opinions and suggestions on this matter. Play the video through teachers and students to analyze problems, discuss problems and study ways to solve problems. Exercise students' tolerance psychology.

Third, return to nature.

1. Show couplets: A big belly can accommodate things that are difficult to accommodate in the world; Laugh, laugh at the ridiculous people in the world. How do you understand this couplet?

Students are free to talk about similar things in life.

3. Group activities. Each student can talk about similar things to this group of students and help them find solutions. )

4. Report exchange activities.

Write a letter to a friend who used to be paranoid, so that both of them can get out of their narrow minds.

Play the slide show. Let students know more about the role of tolerance in activities. In the process of students' mutual adjustment, we should remove psychological barriers, enhance friendship, mobilize students' awareness of self-education, connect with reality and improve their mental health.

Fourth, interactive communication.

Interlanguage: The teacher found that students used some aphorisms when solving problems. Human civilization has a history of thousands of years. The aphorisms condensed by human knowledge and wisdom are like bright lights, which always guide people to make positive decisions when dealing with problems. Before class, the teacher asked everyone to collect aphorisms about friendship and tolerance. Now we will make them beautiful bookmarks and give them to teachers, classmates, friends or your relatives.

1. Bookmark and write down your motto or your feelings.

2. Send bookmarks and encourage each other.

Let students collect relevant information before class, which not only enriches understanding, but also enlightens wisdom. At the same time, in the process of giving gifts to each other, it not only enhances friendship but also gives students positive psychological hints. 〕

Verb (abbreviation of verb) summary and sublimation

Students, tolerance is a kind of wisdom, a kind of accomplishment, a kind of quality and a kind of virtue. Be tolerant, but also learn to be tolerant. In life, we will inevitably have friction with others. When someone accidentally steps on you, you should wave and say it doesn't matter. When someone breaks your things and apologizes to you, you should also smile with tolerance. Learn to be tolerant If we can be tolerant, then our life will become more harmonious and beautiful!

Reflection on the teaching of benevolence: let students know the conversion between direct speech and indirect speech by learning the basic words, phrases and sentence patterns in this lesson. Through the teaching of this class and the discussion with the team members after class, I have the following thoughts:

First, successful teaching:

1. The first activity of this class is to show pictures of environmental pollution, so that students can observe and introduce topics and reflect on the teaching of Topic 1 A paragraph in Unit 2 of Renai English Grade 9. I show pictures in combination with teaching materials, which enhances the interest of the classroom and attracts students' attention, thus leading to the new curriculum teaching closely related to the theme.

2. Integration of teaching content: I start from the teaching content and integrate the teaching content according to the students' cognitive level. Starting with pictures related to students' real life and experience background, this paper shows students the scene of pollution and further makes students realize the seriousness of pollution. As a result, the teaching steps start from 3a, listen to tapes and look at pictures in groups, and smoothly transition to 3b and the exercises in the second part of the text. Improve students' understanding of topics and their ability to summarize dialogues. Then continue to bring the students' eyes to the western hills and learn the texts of 1a and1b. I determine the teaching content according to students' cognitive level, and integrate the teaching materials around the teaching objectives, so that the teaching content will have an impact on students' emotional education and values. Students' learning objectives are clear and the teaching content is complete.

3. The questions I designed in this lesson are all around the central topic of this lesson, "pollution", about the types of pollution, the causes of pollution, and the different adverse effects caused by different pollution. Multi-angle questioning, from shallow to deep, from easy to difficult, has a wide range of problems in classroom design. After each question, it involves the infiltration of moral education objectives, which enhances students' awareness of loving and protecting the environment, thus ultimately achieving the teaching objectives of the whole English classroom.

Second, the shortcomings of teaching:

1, due to time constraints, the problem-solving form of this course is too simple. Most problem-solving methods are individual, rarely discussed, and do not reflect the sense of cooperation, especially the language point explanation, mainly the teacher's explanation. Students are advised to discuss, explore and summarize by themselves.

2. The progress of the course is fast first and then slow, and there are few listening and speaking links, which does not cultivate students' comprehensive language application ability. It is suggested that the teaching content of the first half of the class can be appropriately deleted and adjusted, so that students can have more time for listening and speaking training and enough time to highlight key points and solve difficulties in this class.

Reflection on Renjiao 3 Einstein once said: "Interest is the best teacher for students." Tolstoy also said: "Successful teaching needs not coercion but stimulating students' interest. "Only when students have a strong interest in learning will they concentrate on listening and thinking positively.

But in English teaching in the past few weeks, I feel that some students in our class are tired of learning. In fact, students can't be completely blamed, and a large part of the responsibility lies with themselves. In the usual teaching, I don't give detailed guidance to those students with learning difficulties, but yell loudly after they make mistakes. Sometimes they even fight with each other. However, we can't find and praise their little progress in learning in time, but pay too much attention to the top students. Over time, those students with learning difficulties lose interest in learning English and hold a broken attitude, so their academic performance is always unable to get up.

We often say: "Learn from the teacher and believe in it". In order to make students willing to learn, we must first integrate the feelings of teachers and students. Teachers infect students through their every move and pass on the feelings of kindness, trust, respect and friendship to students. In order for students to enjoy learning, the most important thing is that teachers should try their best to find the bright spots in students' learning, praise more and criticize less, so that students can experience the joy of success and the joy of victory from the encouragement of teachers, thus stimulating students' interest in learning.

Classroom teaching pays attention to the five optimizations of teaching objectives, teaching content, teaching process, teaching methods and means, and teaching emotion.

The teaching process is a system, and teachers must optimize and combine all the elements involved in this system in order to achieve the best teaching effect. There are two criteria to optimize the teaching process: first, the effect is the best, that is, under the existing conditions, the teaching design and implementation effect can reach the highest level possible; Second, the time consumption is optimal, that is, it is best to complete the teaching tasks within the time specified in the curriculum plan and receive the benefits of "less input and more output".

Do the best control of teaching emotions and adopt "appreciation education" to form the strategic goal of students' effective learning. During the experiment, we gradually formed a set of systematic methods to help students learn effectively according to the teaching materials and the goals to be achieved in learning and teaching. For example, the combination of creating scenes and stimulating feelings; The combination of understanding students and cultivating students; Combining unified requirements with individual treatment; The research of teaching method is combined with the guidance of learning method. In the teaching process, teachers are required to carefully design the teaching content, try their best to turn the teaching materials into lively language communication situations, and let students participate in language practice with great interest. At the same time, we also emphasize that teachers should attach importance to the emotional communication between teachers and students in the teaching process, and strive to stimulate students' emotional factors in order to create a harmonious learning atmosphere and stimulate students' internal positive factors, learning enthusiasm and creative consciousness. Carefully design activity classes to fully embody the principles of teacher-student interaction and student-student interaction. A successful activity class often requires teachers' careful thinking. In the course design, teachers should consider the participation and interaction between teachers and students as much as possible, and the interest and communication in the practice process fully reflect the autonomy and participation of students.

Students' activities should be rich and colorful, with content, time, theme, venue and special personnel. This paper attempts to create an English learning atmosphere in schools, enrich students' language life, cultivate students' interest in learning languages, strengthen their autonomy and purpose in learning, and realize the transformation of students' learning methods by carrying out English recitation competitions, word competitions, poetry and drama exhibitions, teaching material and drama exhibitions, handwritten newspaper competitions and speech competitions.

A correct understanding of the role of examination evaluation can make students make progress in their studies and increase their self-confidence and sense of success. Students with learning difficulties are most afraid of exams. In order to help them overcome their fear of exams and improve their enthusiasm for learning, teachers set different levels of requirements according to different teaching objectives and students' actual level. In the course of the experiment, according to the individual differences of students, students' learning evaluation is carried out with "same points but different values", and multi-angle, multi-direction, multi-level and multi-form hierarchical evaluation is carried out to reach the standard of cooperation and promote each student to seek the best development in the most suitable learning environment. Mainly tried the following methods:

1, the implementation of unmanned invigilation system, so that students can dilute the concept of "one exam for life" and form autonomous learning. When trying unsupervised, it is still necessary to open the students' seating area, explain the role and purpose of unsupervised, and let students know the purpose of learning. At first, the students were quite fresh and happy. Some students think this is an opportunity, while others turn from their usual efforts in exams to looking around and being at a loss.

2, according to the individual differences of students' learning, skillfully handle some students' scores, so that students have self-confidence and a sense of accomplishment in learning. According to students' learning level and individual differences, different levels of requirements are formulated for the examination. For example, according to the whole examination situation, the monthly examination can be divided into different grades according to A B C, which is helpful for normal teaching at different levels. More importantly, it can mobilize students' learning enthusiasm, reduce polarization and cultivate learning confidence.

3, the implementation of examination stratification, cooperation standards, so that students at all levels can find a space suitable for their own development. The exam consists of two volumes, A and B, with different requirements and difficulties; Or try two volumes: Volume A is the basis for realizing the topic, and everyone needs to do it; The thesis is a comprehensive test, and the ability is up to standard, so students are encouraged to do more. The school scores of middle and lower students are for reference only and are not included in the total score; Ask students above the middle level to do it, so as to tap the potential, cultivate top students and develop their abilities.

The success of English teaching depends not only on learners, but also on teachers' teaching design, so our teachers should pay attention to carefully designing each unit and each class.

At present, in English teaching, teachers spend a lot of energy preparing materials and organizing teaching activities, and students also actively participate in classroom teaching activities. However, most students' knowledge accumulation and skills improvement are still in place, and higher investment is in exchange for lower teaching efficiency. The following are the concrete manifestations and the crux of the teaching problem of "high energy and low efficiency":

(A) teaching philosophy

Teaching idea guides, guides and points to teaching behavior. However, at present, some teachers' teaching behavior still violates the educational philosophy of people-oriented, student-oriented and everything-oriented, and the discipline concept of paying attention to the communication, significance and application of language teaching. This is not conducive to teachers' "teaching" and students' "learning".

(B) Teaching design performance

Teaching design, like architectural drawing, is the most important basis for completing teaching tasks and the standard for testing the degree of teaching achievements. However, there are two problems in teaching design:

1. Influenced by the teaching concept of the subject, it only stays at the level of language knowledge or understanding, and there is no design of language application, which leads to a low degree of achievement of the goal and the failure to complete the curriculum standard requirements.

2. Misunderstanding or ignorance of the law of language teaching leads to the confusion of language teaching.

(C) the teaching objectives are unclear or biased

1. At present, most teachers only pay attention to language knowledge, but ignore the cultivation of situational dialogue, oral communication and reading comprehension. Teachers put too much emphasis on grammar and vocabulary, meaning discrimination and grammar exceptions. For example, ignore the cultivation of students' reading ability, and then change the reading goal to listening or translation.

2. Although we attach importance to the goal of designing language ability, the target design technology is relatively backward. The definition of the target content level is confusing and vague.

(D) blind teaching activities

Teaching activities are an important way to achieve teaching objectives and complete teaching design. Teachers design teaching activities according to teaching objectives and design requirements. However, some teachers do not make good use of teaching activities and play a good role in them, such as:

1. Stay in the form of group activities. Group cooperative activities are conducive to improving students' participation in language practice, but not all teaching activities can be completed in groups. When individual activities are more effective, group activities, such as reading texts and writing short articles, are generally not designed.

2. Competition activities for the purpose of making a show, such as rushing to answer questions in a disorderly and chaotic state.

(E) Problems in teachers' questioning behavior

Questioning in class is the most common behavior in teachers' teaching and a common teaching method. But many teachers have some problems in questioning behavior:

1. Some teachers are not careful enough to ask questions, which leads to failure or inefficiency.

2. Teachers lack the necessary bedding when asking questions, which leads to students' insufficient thinking.

3. The problem does not come from the reality of students, and students have no chance to produce it. This problem leads to the shortage of students.

4. Teachers' improper questioning methods and operations make students' feedback redundant, for example, many people answer a question at the same time.

5. The depth of the problem is not strong. The teacher completed the preset problem, but ignored the inquiry that can dig more information, and missed the opportunity to achieve and create innovation.

(VI) The form of classroom organization and management-inefficient group activities.

1. The roles of teachers and students are misplaced, teachers play a leading role, and students cooperate with teachers to complete teaching activities.

2. The misunderstanding of the role of collective activities is that it only creates an atmosphere.

3. Stay in the form of hasty interaction, failing to make students form an independent view of problems.

4. Ignore the function of activities and blindly design group activities, such as reading the text silently and designing group activities.

5. Lack of reasonable operation methods, such as single grouping; The assignment of tasks is not clear.