Teaching reflections on lesson plans

clear teaching objectives, understanding of student cognition, around the relevant materials, the development of teaching strategies

1. research teaching materials, to determine the objectives of the teaching

We always feel that the new textbook is not a lot of content, but there is an endless topic, for one thing, such as the Humanist Edition Physics must be a "description of the speed of change" section on the "definition of acceleration", the content of the textbook is only a paragraph in bold letters acceleration is the amount of change in speed and the ratio of the time used to occur this change I think this definition of the connotation is very deep, which implies that the size of the acceleration is determined by the amount of time used to change the speed. I think this definition is very profound, which implies that the physical quantity that determines the size of the acceleration is a ratio, not the speed or the change of speed. Secondly, the relationship between the direction of acceleration and the direction of velocity is briefly illustrated in Figure 1.5-2 in the textbook. But the most important understanding of this lesson is the connotation and extension of the concept of acceleration, so the concept of acceleration should be understood as the teaching objectives of this lesson.

2. Research students, the development of goals

Through the reflection of students' pre-school learning, in the acceleration of the second class teaching I motorcycles, racing cars, airplanes start accelerating the actual video introduced into the teaching. Students from the process of watching the video not only found a few cars start speed changes in different speeds introduced acceleration and greatly stimulate the interest of students to explore, in the absence of learning the key points before the first laid the initiative, eager, happy tone.

Second, the class reflection:

Focus on student feedback, control the teaching process, optimize the behavior of teachers and students

1. to create a learning atmosphere

Acceleration of the teaching of the size of the problem I put out, did not tell the results directly but let the students to organize the debate. In this context the groups launched the following discussion

Question 1: the size of the acceleration is related to those physical quantities?

Question 2: Acceleration is greater with greater velocity? Acceleration is greater with greater velocity?

Question 3: Does acceleration increase as velocity increases?

Question 3: Does acceleration increase with increasing velocity? Does the opposite also hold true?

Question 5: How do you understand the definition of ratio?

Through the above questions students began to debate, each group of students gave examples of life to prove their own point of view at the same time, but also their own misconceptions of the return of concepts to explain. Show the self, analyze the self and thus ultimately develop their own

2. Optimization of the learning process

We are still looking at the "acceleration" from the v-t image to see the acceleration. Students in the discussion said a lot of ideas and "tricks", there is to take an equal amount of time to see the amount of change in speed, there is to seek an equal amount of time to see the speed change, etc., although not necessarily representative, but they can understand, at a certain time to use is also effective; may not be able to say what the reason is, but after the teacher's point of view, they will be enlightened! You think this kind of teaching is not more useful than preaching? I in the "acceleration from the v-t image" teaching according to the content of the targeted emphasis on "practice and discussion", so that induction and summarize the vitality.

3. Development of self-learning ability

Self-learning ability can not be achieved overnight, and in the teaching we may also encounter "sad": students do not cooperate, do not pay attention to the enlightenment is often the case. But think about your "lecture" and how much he listened? And try to encourage him to move, from the study habits let him change, one day there will be a sudden change. Students are a sustainable development of people, the focus of teaching should be on the realization of the learning subject of all aspects of the quality of active, lively, comprehensive, harmonious and fully developed, laying the foundation for lifelong learning, lifelong development of students. The development of creativity is a cumulative process, teachers should use a variety of lively way, with the help of a variety of media to stimulate the imagination of students, and to give analytical guidance and support for the idea of novelty, in order to cultivate the habit of students to forge ahead comprehensively, and constantly innovate. Sometimes teachers can consciously provide false information to stimulate students' ability to choose and judge from the opposite side, so that they can find the basis for their own arguments and develop good learning habits in repeated refinement. Module teaching in the new curriculum standards, so that students have more space for choice, to the development of students to provide more imagination. Such as in the "direction of acceleration and speed direction" teaching I let the students read the textbook p27 content and refer to Figure 1.5-2 summarize the relationship between the direction of acceleration and the direction of speed, and according to the students answered to give a timely affirmation and praise, it can be said that not too deep and not too shallow to learn the knowledge, aptly motivate the students.

Three, after the class reflection:

Summary of the teaching gains and losses, pay attention to the process of effect, to improve the teachers and students

In the first class after the teaching of the first class, I wrote a timely "Teaching Posterior" timely record of the experience of the teaching process design, timely modification of the teaching process, not only effectively improve their own quality, but also to improve their own quality of life. Not only effectively improve their own quality, it is important to improve the second class. Reflection after teaching is a necessary way to accumulate teaching experience and revise teaching strategies. Think about the effect of a lesson. Did you use the teaching method of narration or inquiry, and did you prioritize the development of students' abilities? Did you feel good about yourself? How much time was allocated for independent learning and were students fully engaged? How many questions do we need to reflect on, how many problems need to be solved, from the preparation of the lesson to the lesson, and then to guide the students' learning, we in the conceptual shift to the realm of the new curriculum standards required?

"The Poor" is a short story written by the Russian writer Lev Tolstoy. The text tells the story of a fisherman and his wife, Sanna, who took the initiative to adopt her two children after the death of their neighbor, Simon, which truly reflects the miserable life of fishermen under the authoritarian system of Tsarist Russia, and praises the good qualities of the fisherman and Sanna, who would rather suffer themselves than help others. The text with accurate and simple language, aptly expressed the true feelings, read to make people y moved.

The poor is an old text, and taught many times, but each time is a new experience. The design of the pre-course tightly unit training points: read the text, experience the emotional basis, to learn how the author is through the environment, the psychological activities of the characters of the description of the good feelings. Therefore, in the design of the study, grasp the environment, character dialog, psychological sentences to experience.

In teaching, I try to create a democratic, equal, relaxed and harmonious atmosphere, and respect the unique feelings of students. The students' performance is unexpected, and they can quickly realize the sincere feelings by catching the key parts of the sentences.

"Her heart was beating so hard that she didn't know why she was doing it herself, but felt compelled to do it." Most students identify the contradictory unity of "don't know why I did it" and "but I felt I had to do it", and feel that Sanna's kindness is instinctive and comes from the depths of her heart. This is more relevant than the preconceived notion of caring for the poor to illustrate Sanna's qualities.

"She wondered with apprehension: 'What will he say? Is this a joke? ...... Well, beat me up or not!'" Students in the self-reading, discussion, mutual reading, seize the "apprehensive", a few ellipses indicate the intermittent psychological, fully feel the pressure of life to Sanna, feel Sanna love her husband, sympathy for the orphans, rather than their own suffering to help others in the good heart.

Students in connection with the background and the actual in-depth experience of the character psychology, feel the quality of the character, the comprehension of the performance, the sincere emotion is amazing. Don't underestimate this group of students, when we teachers create the right atmosphere, students in the classroom will be wonderful generation.

Teaching Reflections on Lesson Plans Part 7

Since entering the teaching of written division, I have found it more and more difficult. In the face of the students' work, I am worried: is the new standard material is too difficult, or I do not have a better grasp of the intention of the new standard material, or I did not understand the students correctly, did not find the entry point of the new knowledge, so that the teaching is in a passive?

After a few days of practice and reflection, I think there are a few main reasons:

First of all, when I was teaching, I did not know enough about the students' original knowledge, such as the writing format of the division equation, and I did not estimate enough about the students' ability to accept and the problems that may arise. Thinking back, because the students only in the second grade in the second book of the simple written calculation of division, and then only to multiplication of the table of oral calculations, lack of vertical writing format, test method, a long time apart, a lot of students have forgotten the writing format of the division of the vertical formula, and I am teaching this part of the content of the review of a practice problem with a one by one, did not spend more time for the students to review and consolidate. I have not spent much time for the students to review and consolidate. The first lesson led to a surprise to himself, this part of the knowledge if the previous knowledge to review some of the full before the new lesson teaching, so that the teaching effect will certainly be better.

Secondly, the textbook example of the preparation of the streamlined, so that the old and new knowledge points of the span is too large, the new knowledge points condensed, so that the students learn to be very strenuous. The new standard textbook with its selection of content close to life, the form of novelty and vivacity to us to bring the fun of learning mathematics, but it is flexible and diverse so that students are difficult to grasp, such as in the teaching of the "one-digit divided by two-digit, three-digit quotient is a two-digit or three-digit", the difficulty is more, such as the student's thinking stays according to the multiplication of the table of mnemonics oral, lack of vertical division writing. Lack of writing format of the vertical formula of division, the method of trial quotient, correctly determine the quotient is a few digits, quotient in the middle of the 0, quotient at the end of the 0. These are difficult for students to understand and master. And those who learn in the middle and lower levels of students, learning is particularly difficult.

The new standard textbook changed than the old textbook live, students mastered still can not make me satisfied. Today, I once again y realized.

Teaching Reflections on Lesson Plans Part 8

This semester, the new takeover of these five classes, after two classes of pre-course exchanges, decided to start from the stimulation of the students' interest in learning and observation habits to arrange teaching. For example, in this lesson, first of all, because the inventor of the lever is Archimedes, it is necessary to briefly mention the character of Archimedes and his story in the classroom, using him to pry the earth's "big words" to arouse students' interest in learning.

This lesson focuses on the teaching of the three positions on the lever, analyze the positional relationship of the three points, combined with the usual students' own feelings and experiences. Let the children first self-analysis, respectively, the force point on the lever before and after the different positions, that our force situation will be a little bit of effort or save a little bit of force. So that students have a preliminary experience of the force of the process, at the same time also analyze the distance of the force point from the fulcrum of the relationship between the nearer or farther. This analysis will help students understand the relationship between the distance of the force-saving lever and the distance of the force-saving lever. Once these relationships have been clarified have students hang a force-saving lever and a force-saving lever on a lever scale. Take the class's effort-saving lever and analyze if this is the case, and then take the class's effort lever and analyze if it is an effort lever.

Finally, summarize the science concepts. This link to let the whole class *** with the completion of the table, equivalent to the situation of each student's own hook yards hanging hook yards equilibrium state for everyone to record and analyze, and then let the students themselves and then experience hanging hook yards of different labor-saving situations. This would be more time efficient in terms of manipulation, and the fact that everyone could see the same type of situation when reporting would help the students to distinguish it carefully. Trying to find out, the first class is to let students hang a random balance lever, and then analyze their own levers belong to the laborious or labor-saving, this kind of teaching impedes the teaching of the concept of confusion, difficult to achieve the teaching objectives. Therefore, I changed to have the students analyze the situation of the effort-saving lever and the situation of the effort-saving lever before hanging the hook yardstick on the lever scale from the first class.

The story of the train, the text, respectively, introduced us to the steam locomotive, internal combustion locomotive, electric trains, magnetic levitation train, and train speed up, the construction of the Qinghai-Tibet Railway and other achievements related to China's railroad construction, showing China's rapid development of railroad construction of the great situation, by means of which to stimulate the students' interest in learning science and love of science. The subject of our year group is "a variety of forms to cultivate good reading habits of first-grade students", this lesson I am so designed:

First, read as the basis for students to cooperate and explore.

In the teaching process of "The Story of the Train", I focus on reflecting the "reading-based" teaching method, guiding students to use a variety of forms of reading. In reading thinking, reading in the sense. Designed a few good teaching activities, through the activities to mobilize students' learning enthusiasm, and cultivate students' group cooperation spirit. For example, in the study of the "train story" the third paragraph of my teaching design is like this: first let the students read the third paragraph by themselves, and then ask: "What do you learn from the kind?" According to the students' answers to write the board: steam locomotives, electric locomotives, magnetic levitation train. Then ask: "Can you briefly introduce the three types of trains mentioned in the text to the other students? Then ask the class which one do you like? Why? What other kinds of trains do you know? Introduce them to everyone." Finally can you read out the third natural paragraph emotionally like the little introducer? Compare and see who reads with feeling.

Second, inspire different thinking

"The story of the train" such a general knowledge of the text, the need for teachers to do a lot of complementary, in order to enhance its interest, otherwise it will be very boring. So, I found a lot of pictures about locomotives, electric locomotives, and steam locomotives, internal combustion locomotives, magnetic levitation train short film, enriched the image of the several kinds of trains introduced in the text, and let the students experience the speed of the magnetic levitation train. Students immediately became interested in the text and easily learned about the several types of trains and the history of their development.

Children for the train this familiar thing is very affectionate, usually in their drawings is more common things, today on this lesson, for the train has a further understanding, to get more knowledge about the train, the magnetic levitation train this new novelty to make everyone interested in fresh things, especially recently the opening of the Wuhan-Guangzhou high-speed rail is more likely to stimulate the curiosity of the children. So I encourage students to develop a rich imagination, design a new train, and then draw it, after the class, I will be part of the students' works pasted to the blackboard. The children were even happier. It is important to cultivate the interest of the younger students in learning languages, and I will keep working hard for this.

When I was teaching the text "The Generals' Peace", some students questioned: "The title of this text is "The Generals' Peace", so it is fine as long as we write a short story of 'The Negative Brambles', why do we have to write 'Returning the Bits to Zhao', 'Returning the Bits to Zhao' and 'Returning the Bits to Zhao'? ' and 'The Meeting in Mianchi' as short stories?" " The article echoes back and forth, natural organic linkage. The first part of the story is about the courage and wisdom of the people, which is structurally a prelude to the later part of the story where the "peace" is written directly and the characters are further expressed. The second story, "The Meeting at Mianchi," is a further account of Lin Xiangru's courage and wisdom in defending the dignity of his country, his disregard for his own life and death, and his daring to fight the king of Qin, but it is a clear demonstration of the importance of "peace". "The king of Zhao decided to move ...... to make preparations for defense against the Qin soldiers." Because of the strong force backing him up, the king of Zhao had to be let back at the Mianchi meeting." The fact that Lian cooperated with Lin and together they fought against Qin and made Zhao victorious shows the importance of "peace", highlights the center of the article, and paves the way for the resolution of the conflict later on. The third story, "The Burgundy", is the culmination of the development of conflicts in the whole story, as well as the culmination of the expression of the characters' character and the importance of "peace". Both characters appeared in the story, Lin Xiangru's forbearance for the sake of the overall situation, which made Lian Po, who was proud of his own achievements and personal gains and losses, feel guilty and self-condemnation - the sharp personal conflicts were finally resolved for the sake of the country's interests, which further illustrated the importance of "peace".

Through the discussion, the students understood the cause and effect connection between these three short stories. On this basis, I summarized with the students: "The Generals and the Ministers is composed of 'Returning the jade annulus to Zhao', 'Mianchi's Meeting', 'Taking a Thornbush and Inviting Offenders', 'Taking a Thornbush and Inviting Offenders', and 'Taking a Thornbush and Inviting Offenders', 'Returning the Bits to Zhao', 'The Meeting in Mianchi', and 'Taking a Bramble and Asking for Offense' are three short stories that make up a complete story. In 'Returning the jade annulus to Zhao' and 'The Meeting at Mianchi', Lin Xiangru was so resourceful, courageous and adaptable that he repeatedly made achievements for the state of Zhao, and was made superior minister by the king of Zhao, a position higher than that of the veteran general Lian Po, which aroused the dissatisfaction of Lian Po. Later, Lin Xiangru's noble character infected Lian Po, who realized his mistake and corrected it, and asked for forgiveness. , and he took a bramble and asked for forgiveness, and the generals were reconciled."