优秀小学英语阅读教学心得体会范本 -精选范文
教师读一本好书心得体会范本(通用8篇)
教师读一本好书心得体会范本（8篇）教师读一本好书心得体会范本篇1假期中，阅读了此书，受益匪浅。
也真实体会到：无论我们多么优秀，和几十个学生比起来，我们不如学生的地方实在太多了，学生在某个方面的知识可能远比我们丰富的多，这是个事实。
由于传统的师道尊严，我们有时候不好意思在学生面前露拙。
殊不知，这是一个误区。
如果你在适当的时候慷慨激昂的来几句演讲，声情并茂地来一段朗诵，不经意间很专业地评一下当天的球赛，让学生眼前一亮:原来我们的老师还有这么一手!学生对你的好感马上激增。
总之，让学生了解一个真实的你!我们教师离不开终身的学习。
叶澜说过:“一个教师写一辈子教案不一定成为名师，如果一个教师写三年反思可能成为名师。
”要求教师学会反思，即强调教师从反思入手进行教育教学研究。
对于教师来说，反思是一个积极的思维活动过程，同时也是积极的行为改进过程;让教师自己承担起学习和能力提高的责任，在整个学习过程中教师具有学习的主动权和自主权。
教师从经验中学习，在反思中成长，这正是反思的理论支点。
反思在手段上主要使用自学、反思、行为纠正、科研等手段进行。
这大大突破了传统研究方法的时空局限。
反思强调教师的自主学习。
要使每一位教师学会学习，使他们在群体学习活动的同时实现个性化。
反思强调“学以致用，学用结合”。
以探究和解决教育教学工作中的实际问题为基本点。
教师应该带着问题去学习，在学习过程中认识到自己教育教学活动的不足，觉察到自己以前没有觉察到的教育教学中的习惯行为及其消极后果，通过反思，自觉地探索教育教学过程，在学中教，在教中学，这是教师自我提高的最佳途径。
读了这本书，里面的很多章节让我沉浸其中，我们做教师的都要为学生服务，我觉得在我现在的教育中，教师要摆正位置为学生的服务，应该以平等的人格对待学生。
服务的好坏要学生来评价。
教师还要提高服务手技能和态度，把学生作为服务的对象，要理解学生，站在学生的立场上去看问题，这样才能更好的为学生服务。
苏州市小学英语课内外融合阅读教学观后感
苏州市小学英语课内外融合阅读教学观后感全文共3篇示例，供读者参考篇1Reflection on Integrated Reading Teaching in Suzhou Primary School English ClassroomIn recent years, the concept of integrated reading teaching has been gaining popularity in Suzhou primary schools. This teaching method combines classroom reading materials with supplementary reading materials from outside sources, aiming to enhance students' English reading abilities and foster a love for reading. As a teacher who has implemented this approach in my own classroom, I have observed several key benefits and challenges of integrating reading materials.One of the main advantages of integrated reading teaching is that it allows students to engage with a variety of texts that are both challenging and interesting. By using a mix of textbooks, storybooks, newspapers, and online articles, students are exposed to different genres and writing styles, which helps broaden their understanding of the English language. Furthermore, this approach encourages students to thinkcritically, make connections between texts, and develop their own interpretations of the material.Another benefit of integrated reading teaching is that it creates a more dynamic classroom environment. Instead of simply following the textbook, students are encouraged to explore topics that interest them and share their findings with their classmates. This not only promotes collaboration and discussion but also helps students develop their communication skills and build confidence in expressing their ideas in English.However, there are also challenges to implementing integrated reading teaching in the classroom. One of the main obstacles is finding appropriate supplementary reading materials that are both engaging and accessible to students. It can be time-consuming to search for and evaluate external resources, especially when trying to align them with the curriculum and learning objectives. Additionally, some students may struggle with the language or content of the supplementary materials, which could hinder their understanding and enjoyment of the reading activities.Despite these challenges, I believe that integrated reading teaching has the potential to greatly benefit students in Suzhou primary schools. By providing a more diverse and engagingrange of reading materials, teachers can help students develop their English proficiency, critical thinking skills, and enthusiasm for reading. With careful planning and effective use of resources, integrated reading teaching can truly enhance the learning experience for students and create a more interactive and stimulating classroom environment. I look forward to continuing to explore and refine this approach in my own teaching practice, and I am excited to see the positive impact it has on my students' English learning journey.篇2Reflection on the Integration of In-class and Extracurricular Reading Teaching in Suzhou Elementary SchoolsIntroductionEngaging students in reading can be a challenging task, especially in a foreign language like English. In Suzhou elementary schools, the integration of in-class and extracurricular reading activities has shown promising results in fostering students' interest and proficiency in English. This reflection will explore the benefits of this approach and share some personal insights on its effectiveness.Benefits of IntegrationThe integration of in-class and extracurricular reading activities offers a holistic approach to developing students' English language skills. In-class reading sessions provide structured guidance and support from teachers, helping students navigate challenging texts and understand complex concepts. On the other hand, extracurricular reading activities, such as reading clubs or book fairs, allow students to explore their interests and engage with English literature in a relaxed and enjoyable environment. This combination of structured learning and independent exploration enhances students' motivation and enthusiasm for reading.Furthermore, the integration of in-class and extracurricular reading activities enables students to apply their language skills in real-world contexts. By reading a variety of texts, such as fiction, non-fiction, and poetry, students broaden their vocabulary, improve their reading comprehension, and develop critical thinking skills. This practical application of language skills deepens students' understanding of English and fosters a lifelong love of reading.Personal InsightsAs a teacher in a Suzhou elementary school, I have witnessed the positive impact of integrating in-class and extracurricularreading activities on students' language learning. By incorporating a variety of reading materials and activities into my lesson plans, I have seen my students become more engaged, confident, and enthusiastic readers. In particular, I have found that reading aloud in class and discussing the themes and characters of a story help students connect with the text on a deeper level. Additionally, organizing book clubs and library visits has allowed students to explore different genres and authors, fostering a love of reading that extends beyond the classroom.Moreover, I have noticed that the integration of in-class and extracurricular reading activities promotes a sense of community among students. Through shared reading experiences and discussions, students develop empathy, cultural awareness, and critical thinking skills. This collaborative learning environment not only enhances students' English language proficiency but also cultivates important social and emotional skills.In conclusion, the integration of in-class and extracurricular reading activities in Suzhou elementary schools offers a comprehensive and effective approach to developing students' English language skills. By combining structured learning with independent exploration, students become motivated, confident,and enthusiastic readers. As a teacher, I am committed to continuing to integrate in-class and extracurricular reading activities in my lessons, as I have seen firsthand the positive impact it has on students' language learning and personal development.篇3Reflection on the Integration of In-class and Outside-class Reading Teaching in Suzhou Primary SchoolsAs an English teacher in a primary school in Suzhou, I have recently been implementing a new teaching method that integrates in-class and outside-class reading activities. This approach has proved to be incredibly effective in improving students' English reading skills and overall language proficiency. In this reflection, I would like to share my observations and thoughts on this innovative teaching strategy.First and foremost, the integration of in-class andoutside-class reading activities has created a more dynamic and engaging learning environment for my students. By assigning both in-class and outside-class reading materials, I have been able to provide my students with a wider variety of texts to choose from, catering to their individual interests andpreferences. This has not only increased their motivation to read, but also enhanced their comprehension and critical thinking skills.Furthermore, the integration of in-class and outside-class reading activities has encouraged my students to become more independent learners. By giving them the freedom to choose their own reading materials and pace of study, I have empowered them to take ownership of their learning and develop self-discipline. This has resulted in a significant improvement in their reading fluency and vocabulary retention.Moreover, the integration of in-class and outside-class reading activities has fostered a sense of community among my students. By incorporating group discussions and peer feedback sessions into our reading lessons, I have encouraged my students to collaborate and support each other in their learning. This has not only strengthened their teamwork skills, but also deepened their understanding of the texts we are studying.Overall, the integration of in-class and outside-class reading activities in Suzhou primary schools has had a transformative impact on my students' English learning experience. By creating a dynamic and engaging learning environment, fostering independence and collaboration, and improving reading skillsand language proficiency, this innovative teaching strategy has proven to be highly effective. I am excited to continue exploring new ways to enhance my students' reading abilities and help them become confident and proficient English readers.。
小学英语分级阅读教学意义读后感
小学英语分级阅读教学意义读后感English:The significance of graded reading in elementary English education lies in its ability to scaffold language acquisition and comprehension skills for young learners. By providing texts at various levels of difficulty, graded reading allows students to progress gradually from simple to complex linguistic structures, vocabulary, and concepts, thereby catering to their individual needs and abilities. This progressive approach fosters confidence and motivation as students experience success at each stage, building a solid foundation for future language learning. Moreover, graded reading promotes extensive reading habits by offering a wide range of engaging and age-appropriate content, which not only enhances language proficiency but also cultivates a love for reading. Additionally, it supports differentiated instruction, enabling teachers to tailor their teaching strategies to accommodate diverse learning styles and pace. Through regular practice with graded reading materials, students develop not only their reading skills but also critical thinking, inference-making, and cultural awareness as they engage with diverse texts. Overall, graded reading serves as a cornerstone inelementary English education, nurturing lifelong literacy skills and fostering a deeper appreciation for language and literature.中文翻译：小学英语分级阅读教学的意义在于它能够为年幼学习者搭建语言习得和理解能力的支架。
小学英语阅读教学总结
小学英语阅读教学总结小学英语阅读教学总结总结是指社会团体、企业单位和个人对某一阶段的学习、工作或其完成情况加以回顾和分析，得出教训和一些规律性认识的一种书面材料，它可以给我们下一阶段的学习和工作生活做指导，为此要我们写一份总结。
总结怎么写才是正确的呢？下面是店铺整理的小学英语阅读教学总结，仅供参考，大家一起来看看吧。
小学英语阅读教学总结1本学期我们英语教研组，坚持以研究英语教学的有效性为目标，以提高教师的业务水平为目的，进一步提高教学水平。
我们组的老师，在承担了繁重的教育教学任务的前提下,仍然勤勤恳恳的工作，毫无怨言，出色的完成了教学任务。
下面就本学期英语组的主要工作汇报如下：一、利用教学常规，规范教学工作教师的教学活动，很大程度上决定着教学质量的好坏，全组教师能认真领会《小学英语课程标准》的精神，认真钻研教材，在教学中根据各班学生的实际情况，结合英语教学的特点，切实提高学生的阅读、表达的能力。
同时，继续推行听读的检测功能，让学生在校内、校外都能够自觉的接触英语，培养他们对英语的热爱之情。
在备课中，能严格按照学校的要求，做到清晰、规范，备过程、备方法、备教材、备学生，做到“心中有本” 、“心中有生” 。
为了能更好地提高英语教学质量，我组针对学生在英语学习过程中存在的实际情况，及时地进行补差补缺，做到把握教材和教学目标的统一，发现问题及时补救，努力做到课课通、单元清，为提高教学质量提供保障。
同时我组积极开展教研活动。
本学期我们组四位老师承担了一次校级公开课，课前大家集体钻研教材、集体探讨教法、集体备课，课中认真听课、思考，课后认真讨论教学得失、回顾小结，且得到了同事们一致好评。
二、优化课堂教学，提高师生能力课堂教学是教学工作的主阵地，提高课堂教学的实效性关系到学生学习成绩的好坏。
为此，我组教师积极学好教学理论，用理论指导实践，苦练教学基本功，从课堂教学的组织、方法的优化，情境的创设等方面都做了大量的研究。
听课反思《小学英语阅读教学之绘本解读》听后感
教学文档
听课反思（小学英语阅读教学之绘本解读）听后感阅读是言语学习的一个重要方面，它可以使学生在潜移默化中了解地区的文化背景、生活习俗、思维习惯及言语的特点。
对于小学生，英语绘本则对他们提高英语阅读水平有很大的援助，绘本阅读不仅提高了孩子们的兴趣、锻炼了语感，更锻炼了孩子的英语思维。
但教师应怎样更好的进行绘本教学呢？首要问题是教师要会正确的解读绘本，然后进行设计。
关于小学英语绘本解读，我听了侯云洁老师的四节课，分别从基于文本解读教学、绘本解读的方法和维度、案例与实践、问题和对策四个方面进行阐述，使我受益匪浅。
绘本阅读的主题分为三类：人与自然、人与社会、人与自我，它们是培养英语素养的重要依托。
阅读具有多元性，通过读者与文本的沟通与遇合，经过认识世界、体验世界、丰富感情、提升审美、拓展思维的过程，使读者增加体验世界的感受，形成肯定的价值观，开展跨文化的理解与交流能力。
但是，目前绘本阅读教学存在很多问题，如：文本解读不当，教学设计走偏；碎片化的阅读教学；阅读活动的思维层次浅薄；割裂的阅读教学不能表达语篇的交际功能；模式化的教学设计导致缺少灵敏性；功利化阅读教学导致学生阅读学习的功利性等等，这些问题使我们的阅读学习没有到达预期的目的。
侯云洁老师从这些问题入手，分别从抓问题设计框架、抓阅读技能设计框架和抓文本解读框架三个方面结合实际案例，给我们指出了正确的方向。
实施绘本阅读教学是趋势，虽然有坎坷，但我信任，只要不断努力、不断探究，我们的教育之路会越走越好。
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小学英语阅读教学的策略和方法范文三篇
小学英语阅读教学的策略和方法范文三篇英语是一门非常实用的学科。
教师应丰富学生的沟通能力，扩大阅读教学，教育学生吸收英语知识，丰富词汇，提高学生的听、说、读、写能力。
教师应丰富学生的英语阅读积累，帮助学生奠定良好的英语基础，发展学生的可持续学习能力。
一、扩大阅读教学，促进学生阅读由于文章中有许多学生和读者熟悉的主要知识，学生必须能够充分理解文章中的信息。
如果学生不理解这些内容，就会有阅读障碍。
教师应教育学生在阅读前利用知识背景，为学生创造更多的机会，让学生理解文本的知识和内容，教育学生增加对阅读内容的理解，帮助学生更好地奠定良好的知识基础。
二是掌握阅读教学的策略和方法教师应帮助学生掌握更多的教学策略和方法，帮助学生充分积累知识，发展学生的学习能力，引导学生独立学习和研究学习内容。
教师不能代替学生阅读和分析思维问题。
教师应教学生掌握教学策略和方法，引导学生独立阅读，更新思维方式，教学生学习学习。
(一)充分拓展学生自主研究的时空学生需要安静地思考，老师让学生在提问后立即回答，不要让学生思考，学生的思考当然没有深度。
学生的感知和思维的火花需要时间来产生。
教师不仅要关注学生的电影词汇回答，还要给学生一些独立思考的时间，教育学生专注于阅读，深入思考，教育学生解决学习中的困难，鼓励学生积极思考，确保学生的思维更加紧张和活跃。
例如，在六年级的教学中，老师把所有的问题都留给了学生，让学生在思考后回答，我希望学生能发挥出色，锻炼学生的思维能力。
（二）教学生学会提问教学过程中，学生往往能够很好地回答教师提出的各种问题，自己提出问题的能力不行。
教师应该教学生学会提问，帮学生养成阅读意群的好习惯，提高学生阅读的速度。
教师应该努力运用多种办法培养学生学会提问的能力。
（三）重视渗透难点的词语和短语阅读教学中，教师应该重视影响学生阅读的难点的词语、短语逐渐渗透到教学的各个环节中，教育学生在更短的语篇阅读中，在看图说话的训练中，将运用过程的词语和短语理解和掌握。
2023年中小学英语阅读教学研讨会学习心得(5篇)
中小学英语阅读教学研讨会学习心得本学期英语月活动即将围绕传统文化展开，因此在寒假期间选择了英语课程与传统文化融合的专题进行学习，收获很多。
我们可以采用多方联动，创新URS协同模式，让专业的活动课程筹划与设计落地生根。
将传统文化活动系列化，课程化，构建专业的文化融合体系。
教师可以基于阅读素材提炼主题意义，规划工程活动，开展文化学习。
学生可以根据工程设计思路进行工程式学习，确定预期目标，确定评估证据，设计学习体验，这种工程式学习可以提高学生自主学习力，并且能够加深对中华文化的理解，坚定文化自信，我们之后也可以在工程式学习方面进行尝试。
最后将优秀传统文化融入到阅读课程中需要积累知识，理解内涵，内化于心，外化于行，积极行动，大胆尝试。
在教学中我们要践行以读促写理念，即将阅读教学与写作教学有机地结合起来，使学生把在阅读中获得的语言知识在写作实践中加以运用，从而提高写作能力。
也要认识到阅读与写作是相互关联的，写作可以促使学习者进行更多的阅读，提高信息传输和加工能力。
其中林红老师通过Alf saves the day这个故事介绍了他们是如何发现读写结合点，并设计出基于文本内容的读写活动。
在这个故事中林红老师找到了10个读写结合点，主要在读前、读中和读后三个阶段。
每个阶段都有不同方式的写作任务，如：预测、扩写、仿写、续写、转述等等。
其中让我印象最深的读前的读写结合，首先提前不要给学生提供文本内容，通过几个问题让学生去续写这个故事，然后再呈现故事文本供学生比照差距。
我在平时进行读写活动设计中没有思考过读前读写结合，这给了我很大的启发。
这要求教师在课前做大量的准备工作，给学生提供更多的支架和启发，引导学生积极思考。
中小学英语阅读教学研讨会学习心得每一次学术研讨会都是一次视听盛宴。
专家的讲座，让人如沐春风，为我们的教育教学指明了方向，也带来了启发。
此次研讨会我着重聆听了英语阅读教学融入中华优秀传统文化的专题。
这一专题由武和平、张维民、文伟、王国己四位专家分别从原因和方法两方面展开提供。
浅谈如何进行小学英语阅读教学
浅谈如何进行小学英语阅读教学吴戌霞（安徽省宿松经济开发区龙山学校）《义务教育英语课程标准》指出：英语的听、说、读、写四种技能在语言学习和交际中相辅相成、相互促进，学生应有这四种技能的综合运用能力。
多年以来，我们教师在阅读教学中基本上还沿用传统的教学模式——“教生词、读课文，回答问题”。
下面本人结合自己日常英语阅读教学的经历，谈谈几点个人的做法和体会。
一、Pre-reading合理的Pre-reading是一个很好的热身活动，可以有效调动学生的学习积极性。
Pre-reading部分是以准备为主，包括知识的准备和文化背景的准备，这部分的活动设计应根据学习内容的不同，采取不同的方法，比如：1.头脑风暴法。
教师可根据课文的内容以头脑风暴法等各种方式导入新课，引导学生回忆与任务相关的知识和词汇短语。
如我在上PEP小学英语5A Unit 2 My favourite food时让学生把食物分类，并让学生尽可能多地想出每一类食物的名称。
2.问答法。
教师可以通过自然的问答，为接下来的文本阅读做好铺垫。
我在上PEP小学英语6 Unit 3 Last weekend Section A部分的阅读短文时，就是先通过问学生：What did you do last weekend？Were you busy last weekend？自然引出What about Wu ××’s weekend？ Was he busy？What did he do last weekend？直入文本。
3.歌唱法。
与文本有关的Song和Chant能很好地调动学生的学习兴趣，把它们运用在Pre-reading部分能充分地调动学生的学习积极性。
例如我在上PEP小学英语5 A Unit 3 My favourite food Section B部分的Read and write中运用了歌曲Apple tree很快地导入，引出了What’s your favourite fruit？句型。
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优秀小学英语阅读教学心得体会范本
今天我有幸去参加小学英语阅读教学，两位老师上的都是英语阅读教学，英语阅读教学基本可分为三个部分：读前活动(Pre-reading)，阅读中活动(While-reading)，读后活动(Post-reading)。
在两位老师精彩的英语课中，我见证了课堂艺术的魅力。
见证一：巧妙激活旧知，让学生有话可说
良好的开端是成功的一半。
积极的热身活动能激发学生的兴趣，并能给学生创造和谐的英语环境。
Warm----up环节吴甜甜老师采用了一首美妙的chant:dog,dog,whatcanyoudo?Icanrunafteryou… 激趣导入。
这是一首学生非常喜爱的chant，学生的注意力立马集中到了课堂上。
并通过chant的最后一句Mike can draw pictures in the park .自然引出what can youdo in the park?滚动复习了词组：play football,
sin g ,dance ,fly kites…为接下去学生语篇输出做个很好的铺垫。
见证二：活用文本语境，使语言更有生命力
小学英语课本本身就是学生很好的阅读材料，很多老师舍近求远，费劲心思寻找阅读材料却脱离学生实际，或者是照本宣科地读我们的教材。
而吴老师则是认真解读我们的课本资源，精心制作了一本mothergoat的动画相册，让学生通过看动画相册，引出了文本主角mothergoat。
相册中Shecandomanythings.Soshe
is very happy. But today she is not happy .She is sad. Doyouknowwhy?让学生听录音，从动画中去发现原来山羊妈妈生病了，所以很伤心。
Whocan help mother goat?Whatcantheydo?这两个巧妙的问题，把学生带入了文本阅读，通过自由朗读去和文中的答案“捉迷藏”。
吴老师的问题设计循序渐进，由易到难，照顾到了大部分的学生，让他们有足够的时间去接受和消化知识。
并在成功找到问题答案时也同时找到满足感，培养了学生的自信。
见证三：增加课堂容量，提高教学效率
(1)增大信息量。
a. What can you do in the park?
I can ____________________in the park.
(sing ,dance ,play football, fly kites, run…)
b. What can you do at home?
I can _________________________at home.
(set the table, wash the clothes, put away the clothes…)c.复述短文：在培养阅读能力的同时，通过复述短文来激活学生储存于长期记忆中的知识能力模块，进而提高学生的语言和言语表达能力。
One day , mother goat is ______(sad/happy).Many littleanimalscometohelpher.Look!______can______________.______ can
______________.
______ can ______________. ______ can ______________.Ithink they
are___________.
在教学中，通过师生信息交流、多媒体设备的辅助，学生学习了新句，理解
了课文，拓宽了视野，有效地增大了知识容量，有趣的画面，回味无穷的交流，大大提高了教学效率和教学效果。
(2)增大阅读量和写作量。
《英语新课标》中二级目标明确指出：能根据图片读懂简单的故事或小短文，并养成按意群阅读的习惯;能根据要求为图片、实物等写出简单的标题或描述。
吴老师的课充分体现了听说领先、读写跟上的教学原则，根据教学内容安排了阅读、写作练习。
a. When your mother is ill, what can you do?
When my mother is ill, I can _________for her.
b. When your mother is sad, what can you do?
Whenmymotherissad,wecan_________together.Ilovemymother .I think I helpful.
c.别出心裁的设计了一首诗来复习巩固，陶冶学生的情操，也把课推向了高潮。
When my mother is ill, I can _________for her. When
mymotherissad,wecan_________together.Ilovemymother.I think I helpful.
通过本次活动，我发现原来阅读课的活动也可以这么丰富，那么有趣。
可以有学生喜爱的歌谣，有情景表演，还有作节目，朗读诗歌等等。
名优教师的阅读课就好象是一盘丰盛的大餐，能充分调动起学生参与的积极性和参与热情，使学生畅所欲言。
而我们的课堂要真正激活学生的阅读，必须关注学生的接受能力和阅读的趣味性，单调乏味而又长篇的阅读会让学生逐渐失去阅读的兴趣。
教学中可以把阅读与朗读相结合。
小学中有不少诗歌、韵句，这些内容读起来朗朗上口，较符合学生的年龄特点，可激发兴趣，培养语感。
也可以利用一些简单的绘本故事，让学生读故事想结局，不断唤起学生阅读兴趣。