Reflections on Teaching by Primary School English Teachers

As a teacher who has just joined the job, classroom teaching is one of the most important tasks. My teaching experience can be summarized in teaching reflections. How should I write teaching reflections? Below are the reflections on teaching by primary school English teachers (selected 5 articles) that I compiled. They are for reference only. You are welcome to read them. Primary school English teacher's teaching reflection 1

This lesson is the first lesson of Part A of the fourth unit of PEP3 My home. The teaching content is to teach new words "study, kitchen, living room, bathroom, bedroom" and Let's do.

This class is a vocabulary teaching class, and the content learned is very familiar to students in their daily lives. Therefore, starting from the students’ existing knowledge and experience, I first made a chant, "I have a pencil, I have a ruler..." and first spelled out these simple words. In this link, we not only activate the classroom atmosphere through chanting, but also make every student feel a sense of achievement through spelling these simple words and stimulate their interest in learning. From the pinyin book, "Where is my book?" naturally leads to the study room, unknowingly introducing students to the learning of new knowledge. At the same time, when practicing new words, I use "say something to study..." to inspire students to say something about the new words they have learned, avoiding the monotony of learning words for the sake of learning words. In this way, it is not only conducive to the students' oral expression, but also consolidates the new words in the sentence patterns they have learned, allowing the new words to shine in the sentences, and then various wonderful words and phrases of the students will appear.

Throughout the class, I felt that I was not just teaching these words to my classmates as a teacher, but I was also investing in my classmates and learning with them. Teachers are involved, and students are naturally brought in. Therefore, if the classroom atmosphere is good, students learn enthusiastically, and teachers teach enthusiastically, the classroom efficiency will be high.

During the teaching process, when words cannot be expressed clearly, I use some moderately exaggerated movements to help students understand. This not only activates the atmosphere and helps them understand, but also serves as a demonstration. When teaching vocabulary, let’s infiltrate the teaching of Let’s do, let them combine speaking with doing, so that they can see it with their eyes, speak it, and feel it with their heart. Therefore, after a class, the students are full of energy, their voices are loud, and their mastery is acceptable.

Through this class, I also discovered that I still have shortcomings in many aspects. For example, when I asked the students to listen to Let’s do, I did not let them listen to it completely, but just let them do it. Complete teaching should be carried out and let them listen to it completely first. On the one hand, it can strengthen their listening ability, and on the other hand, it can also train students to learn to listen. When practicing Let’s do, group cooperation training should be carried out first. Let the students give instructions first in a group of four, and then call them to demonstrate. Furthermore, the practice of Let’s Do should be implemented for every student, and students practice with each other. This not only gives each student the opportunity to use hands and words, but also facilitates individual guidance by teachers.

As a young teacher, there are still many places worth learning and researching. We must learn to reflect and be a reflective teacher. Reflection on teaching by primary school English teachers 2

In this competition, the content of our English department is the course of the third, fourth and fifth grade volumes of the compulsory education textbook PEP. Generally speaking, the teaching of the four teachers The design is close to the students' actual life. Each teaching link is compact, with natural transitions and clear levels. The training in each link is very solid. Students can flexibly apply the new knowledge they have learned, achieving the teaching goals of the English subject.

1. Teaching highlights are as follows:

1. The teaching design is reasonable, suitable for the psychological characteristics of primary school students, and is well integrated into ideological and moral education in the teaching process, and penetrates into other subjects of teaching. For example, in the lesson "How many", when teaching How many birds can you see?, the teacher first tells the students that birds are good friends of human beings and they must pay attention to protecting them.

2. They can all use modern information technology to teach, and use multimedia to display PPT pictures with rich text and vivid photos to present the knowledge to be learned, so that students can quickly master the knowledge. For example, a large number of colorful clothes were designed in the lesson "which color dress do you like?" to show students the beauty of colors. While learning knowledge, they were also influenced by the beauty of art.

3. Teaching in English as much as possible during teaching to create a good English communication environment for students. For example, in the lesson "How many", English can be used throughout the entire class, and along with the teacher's rich body language, students are slowly driven to answer questions in English, creating a good language environment and gradually cultivating students' ability to speak English. ability.

4. We can all adhere to the policy of "taking students as the main body and teachers as the leader" and highlight the cooperation and exchanges between students.

Let students proactively discover and solve problems, gain new knowledge by eliminating obstacles, and subtly cultivate students' self-learning ability and ability to cooperate with others. This not only deepens students' impression of knowledge points, but also enhances students' self-confidence in solving problems independently. For example, the lesson "which season do you like best?" is designed to allow students to discuss with each other and practice a lot. The students successfully completed the goal of this lesson through mutual discussions.

2. Insufficiencies and directions for efforts:

1. Oral language teaching needs to be improved. English classroom is the main place where students are exposed to English. Therefore, teachers should try their best to grasp the tens of minutes in class and express as much as possible in English. In this case, students' thinking will follow the ideas and directions of English, and they will naturally start to speak English slowly. But the current actual situation in our school is that the students' English level is too limited, and they have little understanding of the teachers' pure English teaching. Although there is a certain degree of difficulty, we still have to overcome the difficulties. We can slow down at the beginning and ask more questions. Ask "Do you understand?" and use rich body language appropriately to facilitate students' understanding. In actual English teaching, situational teaching can be used to stimulate students' interest and meet students' needs to communicate in English; groups can recite each other's words to enhance students' oral conversation skills; create a communicative environment to provide a space for language communication, etc. Develop students' initial dialogue skills and strive to create a relaxed, democratic and harmonious learning atmosphere for students.

2. In terms of teaching models and methods, they are generally relatively single and do not fully mobilize students’ interests. The English course emphasizes interest learning, lifelong education, and continuous learning in the future. To lay the foundation, a variety of teaching modes should be used in the teaching process, including listening to rap and singing, so that students can communicate in a real English environment and avoid boring mechanical exercises. The most important thing is to let students participate more, think more, and exercise students' ability to analyze and solve problems as much as possible, so as to cultivate students' self-confidence and the spirit of unity and cooperation. Corrective measures: A task-based teaching approach can be adopted. Teachers should clarify the purpose of each task they design, and at the same time consider the practical operability and feasibility of the task. In order to allow students to obtain new information from the teaching content

3. The pronunciation must be accurate, especially for beginners. Once a habit is formed, it is difficult to break it, and it will seriously affect future follow-up. Learning, so teachers must pay attention to this issue. In their usual lesson preparation, they must check unfamiliar words in the dictionary before teaching them to students.

In short, in the future teaching, I hope that all our English teachers will carry forward their strengths, overcome their own shortcomings, spend more time, design better classroom activities, improve classroom efficiency, and allow students to learn effectively. Interest, learn effectively, and try your best to make your classroom develop in an effective, effective, and more effective direction. Reflection on teaching by primary school English teachers 3

(1) Re-understanding of English teaching

1. The relationship between foreign language learning and affection. Foreign language classroom teaching is not only a cognitive process of mastering a foreign language, but also an emotional process. Emotional factors in classroom teaching include emotion and will. Affection includes motivation, interest, attitude, temperament, character and good habits. In the process of learning and mastering foreign languages, students are accompanied by activities that convey affection. Learning foreign languages ??and communicating affection are closely related to each other and promote each other to form a whole. The generation of affection is affected by the cognitive activities of learning a foreign language. The cognitive activities of learning a foreign language can promote the development of affection from low level to high level, and from low level to deep level. When students first learn a foreign language, they will have a kind of curiosity. The curiosity is constantly satisfied, which leads to the desire for knowledge. The desire for knowledge is constantly satisfied, and then establishes self-confidence. The self-confidence continues to increase and is connected with lofty and lofty ideals. and reinforcement, which can make interests develop richer and thus form cognitive interests. The development process of curiosity → desire for knowledge → self-confidence → interest is a process of development from low level to deep level, low level to high level. Affection can react on the cognitive activities of learning a foreign language. The positive emotional factors of relaxation and joy can promote the cognitive process of learning a foreign language; the negative emotional factors of tension and sadness can only inhibit and hinder the cognitive process of learning a foreign language. We can feel this kind of experience in almost every class. Therefore, in the process of foreign language classroom teaching, teachers should not only pay attention to the completion of mastering language knowledge and using language ability, but also pay attention to the realization of affective goals. However, some current foreign language classroom teaching has not yet put affective goals on the teaching agenda, or has ignored it intentionally or unintentionally.

2. The relationship between language knowledge and communicative ability. Language is an important communication tool. The purpose of learning English is not only to master language knowledge, but also to improve the ability to use language for communication. The ultimate goal of English teaching is to acquire the ability to use language for communication, which can only be acquired through practical training. The teaching of language knowledge cannot replace the training of listening, speaking, reading and writing skills and the cultivation of the ability to use language for communication. We should organically combine mastering language knowledge, cultivating language skills and the ability to use language for communication in teaching, so as to apply what we have learned. purpose.

For example, after learning the lesson "Weather Forecast", in addition to letting students have free conversations using the sentence patterns they learned in class, I also found multiple issues of ChinaDaily and asked students to refer to the weather forecast section for conversation. Students not only consolidated the knowledge they learned during free conversations, but also expanded and absorbed relevant language knowledge outside of books. More importantly, they also improved their listening, speaking, reading, writing and language communication abilities during communicative activities. , achieved the goal of diversified training.

(2) Reflection on teaching concepts

In the face of new textbooks, first of all, ideological concepts must be changed. Only with new concepts can we accept new things. If the concept is not updated, new textbooks and new courses can only be empty talk, nothing more than "wearing new shoes and walking on the same old road". The implementation of the new curriculum is simply regarded as changing the outline, changing the set of teaching materials, and adjusting some course content. Dismember the lively course content and turn it into an annoying pile of "knowledge points", using "Reading" as an example to explain the knowledge points. Teachers’ educational ideas are formed under the long-term influence of exam-oriented education. Many people advocate “studying hard” and “teaching diligently” and are not people-oriented. They put “examination first, scores first” and regard students as basically earning points. The machine has little development of students' potential to "enjoy learning". The English teaching process places too much emphasis on the explanation and teaching of grammar and vocabulary knowledge, and neglects the cultivation of students' practical language application ability. This teaching concept is extremely inconsistent with the requirements of the new curriculum. Reflection on teaching by primary school English teachers 4

1. Understand students and create situations.

In our primary school English classes, too much emphasis is placed on the creation of situations, and even situations for the sake of situations, resulting in false situations. Many teachers hold out the expectation that children can learn English naturally in such a situation. This is a tree without roots and water without a source, which is obviously unrealistic. In a 40-minute English class, how much time does the teacher spend teaching in a foreign language, and how much time do the students have to speak the foreign language? How many students have a foreign language environment in their families, how many students have parents who understand foreign languages, and how many students take the initiative in their spare time? Or how many opportunities are there for passive exposure to foreign languages? We can see some very successful primary school English teaching observation classes. In these observation classes, English teachers and students cooperated seamlessly, and there were all kinds of exercises in listening, speaking, reading and writing, plus recitation. , short plays, multimedia demonstrations, teachers are excited about them, and lecturers are excited about them. However, in foreign language teaching 365 days a year, how many such classes are there? This account should be very clear to front-line teachers engaged in English teaching.

2. Primary school English teaching should use more cognitive methods rather than direct methods.

The direct method means a lot of exposure to real language, real communication, and relying on a lot of repeated imitation to strengthen memory and develop habits. The audiovisual method, the listening and speaking method, and the communicative method all belong to the direct method. Teaching based on the direct method must have a language environment, high-level teachers, small class sizes, and more opportunities to learn and use English. The cognitive method does not exclude imitation, but due to the lack of language environment, the learning approach is mainly through rational thinking, learning pronunciation, grammar, vocabulary knowledge, mastering language rules, guiding listening, speaking, reading and writing, and drawing inferences from one example to form sustainable language skills. English is a foreign language in China. When Chinese students learn English, whether they are in primary schools, middle schools or universities, they cannot use second language teaching. Instead, they must use language knowledge as a crutch. While using experience to learn, they must pay attention to rational cognition; for primary school students In particular, it is necessary to cultivate their language learning ability for sustainable development, and language knowledge cannot be excluded. In our actual primary school English teaching, the limited teaching staff, relatively low teacher level, lack of language environment, and large-scale class teaching all tell us that the direct method of teaching is not suitable for the current actual teaching of primary school English.

3. Cultivate students’ lasting interest through continuous language knowledge rather than “playing”.

Primary school English teaching should pay attention to cultivating interest, but learning cannot be based solely on singing games, because cultivating interest is mainly for learning English. Primary school students learning English are not like British and American immigrants learning English. Only by continuously learning language knowledge, improving language ability, and satisfying their sense of accomplishment can they develop lasting interest. At present, primary school students only have two English classes per week, and singing games alone cannot cultivate students' lasting interest. Once the novelty wears off, children get bored. Therefore, singing games should be used as a means for primary school students to learn English language knowledge and skills, rather than as a means to cultivate interest. We can use a variety of means to help primary school students remember more words and learn more language rules during the period when their memory is strong, and create as many opportunities for imitation as possible to improve students' pronunciation and intonation. In English learning, the five abilities of listening, speaking, reading, writing and translating are complementary. Really put listening and speaking first, reading and writing to keep up. It is difficult to be efficient if you only listen, listen, read and write. It is difficult to reduce the learning burden simply by imitating without cultivating learning ability. Therefore, primary school students should still study language seriously. Continuous reflection, collective discussion, and active understanding of information are tasks that we modern teachers must do. Only through our continuous accumulation and growth can we help children make better progress.

Reflection on teaching of primary school English teachers 5

We have just introduced English here in recent years. After I became a primary school English teacher, I have been constantly reflecting on whether we should offer English and how we should teach them. , what should we pay attention to during the teaching process? To what extent students master these things has always troubled me.

Since English was introduced not long ago, students’ English scores have been uneven. There are excellent students and poor students. However, in English classes there are mostly poor students and average students. Every time I face these students, I feel I have a headache. Unlike urban children, rural children do not have a good growing and learning environment, and some children start learning English in kindergarten. Rural children do not have such a good learning environment. During class, I ask individual students to get up and read and guide them repeatedly. I still can’t read, even if I screamed again, I would blush with anger, and sometimes I would scold them severely, but it was not easy to think about them at that time. Sometimes I felt that English was too cruel for them. Last year in primary school, I still couldn’t read. The final exam was conducted. I think English learning can be cultivated as a kind of interest and cannot be just about taking exams, which may cause some children to slowly lose confidence.

The learning of letters is a prerequisite for learning English. I think learning English must first learn the 26 English letters, and students are required to be able to listen, listen, read and write, and write 26 English letters. We have to start from Students start writing English in the third grade. Therefore, we teach students letters when they first learn English. While teaching the text, we can learn 3 to 4 letters in each class. In this way, students will have almost ten classes. I have just finished learning letters. When I teach letters, I mainly emphasize strokes, stroke order, and the number of squares. Now students can basically write them silently and master them very well. This will provide a lot of convenience in our future teaching.

In short, everything has advantages and disadvantages, and learning English is no exception. With the development of society, English learning is becoming more and more important, so the society needs our teachers to continuously improve their quality. Constantly enrich yourself in teaching, achieve lifelong learning, and cultivate useful talents for society.