How to write a reflection on primary school English teaching?

Reflections on teaching English: An attempt to transform students’ learning styles

In the new round of curriculum reform, with changes in learning content, presentation methods of teaching content, teaching and learning There have been a series of changes in the approaches and students’ learning methods. Among them, changing students' learning methods has become the focus of attention. In this context, we have introduced "autonomous, cooperative, and inquiry-based learning" into our Chinese classroom, and have conducted exploration and attempts from multiple angles, and achieved good teaching results.

1. Stimulate active participation and give full play to subjective initiative. Internal factors are the root of change, and external factors are the conditions for change. Students are the masters and subjects of learning. In teaching, only by fully mobilizing students' cognitive, psychological, physiological, emotional, behavioral, value and other factors to participate in learning activities and allowing students to enter an autonomous learning realm can students' abilities be fully utilized. Subjective initiative, integrating one's own opinions into active development. Only by facing all students and giving full play to the main role of students can we keep up with the new concepts contained in the new textbooks. In order to change students' passive learning into active participation and give students the initiative in learning, we mainly work on the following three aspects. ⑴. Create situations and attract people. First-grade students have a short attention span and are very interested in brightly colored and dynamic things. The role of media courseware should be fully utilized in the classroom to stimulate students' strong interest in learning, so that students can think actively and actively participate. For example: in the lesson "Round Lotus Leaves", at the beginning of the lesson, the media presented the background picture of "Green Lotus Pond", accompanied by a beautiful melody, which suddenly brought students into the beautiful nature situation. After a while, the lotus pond A group of friends ran in, and along with the croaking of frogs, the students' interest was attracted by this lively picture. Everyone raised their little hands high, vying to tell everyone their feelings. Some said that the round and green lotus leaves are so beautiful; some said that the little dragonflies, little frogs, and little fishes were so cute; some said that the little dragonflies looked like a small airplane when they spread their wings. The students' emotions were very high and they actively participated in learning. ⑵. Set up questions skillfully to stimulate the pursuit of knowledge. As the ancients said, learning starts from thinking and from doubt. Clever questions and exciting suspense settings can arouse students' strong thirst for knowledge, promote students' positive thinking, and actively participate in classroom activities. Aristotle said that thinking begins with doubt and wonder. Questions are guides for thinking. Only when questions are designed skillfully can students think actively. Therefore, teachers should put some thought into the design of questions. For example, in the lesson "Weighing Elephants", I set up a question like this: The elephant is tall and big, can it be weighed? How many ways are there to introduce elephants in the text? Which method is better? As soon as I finished speaking, the students were eagerly looking for answers. Teachers take advantage of the situation and guide students to study the text and ask others to tell others the answers they know. After the students studied the text carefully, the answer was born: the text introduced three methods of weighing elephants, and only Cao Chong's method of weighing elephants worked and was very creative. When students tell others the answers, they will understand the main idea of ??the article. Throughout the whole process, students were very motivated and interested in learning. ⑶Reflect democracy and encourage language. Modern teaching theory believes that teachers and students should establish a civil, equal, and harmonious relationship in order to enhance students' awareness of learning ownership. Therefore, teachers should create situations, pay attention to language incentives, give every student the opportunity to come to the stage to "try it out" and "become a little teacher", and use incentives such that as long as they "try it out" they will get a wisdom star. . For example, the "I can read" column in the "Chinese Garden" requires students to read 12 words such as "unity, street, bravery, respect", with the purpose of accumulating words and consolidating new words. At the beginning of the teaching, the teacher said in a mysterious tone: "Students, today the teacher asked you to be a little teacher. Come to the stage and read the words you know with everyone; at the same time, we will also compete." "Let's see which little teacher is the best and knows the most words, and give him a wisdom star." As soon as the teacher finished speaking, the students all entered a state of preparation for war like warriors. Some use the after-school vocabulary list to learn words they don’t understand; some ask the teacher quietly; some classmates help each other, all with the goal of becoming the best little teacher. The whole classroom has a strong learning atmosphere and the learning efficiency is greatly improved.

2. Group cooperative learning and exert collective strength. Today's era is an era of technological competition, and the success or failure of competition often depends on people's cooperation. A person's ability is limited. If he is not good at cooperating with others and communicating, synthesizing, improving and applying different knowledge, he will not be able to adapt to the development requirements of the times. Therefore, group cooperative learning is an important learning method in today's teaching. Nowadays, group cooperative learning is a manifestation of quality education and cultivating students' sense of cooperation in the classroom. This learning method creates a relaxed atmosphere for each student to express himself, so that students' thinking can show a positive state and can maximize the power of collective mutual assistance. One student's speech often sparks the thinking of several other students, prompting each group member to come up with better ideas from different angles and using different methods, thereby achieving a more comprehensive and in-depth knowledge and understanding of the problem. Therefore, teachers should actively create space for students to discuss and research in language classes. According to the characteristics of the first grade learning objectives: the focus is on literacy and writing.

The revised first-grade language textbook requires students to recognize 550 common words, greatly increasing the amount of literacy. In order to maximize students' literacy effects, in class, I encourage students to use their already formed preliminary literacy skills to learn new words, encourage them to read in their favorite way, and use group cooperative learning to strengthen communication and cooperation among classmates. For example: in the lesson "Two Little Lions", the words required to be recognized include bite, foreign, 呑, lion, bitter, rely on, pounce, etc. Students worked together in groups to explore ways to memorize new characters. Some changed their radicals to remember "bite, foreign"; "Heaven") Some use the combination method to remember "lion, suffering, rely on, flutter" and so on. Through mutual help and complementation, students not only develop their personal potential, but also cultivate the spirit of collective and group cooperation. In addition, in cooperative practice, every student is provided with the opportunity to succeed. The classroom atmosphere is active, relaxed, democratic and pleasant. It can be seen that the reasonable, timely and appropriate use of group cooperative learning can better enable students to explore, understand knowledge and improve their abilities through mutual inspiration.

3. Establish exploratory learning methods and cultivate innovative consciousness. The new curriculum standards clearly state that the focus of quality education is to stimulate students' exploration spirit and cultivate students' sense of innovation. In the old model teaching, various negative psychology of students themselves, such as timidity, conformity, inferiority, etc., will affect students' innovative activities. To cultivate students' sense of innovation and stimulate the spirit of exploration, first of all, help students overcome the herd mentality and replace the herd mentality with new and different approaches. In addition, teachers should create a teaching atmosphere that is conducive to cultivating students' innovative consciousness. Practice has shown that a harmonious and democratic atmosphere is conducive to liberating students' minds and making students active in thinking, so that they dare to think, speak, do, be willing to express their opinions, and have the courage to innovate boldly. This is conducive to students' psychological desire to explore innovation. and character. Chinese teaching is very practical. Whether it is reading, writing, or oral communication, it is inseparable from the feelings of the students. Therefore, we must strive to create a space that allows students to think actively, so that students can understand things from multiple aspects and angles. . To this end, I often ask students to express their opinions on an issue from multiple aspects and angles, seek novelty and differences, and overcome conformity. In the teaching of the textbook 78 Oral Communication - "Continuing to Tell Stories", the teacher made the textbook illustrations into animated courseware in advance and presented them in front of the students, with a soundtrack to explain: Wow! The weather is really nice today. The little rabbit happily went for a walk. As he walked, he suddenly saw the little squirrel hurriedly walking towards him... It created a space for positive thinking for students. The teacher took the opportunity to inspire, if you were a bunny and a squirrel, what would you do next? Smart student A stood up first and said: I am a little squirrel. I ran to it in a hurry to tell it good news... Student A had just finished making up the story, and student B said: I It was a little squirrel. I hurriedly ran to the white rabbit to tell him some bad news... Student C said: The little squirrel hurriedly came to the white rabbit to ask the white rabbit for a favor... Students in the classroom The mind is active, the wings of imagination spread naturally, and one is not satisfied with one answer. During the discussion and exchange process, students communicated in oral English in an empathetic manner, and their potential was fully demonstrated, thus further cultivating their sense of innovation. With the rapid development of modern society, various competitions have become increasingly fierce. Only by learning "autonomy, cooperation, and inquiry" can we maximize our personal potential. In primary school language learning, stimulating students' active participation, cultivating the spirit and ability of cooperative learning, and establishing exploratory learning methods are conducive to the overall improvement of students' quality and the perfection of their personality.