A brief model of reflection and summary after class

"Thinking after class": It is very important for new teachers to sum up their thoughts after class and write a diary of what they have learned after class. How to write a summary of reflection after class? Below, I will bring you a brief summary of after-school reflection. For more after-school reflection summaries, please click "Teaching Reflection" to view.

A brief reflection and summary after class 1

Swallow is a very touching article. The article tells the story of swallows returning from the cold north to the south, flying around the endless sea day and night, and many swallows gave their lives to cross the sea, praising the spirit of swallows who are not afraid of hardships and difficulties in order to reach their destination.

through the study of the text, I feel the students' admiration for swallows from their thoughtful expression. How can this admiration be sublimated? I thought of students' imagination. Primary school students have rich imagination. Through reasonable imagination, students will feel the same way, and students deeply admire the spirit of Little Swallow. In view of this, I guide students to imagine themselves as a swallow who grew up in the north and will cross the sea with his parents this year, reproduce the scene depicted in the text from the perspective of the swallow, and appropriately supplement the contents that are not in the text to give students room for imagination.

under my guidance, because there is something to say, the students soon have a desire to write, and they all write hard. One student wrote: "It's getting colder and colder, and my parents are urging me to fly more strictly.". I don't understand why. One day, I asked my father,' Dad, can you let me play for a day?' Dad patted me on the head with his wings and said,' The weather is getting cold. We are going to fly to the warm south soon. There is a sea on the way to the south. How can you fly there if you don't practice hard now?' ...... "

In writing about the scene of encountering a" ship "halfway through the flight, students imagine the unremitting efforts of the swallow to fly forward, which is manifested through the psychological activities of the swallow. As well as the contradiction between flying and not flying after resting on the ship, some students imagined it, which really made me sigh the rich imagination of students.

However, I also clearly see that this kind of writing method is my style, which is more difficult than the students with poor ability. Therefore, when I arrange training, let them choose a piece to write, which is not only too difficult to discourage, but also conducive to the improvement of the work level of these students.

After-class reflection summary brief 2

"Make an Ecological Bottle" is the sixth lesson of Unit 1 "Biology and Environment" in the fifth grade of compulsory education curriculum standard experimental teaching edition. In the previous lessons, students have begun to contact with the concepts of biological community and ecosystem, and understand the interdependence and mutual influence between organisms. This lesson is to further guide students to study the relationship between various organisms in the ecosystem.

Making an Ecological Bottle is the most interesting lesson for students in this unit. In order to make this class better, I prepared a salad oil bottle, some water plants, some sand or pebbles, 1-2 small fish, etc. for each group before class. Although the materials were not as rich as books, I was very satisfied to see the children's joy in learning.

I talked about this lesson five times, but each time I talked about it, I felt different. Reflecting on this class of self, I think there are still some problems as follows:

1. There are still some irrationalities in time allocation, and the introduction time is relatively long. After showing the pond ecosystem, children lack some guidance when exploring the relationship between living things and nonliving things, and students do not really understand the concept of ecosystem, and there is no breakthrough in important and difficult points, which leads to some time spent in designing the experimental scheme later and fails to achieve the expected results. In fact, when exploring the relationship between living things and non-living things, students can thoroughly study the problems, such as "what conditions are needed for the growth of fish" and "what conditions are needed for the growth of aquatic plants". After thinking about these problems, students naturally understand the true connotation of the ecosystem.

2. In preparing lessons, "preparing students" is not enough. For example, some students have made eco-bottles before class, and they have done a great job. There are several such groups, which leads to these students having nothing to do in the later production process. After the eco-bottle is finished, it is of no practical significance to ask them to discuss the design scheme. Students also lost interest in discussion. If I know the students' situation before class, I will invite those students who have done well to come on stage to introduce their own experiences when making ecological bottles, and then let other students give their opinions. Let them discover their strengths and weaknesses and make improvements accordingly. This will not only reflect the value of their group, but also let them have something to do, and the teaching effect will be better.

3. When evaluating the eco-bottle, I just let the students show their own eco-bottle, without making too many comments. In fact, the eco-bottles made by each group are similar, so the evaluation is of no value at all, but it wastes some time. In fact, when evaluating, we can completely let them talk about their own production process and their own thoughts and feelings with their own ecological bottles, which is also a summary of their class and can leave a deep impression on their children's hearts.

I have gained a lot from the teaching of this class, and I have a deeper understanding of the future experimental teaching. I think any class can only be refined by the teacher's painstaking research and careful polishing, and the dream effect can be achieved.

A brief summary of reflection after class 3

Ye Gong Hao Long is a piece of classical Chinese in Unit 1 of the second semester of Grade 5 Chinese in Beijing Normal University, which is an allegorical story. The story is mainly written in the ancient Spring and Autumn Period. Ye Gong of the State of Chen liked dragons very much. He was at home with beams, columns and beams. Dragons are carved on doors, windows and daily furnishings, even embroidered on clothes and quilts, and painted on the walls of the house. The real dragon in the sky knew it and was very moved, so he came to visit Ye Gong's house. The dragon's dragon head talked recently from the window, and its tail was dragged into the hall. When Ye Gong saw it, he was frightened and ran away screaming. Ye Gong Hao Long is also an idiom now, which describes that people like certain things on the surface, but they are not really hobbies. We often use it to describe those who are duplicitous.

It's no stranger for children to learn two pieces of ancient prose last semester, but this style is far away from our children and it is still difficult to learn. So I try my best to make my classmates feel its story. Specifically, I teach it this way: first, I expose the topic, and let the students quickly grasp the general content of this fable through the topic, which tells the story of a man named Ye Gong who likes (good) dragons. This can be said to be the vein of the article, so that students can read it by themselves, think for themselves, and finally sum up the meaning, so as to avoid unnecessary analysis and boring preaching in traditional teaching. The most important thing in learning fable is not only to let students understand the moral, but also to let students deeply understand the practical significance of this fable, and to apply what they have learned is the highest realm of learning. Therefore, in teaching, if students want to understand fables and have a strong interest in fables, and stimulate their motivation of self-study after class, we should guide students to experience real life and explore whether there is a phenomenon of "Ye Gong Hao Long" in life, who are the manifestations and what specific forms are there. Talk about feelings in connection with life and cultivate students' autonomous learning ability. In this way, on the one hand, students can not only read fables, understand the implications and get education, on the other hand, they can also appreciate the profoundness of classical culture.

From the students' speeches at the end, it can be seen that the children have deeply understood the meaning of this fable, and it seems that this class is basically successful.

After-class reflection and summary is brief. 4

Quality is a basic concept in physics, and the correct use of tray balance to measure the mass of objects is an important skill requirement in junior high school physics. Quality knowledge is widely used in real life and is closely related to our lives, and it has made important preparations for further learning about density, gravity and other related knowledge. At the same time, it is also the beginning of learning mechanics knowledge and plays a very important role. The content textbook of this lesson starts with the common phenomena in daily life, and with vivid pictures leads students into the colorful material world. In the process of understanding quality and its measuring instruments, the textbook starts with the tools for measuring quality that students are familiar with in life, and further guides students to learn to use the scales commonly used in school laboratories. Therefore, the teaching content of this class is extremely important, which is a basic section and a key point in stages. It plays a very important role in both knowledge learning and cultivating students' experimental ability.

1. Adjustment for personalized teaching:

Use ppt and flash animation in multimedia, and watch micro-videos, and use modern teaching methods to break through the difficulties in teaching and fully embody the student-centered classroom.

2. Design of support for autonomous learning and cultivation of students' ability:

Design micro-video and other teaching resources in advance to guide students to learn independently before class, learn first and then teach, so as to turn over the classroom and cultivate students' autonomous learning ability. In this class, I will also leave enough time for students to experiment in groups, actually measure the mass of objects with tray balance, and compare the mass of plasticine after its position and shape change, so as to deepen students' understanding of the concept of quality. Teachers only tour guidance, individual coaching. It has greatly cultivated students' abilities of independent participation, hands-on operation and cooperation with others.

3. Innovation of teaching and learning methods:

With the help of micro-videos and other resources, the flip classroom is realized. This teaching mode extends the tense 45 minutes in the traditional classroom to after class. Students can arrange their own learning time, watch micro-videos repeatedly if they don't know where they are, and study in a relaxed atmosphere. In class, students communicate in groups to help each other and really return the classroom to students.

A brief summary of reflection after class 5

"Catch the Sea" is a text in Book 6 of Jiangsu Education Edition. This text describes an incident that I followed my uncle to catch the sea in my childhood, and expresses my sincere feelings of loving the sea and childhood. The content of this text is relatively simple, and the text is full of childlike interest. In teaching, students are mainly guided to read aloud to understand the content of the text and train their sense of language.

I. Passionate Entry

The ultimate goal of reading teaching is to make students have the ability to read independently and the habit of reading carefully. In order to achieve this goal, teachers should strive to create a good learning atmosphere for students and encourage students to participate in the activities of learning new knowledge wholeheartedly, consciously and actively.

As soon as the class started, I showed a beautiful picture about the sea, which aroused students' good impression of the sea. Then I asked students to express their impression of the sea in one word, and finally naturally introduced the topic "Catch the sea", which not only enriched students' vocabulary, but also paved the way for learning the text, and effectively stimulated students' thirst for knowledge.

2. Perception by reading

During the whole class, I repeatedly asked the students to read aloud, each time with different requirements, and I really understood the text in reading and realized the text in reading.

Before reading, students have questioned the subject, so they are eager to seek answers through study. At first, I asked the students to put forward their own learning requirements, and solved the problem of new words and phrases and reading the text in the first reading. On the second reading, I asked the students to understand the content of the text through reading with their own questions, and initially sorted out the context of the text. The third time, I asked the students to read with certain feelings and music, and the students further understood the text. In this way, after reading comprehension again and again, all students participate in classroom learning, and students really become the masters of learning. It is clearly pointed out in the Outline that students are the masters of Chinese learning. In the process of teaching, we should strengthen students' independent Chinese practice activities and guide them to acquire knowledge and form their abilities in practice. Students' autonomous learning not only avoids teachers' tedious explanations, but also cultivates their ability to find and solve problems independently, so that teaching activities are truly based on students' activities and independent exploration. At the same time, through repeated reading, students have gradually deepened their understanding and internalization of the text language, promoted the accumulation of language sense, and expressed their feelings and tastes through passionate reading.

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