Teaching reflection on the new curriculum reform of middle school English

Teaching reflection on the new curriculum reform of junior high school English 5

As a newly arrived in the post of the people's teachers, teaching is one of the important work, through the teaching reflection can quickly find out the shortcomings of their own lectures, how to make the teaching reflection to focus on it? The following is what I have organized for you to reflect on the teaching of the new curriculum reform of junior high school English, only for reference, welcome to read.

Teaching reflection on the new curriculum reform of junior high school English 1

After the new curriculum reform of junior high school English, I have a little experience, to make the following teaching reflection, I hope to help the English enthusiasts:

First, the characteristics of the new teaching materials

1, the new teaching materials in accordance with the principle of task-based teaching to implement the language practice activities. Each unit is centered on a topic, so that students can learn and use English and complete learning tasks through experience, participation, cooperation, communication and inquiry.

2. The content is linked to social life, close to the actual life of students, rich in the atmosphere of the times, reflecting the spirit of the times, in line with the requirements of quality education. The language material is typical, the language situation is real, the language expression is standardized, and the rate of language phenomenon is high, which is in line with the cognitive law of learning language.

3, in the arrangement of the system breaks through the traditional pattern, reflecting the holistic and comprehensive language teaching. In the whole set of textbooks, language skills, language skills, language knowledge, emotional attitude, learning strategies and cross-cultural awareness are organically combined and closely linked.

The change of teachers' concepts is a prerequisite for the new curriculum reform

1, the new concept of teaching

By studying the syllabus and the spiritual requirements of the new curriculum reform, as well as in the process of implementing it, we have gradually come to realize that the essence of teaching is the bilateral activities of teaching and learning, teaching is the process of communication, inquiry, teacher-student cooperation, interaction, and the process of teaching and learning.

2, the new curriculum concept

Through study and practice, we have come to realize that the curriculum is experience and feeling, the curriculum is the integration of teachers, students, teaching materials, the environment, the textbook is a representative of the content of the teaching and demonstration of the teacher to use the textbook to teach rather than teach the textbook.

3, the new student concept

Through the practice of the new curriculum reform, we have realized that the classroom teaching, students are the main body of learning, each student is an independent character, is the main body of development.

Third, down-to-earth, the new curriculum reform, so that classroom teaching has a new leap

1, the use of task-based teaching can effectively mobilize students to learn enthusiasm

Students with the task of learning does not feel that in the "learning", but rather in doing a meaningful thing. The students are not feeling like they are "learning", but doing something meaningful. The English language learning has become a simulation of communication, instead of the boring "sentence drill".

2, to the students' independent learning, teachers only play an organizational, demonstration, guidance role, and the class mode is not fixed, but according to the content of each class and the actual students, to take a variety of flexible and practicable teaching methods. For example: knowledge contests, riddle guessing, problem debates, brainstorming, story contests.

3, the use of a variety of evaluation methods

(1) Learning Achievement Examination Its purpose is to check the students in a stage of the material learned, the mastery of knowledge, the form of unit testing, midterm, final exam.

(2) Evaluation of classroom performance It can mobilize students' interest in English, and is a way of evaluating students' ability to express themselves orally and to listen in the classroom.

(3) Evaluation of Words Words are an important gateway to learning English, and they are important materials for learning English well, firstly, they can read, and then they can write and use them silently.

(4) Evaluation of homework It is a way to test the students' attitude towards learning English, to find out the students' strengths and weaknesses in learning English through homework in due course, and to provide appropriate guidance without losing time.

4. Novel ways of practicing

In the classroom, there are supporting class practice, and after class, there are supplemental exercise books. These practice questions change the boring face of the past, and each question creates appropriate contexts and sound pictures to stimulate students' interest in learning and cultivate their reading comprehension skills. Another let students through the learning of bilingual diary and run a tabloid way to strengthen the interest in learning English, and in the class of teaching to create an English corner, to create an atmosphere for them to learn English.

5. Teachers have highlighted the cultivation of oral communication skills in English

We have made the following efforts: not being afraid of making mistakes to cultivate students' habit of speaking English boldly; strengthening the training of reading aloud; strengthening the training of oral expression; strengthening the collection and organization of fixed expressions; and letting students actively participate in oral communication. Use a variety of forms of practice (e.g., dialogues, making short reports, interviews, telling stories, telling jokes, role games, acting skits, etc.).

6, the use of advanced multimedia teaching aids teaching

The use of multimedia greatly improves the efficiency of 45 minutes, vivid images and authentic fluent spoken language, a good guide to the students' learning, stimulate their interest and innovative thinking.

Teaching reflections on the new curriculum reform of junior high school English 2

June 19, and listened to two sections of the curriculum reform seminar, respectively, Li Xinxia teacher's biology review class and Xu Yicun teacher's language review class, benefited greatly.

Through the study, I feel that the two teachers on the classroom reform of the input and deep study, they are more and more mature use of the model, the classroom control is more and more scientific, and both pay attention to the students of the learning method guidance, habit training and the cultivation of self-confidence.

Mr. Li's biology review class from the perspective of the final exam, selected six different types of tasks to review, these six tasks cover a wide range of thinking content, students participate actively, the teacher points, encouragement at the right time, students to show the effect of exchanges than before greatly improved. It may be due to the small amount of time for students to review on their own (probably less than six minutes). Some students lack self-confidence. (Maybe there are fewer opportunities for exercise in general, and many of them are handled by the group leader.) This led to the individual groups' presentations not going well. Mr. Xu's language ancient poetry review class, after presenting the task, first guide the students to clarify the review method, give students enough time to review and exchange, in the display, the students performed in a generous and organized, the display of the problems, dare to question, dare to correct, dare to challenge, can be seen that the teacher's daily training of the basic skills is solid, based on the training of one or two lessons alone can not achieve such an effect. It might be more intuitive if the students wrote the answers to the demonstrations together on the question board when they were demonstrating, and at the same time trained the students to write. When other students have corrected the mistakes of the students who show, the students concerned should express their thanks; when the larger students have won the honor for the group, the members of the group should give encouragement. Although these are details, paying attention to them may have better results. I'm not sure if I'm going to be able to do that, but I'm sure I'm going to be able to do it," he said.

I think as a junior high school English teaching workers should do: the new teaching method to the students as the main body, it is necessary to focus on cultivating students' initiative, improve students' interest in learning; pay attention to the phonological training, to play a good phonological foundation; pay attention to the unit test, to ensure that the new teaching quality of the material.

Listening, speaking, reading and writing are important means of teaching English, and this new set of teaching materials requires to achieve the goal of the four - to develop a new group of people with the initial ability to use English for communication. This is the outstanding feature of this set of teaching materials, and it is also a significant turning point in the course of English teaching in China. How to adapt to and teach this new set of materials is a major issue in front of our junior high school English teachers. The author believes that the following aspects should be noted on how to teach this set of materials.

(a) Cultivate students' initiative and increase their interest in learning.

1, clear learning purpose, in the use of the enhancement of learning interest. Middle school students are young and inexperienced, and the purpose of learning English is often not very clear. They see English only as a test subject to be passed in the examination, for the difficult to remember the words, grammar and pronunciation feel boring, to make students interested in English learning, in addition to the reasoning on the importance of publicizing the English learning, but also to actively create conditions and environments to make students as much as possible use of English, so that they can taste the fun of the use. For example, to carry out some situational dialogues, the duty student reports in English every day, and organize some English games in learning. We also try to organize second class activities, such as English recitals, various English competitions, singing English songs, and reading simple English books and newspapers. Recognize the English instructions held on daily necessities and so on.

2. A relaxed and pleasant learning atmosphere and environment is conducive to cultivating interest in learning. Psychological research shows that a relaxed and pleasant learning atmosphere enables students to learn, think and acquire knowledge in a pleasant state of mind, which is conducive to cultivating students' interest in learning. The key to creating a relaxed and pleasant atmosphere is to make students feel close to the teacher. Teaching is not only the relationship between teaching and learning, but also the exchange of feelings and ideas between teachers and students. Teacher-student relationships directly constrain students' emotions and will, affecting students' cognitive activities.

3, constantly changing the form of teaching, improve the teaching method is conducive to maintaining learning interest. The traditional mode of teaching is basically a teacher speaking, students listen to the whole class, most of the students when the tape recorder, and teachers speak more content, are grammatical, rarely let the students move their mouths (in addition to the question), hate to pour all at once to the students, so that the students a class are busy taking notes, the teacher is tired of talking, the classroom students harvest is a book of notes, can not be digested, how can be absorbed after the class? A good form of teaching continuous use will also make students bored. Physiologically speaking, a single form of easy to lead to the monotony of brain stimulation, so that the excitement into inhibition, reduce learning efficiency. Psychologically speaking, secondary school students are in a lively and active, like to change the period, and then a good form of teaching and practicing forms, such as simple repetition is too much, the students will be sharply reduced interest. Therefore, secondary school English teaching should be based on students' curiosity, active, fun, winning and other characteristics and the law of development of thinking, using a variety of forms, such as games, storytelling, watching slideshows, videos, listening to audio recordings, interesting competitions and role-playing, singing songs and so on.

(2) Emphasize phonics and build a good phonics foundation.

If you can lay a solid foundation of phonetics, you will also get the key to the introduction of English, and the basis for practicing the basic skills of listening, speaking, reading and writing.

The textbook attaches great importance to the teaching of phonics from the very beginning, and systematically arranges phonics practice in close conjunction with the teaching of letter words and sentences. Therefore, we teachers should correctly grasp the requirements, the phonics teaching throughout. Take phonics teaching as one of the main tasks of first-year English teaching. Do long-term training stage focus, comprehensive improvement. In phonics teaching, teachers should pay special attention to their own voice and give full play to the role of textbook recordings. Listening to the sound is the fundamental method of phonics teaching, and we should insist on listening to the sound first and then open the mouth, so that we can listen to it clearly and send it accurately. Let the students in the process of learning phonetics as much as possible by the correct language inculcation.

(3) Pay attention to the cultivation of students' communicative ability.

Communicative competence is developed through communicative activities. Communicative activities refer to the real and free exchange of ideas in the language learned, **** with the completion of a task. The cultivation of communicative competence is a gradual process, and it should be carefully organized and carefully designed, otherwise students will not be able to move, or move but ineffective. The development of communicative competence can be in accordance with the following aspects of shallow to deep training.

(1) general greetings and simple courtesy. Howareyou?

(2) exchange of information, introduce their good friends, Ihaveagoodfriend.HeisinClassTwo; introduce their own place of residence, WeliveinZhongShanRoad; introduce the past experience, IwentshoppingLastShanRoad. IwentshoppingLastSunday; introduce a personal intention, I'mgoingtovisitUncleLi.

(3)Discuss*** knowledge.

(4) Problem solving.

(4) To emphasize the development of good study habits.

"Teach a man to fish, not as good as teaching a man to fish", it can be seen that it is more important to cultivate students' methods of acquiring knowledge than to teach one more grammar point in class, and English is a highly practical course, a tool course. Therefore, English learning is to a large extent a process of habit formation. The formation of good habits, on the one hand, rely on the teacher's demonstration, role modeling. On the other hand, it relies on strict training, perseverance, and the development of good habits. Such as

1, cultivate students consciously pre-study the habit of new lessons.

Teachers can draw up a few questions about the main content of the new lesson, so that students with the problem to read the text, while watching and thinking, do not understand a mark, the class each student has their own difficulties, doubts, so that over time students will find their own problems, problems, so that the students themselves through the knowledge of the new knowledge, they know the link between the old and the new knowledge. Before the teacher comes to teach the new class, students have a different degree of understanding and mastery of the material.

2, to train students to use their own language to retell the text, you can give students keywords or make up their own dialog related to the text, or for the text of the question to discuss.

3, encourage students to study independently, try to do not teach the example of practice, do it again, not afraid of error, so that the students themselves to find and master the solution and the law, perhaps not to do, is the text of the new grammatical points, so that the study of the new grammatical points, it is more concentrated, serious, more comfortable.

4, encourage students to read more English newspapers and magazines, English extracurricular books, to expand their knowledge, to strengthen the ability to learn on their own, to cultivate the ability of students to learn on their own, so that students can truly become masters of learning, so that the teacher's "to teach in order not to teach" to achieve the purpose. "Teaching is not to teach" is our *** with the pursuit of the goal, can do this teacher must have a certain level of quality,

(e) to pay attention to the unit test to ensure that the quality of teaching the new material.

In the teaching process, teachers should be each teaching unit for teaching tests, through this means to test the students on the knowledge, skills, techniques and abilities of the real and comprehensive degree of application. In order to achieve this, the teacher should set specific requirements for the test in terms of knowledge, skills, techniques, and abilities.

In terms of knowledge, students are required to master the basics of the unit in a comprehensive and systematic way, especially the "four skills" in the textbook.

Students are required to apply their knowledge of language, vocabulary and grammar in listening, speaking, reading and writing. Skills, students are required to build on skills, cycle through them, achieve proficiency in skills, and automate their use. Competence aspect, students are required to build on their knowledge, skills and techniques to have comprehensive competence, i.e., to be able to combine all three for communicative initial use of English.

To do a good job of unit testing, it requires teachers to work hard, study the textbook, eat the textbook, based on the Syllabus, clear knowledge, language range. Pay attention to the depth and breadth of knowledge imparted. To let students know the teaching focus of each unit, and accurately explain and repeatedly drill. Teachers should design or choose test questions carefully. The test questions should strive to meet the requirements of the Syllabus and the teaching materials. They should be comprehensive, highlight the key points, be of moderate difficulty, and be able to test students' listening, speaking, reading and writing abilities and their initial communicative ability in the use of English in a more comprehensive way. To do a good job of evaluation after the test.

In the face of the curriculum reform, we teachers should learn new educational concepts and constantly engage in lifelong learning; pay attention to the updating of knowledge and the cultivation of multicultural literacy; use multimedia knowledge; appropriately select and adjust the educational teaching strategies, design appropriate and realistic language scenarios and rich and varied language practice activities to attract students to actively participate in language practice activities; improve oral proficiency; and design appropriate and realistic language scenarios and rich and varied language practice activities to attract students to actively participate in the language practice activities. Improve speaking skills; change teaching methods as much as possible; carry out group activities in relation to classroom content; have the ability to reflect on and improve their own teaching behaviors in a timely manner, and constantly research, create, develop and enrich English teaching methods; give special attention to special students; and update the orientation of the relationship between teachers and students, and between teachers and parents. Through listening and learning, now specially write their own experience:

In the new curriculum reform:

(a) I think what needs to be changed is the concept of the purpose of teaching to change the concept.

In the traditional teaching process, the systematic transmission of knowledge as the focus, the purpose is to allow students to systematically master a large amount of knowledge, emphasizing the systematicity and organization of knowledge. Teachers in teaching the scope of knowledge, the focus, the difficulty of repeated weighing estimate, around it to develop their own teaching process, usually ignoring the cultivation of students' abilities, as well as the cultivation of emotions, attitudes and values. But nowadays, the society's knowledge is updated very quickly, the main purpose of teaching is not to let students master the systematic knowledge, but also to enable students to have the ability to acquire knowledge throughout their lives, so in the design of the teaching process, first of all, we should consider how to make students in the process of inquiry-based learning to achieve this purpose.

(2) To change the concept of teaching content, break the limitations between disciplines, and to emphasize the migration of knowledge.

English science teaching is an integral part of the overall teaching education, in terms of ability as well as affective attitudes, values, etc., the purpose of teaching is often interdisciplinary, and the purpose of teaching in all subjects is to cultivate talents with all-round quality. Therefore, in the teaching of the first to break the limitations of the discipline, based on the English language subjects, through the teaching of biological subjects to cultivate the overall development of new people. Therefore, we should not only teach but also educate people, and we should be successful but also adult. This is the essence of the new curriculum reform.

(3) In teaching strategies and methods to change their own concepts, the "gold" into the "gold art", that is, often said to be taught to fish as well as taught to fish.

The concept of the new curriculum reform requires students to English scientific literacy is not possible to rely solely on the transmission of knowledge, teaching, inculcation to the formation of teaching strategies and improve teaching methods must be changed to change the way in which students learn, what to learn into how to learn, passive learning to learn on their own initiative. The new textbook will be inquiry learning throughout the book in all columns, therefore, in the organization and implementation of the teaching process does not forget to explore, in the teaching strategy to ensure that the quantity and quality of inquiry learning activities, to change the past focus on the results of the light process of the practice, pay attention to the process of inquiry, are not confined to a certain form, so as to achieve the desired purpose. However, the baton of the examination is still hanging on everyone's heart, so teachers believe that inquiry is not every class to do, one is affected by the classroom time, the second is subject to some of the constraints of the teaching equipment, so only the right time for the right venue, in the lectures some of the points of attention or to be grasped, the knowledge points throughout their classroom, the knowledge taught to the students so that they can learn to The knowledge taught to the students so that they can learn to use their own knowledge to solve real-life problems, so the class should stimulate students' interest in learning, so that they are willing to learn, interested in learning.

The age of the secondary school students is characterized by:

Love to talk, love to move, self-discipline, self-control is not strong, if the teaching ignored these characteristics, fill in the ask them to instill in their eyes boring, cold grammar, vocabulary, they are not interested, and therefore can not talk about the enthusiasm and initiative to learn. Learning requires interest. In a sense, learning English requires more interest, so teachers grasp the opportunity to render the English classroom atmosphere, create a relaxed and pleasant learning environment, triggering students' interest and desire to learn. Teaching should focus on "people-oriented", play the main role of students. In the process of education, student-centered, give full play to the student's subjectivity has become a new standard in the promotion of teaching methods. The focus of foreign language teaching should no longer be "what we should teach", but "how we create these conditions in classroom teaching". The new curriculum standards emphasize that students "can do", so we should pay full attention to the main position of students in the teaching process, reflecting the initiative and creativity of students, and enhance the ability of students to use English.

Cultivating students' interest in learning also involves establishing a new type of teacher-student relationship and emphasizing emotional communication between teachers and students. Teacher-student relationship is premised on a basic view of human nature. The teacher's job is to solve the student's problems of different degrees, which in addition to teaching, there are also spiritual. To deal with all kinds of problems, to deal with countless students, should be done with a warm heart and patience. Most of the students, especially the "poor students", have less perseverance and patience in learning English, and their moods are often in a state of inhibition when they listen to the lessons, feeling bored with learning. Therefore, in the classroom, in addition to give them more opportunities to participate in activities and speak, especially on their questions and queries, even if the shallow should be patiently answered, and to be supported and praised, so as to eliminate the fear of their minds and sense of loss is very favorable.

Teaching Reflections on the New Curriculum Reform of Middle School English5

It is an honor to participate in this training on the new standards and teaching materials of middle school English together with teachers from various schools, and after these two days of training, I have gained a certain understanding and awareness of the new curriculum reform. The new curriculum reform is a challenge for every teacher, and through this training, I believe that there will be new developments and breakthroughs in this reform. The following is what I have learned through several considerations.

First, a clear goal.

Our previous English teaching put the "mastery of basic language knowledge and basic skills" in the first place. The new curriculum standards require that "stimulate and cultivate students' interest in learning English, enable students to establish self-confidence, develop good habits and effective strategies for learning English, and develop the ability to learn independently and the spirit of cooperation" in the first place. At the same time, we advocate that teaching should be based on "oral communication" to cultivate students' oral skills, so that every student can speak English, to achieve the purpose of learning to use and enhance the practical ability of students.

The second is to change the method of teaching English.

In the past, in English teaching, the teacher always speaks and the students memorize. Teachers are the protagonists of the classroom, students are the audience, students free practice is rare, speaking and listening is very poor. Now we have to change this model, in the classroom to the students as the main body, the initiative back to the students. So how can we make students in the classroom in the main position, improve learning efficiency? You can start from the following four aspects:

1, in the teaching of the time and space should be left more to students.

Cooperative learning before giving students the time to think independently. Cooperative learning without independent thinking, cooperative learning will be a formality, the quality is not high. A prepared discussion exchange can only be a high-quality exchange. Ask an exploratory question to give students space to think. Give students the time and space for independent learning. In classroom teaching, time is the most important learning resource. How a teacher allocates time directly reflects this teacher's view of teaching. Problematic, practical, participatory and openness of inquiry determines that inquiry learning must have sufficient time for independent study, otherwise it is an empty word.

2, well-designed teaching links to stimulate student learning initiative.

The initiative of student learning mainly lies in the mobilization of the teacher. After the students eliminate psychological barriers, it is necessary for the teacher to carefully design the teaching of the various teaching links, design imitation, conversation, oral and written drills, questions, stimulate students' interest in learning English, activate students' thinking, stimulate students' emotions, so that students are fully committed to the English teaching activities. Although our teaching conditions are limited, we can use physical objects and homemade teaching aids to make the classroom image vivid.

3. Make full use of students' differences.

In the past classroom, the teacher's requirements for students are neatly standardized, binding the students to play the potential for innovation. Teachers need to emphasize respecting students' individuality and meeting their different needs. Therefore, we cannot use one model to mold and evaluate students. Students cannot be measured at one level; that is unrealistic and impossible. We must respect students' different understandings and awareness, so that the classroom can become a world where students can give play to their individuality and become a paradise of self-appreciation.

4, creative use of materials.

The new curriculum advocates that teachers "use teaching materials to teach", rather than simply "teaching materials". Textbooks are only written things, and the information contained in them is limited. There is a big difference between traditional teaching and the new curriculum teaching, the previous teaching is only required to explain the knowledge, but now the new curriculum emphasizes the ability to guide students to learn to observe, learn to think, learn how to learn. The position of teachers and students has also changed, from teacher-centered to student-centered; students' learning styles have changed, from independent learning to cooperative learning; students' learning attitudes have changed, from acceptance learning to inquiry-based learning.

5, to make the classroom "live" up, students "move" up.

How to make students move:

(1) to stimulate students to move in the pre-course preparation stage.

This requires us teachers to prepare for the lesson, we should carefully study the materials, research students, design teaching methods. We are not only limited to our teachers' own preparation, but we can also ask students to participate.

(2) Guide students to move in the introduction of the new lesson.

Whether or not you successfully introduce a new lesson is directly related to the success of the lesson. I usually are all through the duty report to introduce, on the one hand, the exercise of students' oral language, on the one hand, training other students' listening. This method has a certain effect, but it will cause students' boredom every day. If the teacher can add some new tricks and change the way, the students' attention will be kept focused. For example, it can be a small competition, storytelling, games and so on.

(3) Encourage students to move in the practice.

Let students master what they have learned easily and happily in vivid, visual and intuitive scenarios. The new curriculum reform emphasizes the ability, but should pay more attention to the foundation. Middle school English education in the stage of basic education can be said to be the foundation of the foundation of English learning. Junior high school English is basically the initiation of English education in most areas, and its purpose should be to learn some basic knowledge and cultivate some basic skills, laying a better foundation for students to further their studies, rather than focusing on cultivating students' practical application ability.

Teachers to the students of English learning as the center, a solid grasp of the classroom teaching, so that learning to the ground. The first step is to make sure that the students have the right to learn. However, middle school students do not even understand the skin of the English language and mood swings, they do not understand the teaching of the key points, so I personally feel that the initiative of the classroom should belong to the teacher, the teacher to arrange and regulate the classroom teaching activities, monitoring the teaching process.

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