Reflection Cases on High School English Teaching

For a long time, the setting of high school English courses, the selection of teaching materials, and the proportion of reading classes in high school teaching have fully reflected the importance of reading teaching. The following is a reflection case on high school English teaching prepared for everyone. I hope you like it!

High School English Teaching Reflection Case Example 1

In English classroom teaching, we often find that: different classes or even the same class The English foundation of the students in the class is uneven. They have almost lost interest or confidence in learning English. Especially many students have not laid a good foundation for English learning in junior high school. In addition, high school courses are more difficult, and they have lost interest in learning English. Without interest and confidence, it is difficult to keep pace with teachers or classmates in the fast-paced and high-density high school English classroom, which brings great difficulties to the smooth implementation of classroom teaching. Therefore, if we do not reflect and verify students, knowledge, teaching methods, etc. in classroom teaching, it will be difficult for us to further develop and improve students' abilities in all aspects.

In the process of English classroom teaching, how to change teachers’ teaching concepts, how to transform teachers’ roles, how to use cooperative methods to teach, how to encourage students to exert their subjective initiative, and transform students’ brain functions from simple If the problem of "warehouse" turning into a "processing factory" of knowledge can be solved, we will achieve effective teaching and achieve the purpose of classroom teaching.

1. Changes in teachers’ concepts in English curriculum reform

From the perspective of the connotation of learning, “English in the classroom” should be transformed into “English in life”.

Language comes from life, and English is a language. Therefore, English comes from life and must return to life. Language can only be given activity and spirituality in life. Language emphasizes "communication and conversation". Therefore, I advocate learning English in life, using English in activities, experiencing English in English teaching, and achieving "teaching by doing", "doing by teaching", "learning by doing" and "learning by doing". "Learning by doing" and the unified teaching philosophy of "teaching, learning and doing". That is to say, English teaching should be integrated with real life, changing the traditional "learning English in a single classroom" to "flexibly learning and using English in daily life."

From the perspective of the form of learning, change from "traditional indoctrination" to interactive "

In traditional English teaching, teachers pay special attention to students' digestion of English knowledge in class. It pays attention to the mastery of knowledge points and attaches great importance to the closed teaching of in-class knowledge and despises the open learning of methods inside and outside the class. This traditional indoctrination style makes students lack flexibility and creativity and maximizes the opportunities for students in the classroom. , so that students' main role can be fully reproduced. Training in listening, speaking, reading, writing, thinking, expression, etc. strives to make students the masters of learning. Teachers will let go of everything students can do so that students can do it. Self-study, self-answering, self-test, self-doing, self-evaluation; students must participate in any activities that students can participate in, such as: dialogue training, short play performances, etc. Therefore, teachers should change the traditional teaching concepts and teach students to learn English This method allows students to "learn" English and cultivates interactive learning between students and teachers. This is an important method in today's English teaching.

2. English teaching reform and the change of teachers' roles

"Teacher of knowledge" transforms into: "Designer and planner of situations"

Before the start of classroom activities, the teacher should first be a planner. He should determine the teaching content. Be aware of the key points and difficulties; at the same time, he must also understand the objects, choose appropriate teaching methods according to the teaching content and teaching objects, and carefully design various teaching activities. Generally speaking, colorful practical activities are better than single and unchanged ones. The indoctrination is more attractive and easier to stimulate students' awareness of participation. Teachers should design tasks with different difficulties for students according to their personality characteristics and knowledge levels, so as to prevent students with poor foundation from being unable to complete the activities because they are too difficult. Frustration should not be allowed for students with good foundation to lose interest because the tasks are simple, and all students should be able to benefit from practical activities. It should be said that the success or failure of the entire teaching activity depends to a large extent on the teacher's planning. p>

From "managers of learning" to "directors, participants, and creators of students' learning interactions"

In teaching, we can also compare students to actors and teachers to As a director. The main task of the teacher is to lead the learning activities in a correct manner according to the spirit of the syllabus; and to demonstrate each teaching step in a micro way to ensure that the activities are carried out in an organized and planned manner. /p>

Then, let’s talk about the specific strategies that can be implemented in specific classroom teaching:

(1) Establish a good teacher-student relationship and create a harmonious classroom atmosphere.

The people-oriented educational concept of curriculum reform requires us to establish a new concept of teachers and students, that is, classroom teaching should be based on students, and teachers should serve the development of students. In classroom teaching, the harmony of teacher-student activities is directly related. It affects the teaching effect and student learning effect.

(2) Create a classroom environment of "I want to learn"

It is necessary to play an active role and use creative teaching thinking to activate the teaching material content and restore it to the communicative reality of life. Let students experience, understand and receive the information provided by the teaching materials in interesting communication. The language emphasizes "language immersion", allowing students to learn and use it through participation, communication and cooperation. It can be obvious that teaching is based on students' actual life and interests, creating a cheerful and affectionate teaching environment, stimulating students' strong desire to "I want to learn".

3. On the basis of independent learning, use cooperative teaching methods

How to achieve the optimization form of "multiple information, fast pace, high density, frequent repetition" in English classes What? Cooperative teaching can be regarded as an effective form. Cooperative teaching is the cooperation between teachers and students and between students. Properly use the psychological endurance of cooperation to promote the development of students' comprehensive quality.

Teacher-student cooperation.

Students across the century are in an information age. In the Internet age, the amount of information students have in some fields is very likely to exceed that of teachers. Therefore, teacher-student cooperation is a good way to encourage students to learn independently. The approach is a new development of the ancient saying "teaching and teaching make each other mutually beneficial". For example, before teaching a new word or sentence, some students have been exposed to it through other channels. I will ask the student to read it first. After confirming that his pronunciation is accurate, he can imitate my new teaching method so that other students can learn it. this word or sentence. This not only stimulates students' curiosity and creative spirit, gives students an opportunity to show themselves, but also opens up teachers' ideas.

Cooperation.

During the process of teaching English, I will rearrange the students' seats according to the teaching content. Groups are divided into groups, with six people in each group. The group leader responsibility system is implemented within the group. In English classroom teaching, teachers Raise certain questions, ask students to discuss in groups, and finally solve them collaboratively, so that each student has the opportunity to express his or her own opinion. This can increase practice opportunities among students, increase density, and cultivate students' ability to think proactively and practice boldly. Throughout the classroom teaching activities, teachers must not only mobilize students' individual learning enthusiasm, but also promote cooperation among group members. When students study in group cooperation, learning becomes more enjoyable, thereby stimulating interest in learning and improving In order to improve the efficiency of learning, it also faces all students in cooperation, pays attention to the individual differences of students, and meets the different needs of students.

4. Continuously improve the comprehensive quality of teachers and adapt to English classroom teaching under the new situation

In the English classroom reform, the requirements for teachers are also relatively high, so teachers must work hard Do the following:

Teachers must continuously improve their emotional literacy.

In order for students to have full enthusiasm and optimistic learning attitude, teachers should pay attention to the cultivation of their own emotional qualities and not bring the troubles and dissatisfaction in their lives into the classroom, thus affecting the students. learning effect.

Use teaching materials flexibly to activate the content of teaching materials.

The new curriculum standards are different from previous teaching materials. First, the textbooks are large in volume and wide in scope, and are highly flexible. Teachers and students are required to be highly cooperative. On a unit-by-unit basis, listening, speaking, reading, and writing have all improved significantly compared to the past. It would be difficult to complete the teaching tasks within the scheduled class hours if the previous teaching methods were followed. Second, the difficulty increases, the number of new words and the amount of reading nearly double. In response to this new change, new measures are needed to complete teaching tasks with quality and quantity. Its content must be activated and activated in the classroom according to the original communication, forming different levels and different forms of teaching activities, so that teachers and students can interact and invest together.

There is no fixed method for teaching, activate teaching methods.

Learning knowledge is like climbing a mountain. The higher you go, the more difficult it becomes. To lower the learning slope and make difficulties easier, teaching methods need to be activated. Each unit of the new textbooks implements the four skills of listening, speaking, reading and writing, as well as the comprehensive application ability of these four skills. Practice has shown that inquiry can be used Sexual learning, because questions are the most likely to trigger inquiry and reflection. Without the awareness and enthusiasm to ask questions, you will not be able to ask questions, and you will not be able to talk about innovation if you lack the understanding and critical awareness of knowledge.

4.4 Expand knowledge and integrate knowledge.

Faced with the new requirements of a large amount of knowledge and a wide range of knowledge in teaching materials, teachers should appropriately expand their knowledge, and they must appropriately search for some materials related to teaching materials, which can be called collecting information. . Of course, on the other hand, students can also collect information through different channels, collect information to obtain a complete solution to the problem, and connect it with their existing knowledge to exercise students' ability to explore new knowledge and critical thinking.

Therefore, we must carefully teach students how to learn, inspire their self-confidence, improve their self-learning ability, innovative thinking, language expression, mutual assistance and cooperation and many other efforts. Let us keep working hard, keep exploring, keep innovating, shape our own teaching model, and create a bright future for our high school English teaching.

High School English Teaching Reflection Case Example 2

In the 21st century, China will comprehensively promote quality education.

The "Decision on Deepening Educational Reform and Comprehensively Promoting Quality Education" of the Central Committee of the Communist Party of China and the State Council pointed out: "The implementation of quality education is to fully implement the party's education policy, with the fundamental purpose of improving the quality of the people, and to cultivate students' innovative spirit and Focusing on practical ability, we will create builders and successors of the socialist cause who are ideal, moral, cultured, and disciplined in all aspects of moral, intellectual, physical, and aesthetic development. We will further reform the methods of moral education and integrate moral education into all people. In subject teaching, intellectual education work must change educational concepts, reform talent training models, actively implement heuristic and discussion-based teaching, stimulate students' awareness of independent thinking and innovation, and effectively improve the quality of teaching, allowing students to feel and understand the generation and development of knowledge. process, cultivate students' scientific spirit and innovative thinking habits, and focus on cultivating students' ability to collect and process information, acquire new knowledge, analyze and solve problems, express language and skills, and have the ability to collaborate and engage in social activities. To meet the requirements of quality education, English teaching must be reformed.

The main purpose of the high school English curriculum reform is: to establish a new foreign language education and teaching concept, so that the curriculum design course content is contemporary, basic and selective; to establish a flexible curriculum goal system to make it suitable for different students. It has more guiding significance for English teaching at different stages and in different regions; establish a diverse and open English course evaluation system to make evaluation truly an integral part of teaching; establish a standardized English teaching material system and a rich curriculum resource system to ensure the quality of English courses Smooth implementation.

Therefore, according to the characteristics of high school students’ cognitive ability development and the needs of academic development, high school English courses should emphasize the further development of students’ comprehensive language ability, focusing on improving students’ ability to obtain information and process information in English. Information, problem analysis and problem-solving abilities, with special emphasis on improving students' ability to think and express in English; forming awareness of cross-cultural communication and basic cross-cultural communication skills; further broadening international horizons and enhancing the spirit of patriotism and sense of national mission , form sound emotions, attitudes, and values, laying a good foundation for future development and lifelong learning.

In today's new round of basic education reform, teachers are facing a new curriculum environment, a new curriculum research model, and an era background that requires teachers' roles to be extended in breadth and depth. In this period of transformation, where traditional education methods and modern education methods are in fierce confrontation, teachers' mentality of retreat, hesitation, and advancement are intertwined. The foundation of curriculum reform is teachers. Without a team of high-quality teachers, the reform will be difficult to succeed. But just as high-quality talents can only be created during the reform and not before the reform, the high-quality teachers required for curriculum reform can only be created during the reform. Therefore, in the process of implementing the new high school English curriculum standards, how we English teachers deal with this reform background and comprehensively improve our own quality has become the key to the success of the new curriculum implementation.

To meet the challenges of the new curriculum, we must establish the concept of lifelong learning, constantly update the knowledge structure, and develop professional and intellectual abilities to adapt to the development requirements of English courses in modern society. Establishing the concept of lifelong learning is actually to strengthen teachers' lifelong awareness of self-development, which is mainly reflected in:

First of all, teachers must constantly reflect on teaching. Extensive reflective teaching actually requires English teachers to constantly reflect on teaching, continuously improve their professional skills, and continuously develop themselves, so as to promote the development of teachers in a lifelong direction. Reflection will strengthen teachers' creativity, stimulate personal growth aspirations, be beneficial to imparting main knowledge and cultivating classroom skills, and develop teachers' professional temperament. Teachers who teach reflectively to high standards will gradually develop keen professional judgment, making English teachers more professional. This requires teachers to overcome the concept of one-time learning and establish a spirit of lifelong learning, so that every teaching session becomes an opportunity for teachers to reflect and improve. Then the students who will benefit are far more than just one class or one class.

The lifelong self-development requires that knowledge must be constantly updated, so the English teacher's lesson preparation must change with time and with different classes and students. This means that teachers are required to come up with new ideas and introduce new ideas in every class, which invisibly cultivates teachers' awareness of lifelong learning and lifelong development. English teachers should strive to treat every class as an opportunity to improve their teaching quality, guide classroom teaching, and broaden their professional horizons. Because no matter how good a teaching process is, it can be improved or reformed to better meet the needs of students.

Secondly, analyze your own teaching experience, write down your feelings after teaching, and regularly reflect on successful or failed experiences. It is also necessary to constantly analyze the relationship between teaching practice and student learning, treat innovation with an open mind, and combine students' needs with long-term teaching goals. Once a lifelong habit of self-evaluation is developed, teachers will continue to challenge and develop themselves, taking it as their own responsibility to grow and develop professionally and energize classroom teaching.

Explore the depth of knowledge of students and current language teaching, expand the breadth of their knowledge, and promote the cognitive development of students and teachers. It is necessary to clearly realize that English teaching is a developing field, so English teachers must often study teaching practices and be proficient in professional humanistic knowledge. At the same time, they must understand the cutting-edge issues of English teaching and keep up with the development of the subject.

Through innovation, take the initiative to study your own teaching through various methods, pursue and explore areas that you are not familiar with, and consciously develop the habit of lifelong research.

Thirdly, English teachers must constantly analyze and evaluate their own teaching quality, strengthen teaching effects, promote student learning, form their own teaching behavior principles, and promote lifelong self-development. You also need to communicate frequently with colleagues, participate in collective lesson preparation and seminars, and use similar research to strengthen the temperament of a lifelong scholar. In addition, in order to update self-knowledge, we must actively communicate and learn from each other effectively with teachers in other subjects, actively seek help from colleagues, and continue to develop ourselves as teachers and learners. At the same time, participate in the teaching of peer teachers, welcome colleagues to use their observations to help you make self-evaluations, or learn from other teachers who are experienced in teaching. This promotes internal cooperation and team spirit to achieve interdisciplinary and cross-level teaching.

The new curriculum requires us to change from a knowledge-based educational philosophy to a student-development-oriented educational philosophy and re-understand the goals and positioning of high school English courses. For a long time, our high school English teaching has been centered around the college entrance examination. The purpose is to achieve good results in the college entrance examination. Therefore, our English teaching work is obviously utilitarian, while ignoring its humanistic purpose and the important role of language in quality education for young people. The "High School English Curriculum Standards" clearly states: "Foreign language education at the high school level is an important process for cultivating citizen quality. It must not only meet the development needs of students' mental and emotional attitudes, but also meet the needs of high school graduates for employment, further education and future survival and development. At the same time, It also needs to meet the country’s economic construction and technological development requirements for talent training. Therefore, foreign language education at the high school level has multiple humanistic and social significances.” It can be seen from this that the new curriculum should aim at cultivating students' practical spirit and innovative spirit, and at the same time lay a good foundation for students' lifelong development.

Therefore, teachers must establish a new outlook on students. We teachers must first change our roles and re-understand the teacher-student relationship. In the past, our teachers regarded themselves as the center and asked students to revolve around them. Teachers are the imparters of knowledge, and students are just passive recipients. The spirit of quality education requires us to be people-oriented, students as the main body, and respect students' emotions, personalities, needs and wishes for development. Therefore, in the process of implementing the new curriculum standards, we must encourage their innovative spirit, adopt teaching ideas and methods that are conducive to their main role, fully consider the needs of students in every teaching link, and at the same time, respect the individuality of students differences to meet the learning needs of different students as much as possible.

In short, language learning is a lifelong process, and teachers should be role models for lifelong learning. To demonstrate to students their language proficiency, allowing them to imitate or surpass themselves; and to devote themselves to improving their English language skills throughout their lives.

High School English Teaching Reflection Case Example 3

Since I started teaching, the school has arranged for me to teach General Class 17 and Music Class 9. After this period of teaching, there are many aspects worth summarizing and reflecting on. Next, I will briefly elaborate on the work of the first and second grade classes based on usual teaching and other aspects.

1. Reflection on the work of English teaching in the first year of high school

In general, the two points that I feel the most are: high school English teaching must be completed in one go, and no one link can be ignored; Communicate with students and pay close attention to changes in students’ thoughts. Let’s talk about the accumulated experience and shortcomings discovered from the aspects of teaching and lesson preparation.

1. Teaching: seek innovation in regular teaching

1. Pay attention to the transition between the first grade of high school and junior high school

At the beginning of the new semester of high school, we passed The entrance exam helps students understand their general level and make up for the missing knowledge in junior high school in a timely manner. Use about one month to help students review systematically from aspects of language, vocabulary, grammar, sentence patterns, etc. Make students adapt to high school English teaching as soon as possible. The specific methods are: cultivating students' good study habits of previewing before class and reviewing after class; teaching in English as much as possible, requiring and encouraging students to think and answer questions in English; according to the requirements of the college entrance examination, from Starting from the first grade of high school, we develop students' reading ability, teach students some reading skills, and develop good reading habits; in addition, they also strengthen contact with students after class to become familiar with them as soon as possible.

2. High school English teaching must always implement the principle of communicativeness and strengthen students’ subject awareness

“Let swimmers go into the water.” This is the ideological core of communicative language teaching theory. Implementing the principle of communication means turning teaching into reality. My approach is:

1. Establish a "five-minute conversation before class" to cultivate a communicative atmosphere in the classroom. For example, as soon as I enter the classroom, I say: “It’s nice to see you again./It’s fine today, isn’t/Howare you today.” On Monday, I ask: “Did you have a good time in the weekend.” Students will give different answers, leading to more conversations, thereby achieving the purpose of communication.

2. Try to insist on students doing dutyreport.

This practice is often used in some junior high schools, but in high school I still insist on letting students continue to do it. Practice has proved that dutyreport is a good way to train students to speak. Specifically, students on duty are asked to introduce the day's date, weather, attendance, etc. to the students in front of the podium. They can also be asked to tell stories, and they are allowed to choose students to answer questions at will.

3. Allow students to perform dialogues or text content appropriately. Based on the content they have recently learned, arrange for students to discuss and rehearse after class, and then perform it in class.

4. Regularly hold English extracurricular activities to fully mobilize students' enthusiasm to participate in communication.

3. Cultivate students' self-learning ability

Only by coaching students to master a set of scientific learning methods and cultivating students' self-learning ability can students' learning enthusiasm and initiative be achieved play. My specific approach is to cultivate students' preview ability, their ability to master basic English knowledge through various methods, and their ability to organize the knowledge they have learned. In addition, the improvement of self-study ability also benefits from a large amount of independent reading outside class. Therefore, in the first year of high school, we ask every student to buy an English-Chinese dictionary as a reference book and let them look up the dictionary frequently.

4. Stimulate students’ interest in learning English

Only by cultivating students’ interest in learning and enhancing teaching effects can we avoid polarization in future learning. My approach is to connect language teaching with daily life, and purposefully explain some Western background knowledge and interesting anecdotes during class. After class, I communicate more with students to understand their needs, which greatly shortens the distance between us and students, and also greatly improves student participation and enthusiasm.

Through the above measures, many students have made progress in most aspects of English learning this semester and have enhanced their confidence. However, there are still some problems in the six months of teaching. For example, students are not willing to speak when speaking; there is also the need to further explore the improvement of the performance of students with learning difficulties.

2. Lesson preparation: This semester, according to the arrangement of the teaching department, the first and second grade students in high school will be merged into one lesson preparation group. Our lesson preparation team has an age gradient, with experienced teachers like Chen Wenhong and newcomers like Liu Chunying. Teacher Bian Yuechun has many years of high school teaching experience. Although she teaches the second grade of high school, she can very well help the transition from junior high school to high school knowledge in daily lesson preparation activities; Liu Chunying is a newly graduated college student and can very well help to integrate multimedia Infiltrate into teaching. Teacher Chen Wenhong, as a teaching expert with many years of teaching experience, is rich in experience and has a spirit of cooperation. We strengthen collective lesson preparation on the basis of personal study of teaching materials, give full play to group advantages, further clarify teaching objectives, focus on how to teach students, and highlight teaching methods. Each seminar focuses on a theme, such as solving students' listening problems. Our attempts may be naive but we are trying. Try to discard old teachings that are not in line with the trend. Try to stimulate students' interest in learning so that every student can participate in classroom teaching. Different teaching methods are adopted according to the age characteristics and knowledge structure of students. After class, write a good review and constantly summarize the gains and losses. We also try our best to take time to listen to each other's lectures, summarize the highlights and point out the shortcomings. Our English lesson preparation team for the first and second grade students gives full play to the intelligence and strength of each member, so that the teaching tasks for the first grade English can be completed as scheduled.

Reflection on Teaching in the Second and Second Grade English Semester

(1) Ideology:

I can actively participate in political studies, care about national affairs, have a clear educational purpose, and have a clear attitude Be upright, study business, be diligent and hardworking; care about students, care for students, be a role model for others, and have a spirit of dedication.

(2) Teaching:

At the beginning of the semester, actively participate in teaching and research activities organized by the teaching department, prepare lessons collectively with the cooperation of the English teaching and research team leader, listen carefully, memorize and understand spiritual essence. Then according to the requirements, prepare lessons in advance and write lesson plans. Usually prepare lessons before the week. When preparing lessons, carefully study new teaching materials and teaching materials, study the outline well, and humbly learn and ask for advice from the teachers in the lesson preparation team. Strive to understand the teaching materials thoroughly and identify the key points and difficulties.

1. Preparing lessons

In order to give a good lesson, I searched for information everywhere, focused on the strengths of others to determine my own teaching ideas, and also considered the actual English level of the students in the teaching class. Prepare lessons.

2. Attend class

The prerequisite for taking a good class is to prepare well before class and not to go into battle unprepared. Lecture carefully during class, strive to grasp key points, break through difficulties, and speak concisely. Use a variety of teaching methods, starting from the students' actual situation, paying attention to mobilizing students' enthusiasm for learning and creative thinking, so that students have the ability to draw inferences from one example. Cultivate the learning interest of students with learning difficulties. For difficult questions, ask top students; for general questions, ask average students; for simpler questions, always ask students with learning difficulties to answer. When patrolling between desks, pay attention to face-to-face tutoring for students with learning difficulties, and make timely notes after class to identify deficiencies.

3. Tutoring

I use my spare time to tutor students, explain patiently what they don’t understand, and check for gaps in a timely manner.

4. Homework

According to the requirements of burden reduction, I carefully select the daily homework and appropriately leave some homework that is conducive to the development of students' abilities and the development of initiative and creativity. .

(3) Moral education work:

Moral education is the top priority in school work. To do a good job in teaching, you must understand and love students, including a deep understanding of the students' physical condition, family situation, knowledge base, academic performance, interests and hobbies, personality and temperament, friendship situation, joys and sorrows. This is a prerequisite for doing a good job in class management and classroom management, avoiding blind spots in education, and teaching students in accordance with their aptitude. It is also a necessary condition for improving the level of educational management and improving the quality of education and teaching.

When teachers love, care for, help students wholeheartedly, and be caring people for students, teacher love becomes a huge educational force. It is precisely because of teacher love that teachers can win the trust of students, students are willing to receive education, and education can achieve good results.

Respecting, understanding, and trusting students are the basis for eliminating blind spots in education. Respecting students requires respecting their personality. Although teachers and students are in different positions in the education and teaching process, they should be equal in terms of personality. This requires teachers not to be domineering, let alone using the teacher's status and power to insult students; to understand students, we must develop from the psychological perspective of teenagers Starting from their characteristics, understand their requirements and ideas, and understand their childishness and innocence.

(4) Personal learning: While doing a good job in education and teaching, we also actively study various educational theories to enrich ourselves so that we can use solid theories as guidance in our work to better educate. teaching. I actively studied the theoretical knowledge of computer for professional titles, signed up for the computer exam for professional titles, and now I have passed the exam. I also use my spare time to study computer knowledge seriously, learn to make multimedia courseware, and serve teaching. I also help other comrades to make courseware, search for information online, and so on. Actively writing education and teaching papers, two papers won awards this semester.

(5) Looking to the future

Although I worked hard to prepare lessons in teaching last semester, I also often conducted many after-school studies on students with learning difficulties and students who have potential in learning but are partial to subjects. Through this exchange and tutoring, certain teaching results were achieved, and the class made a contribution to the realization of the target number of students in the city. However, in the end, it was not possible to complete the average subject ranking assigned by the school. It was hard to calm down, and I felt that the next stage would be difficult. Education and teaching work has a long way to go. At the same time, I also realize that education and teaching work is a job that is often done, often new, and never-ending. Society is developing, times are advancing, and the characteristics and problems of students are constantly changing. As a responsible educator, we must use a high degree of sensitivity and consciousness to promptly discover, research and solve new situations and new problems in student education and management, master their characteristics, discover their laws, and do a good job with due diligence. work to fulfill our sacred historical mission.

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