英语教学反思10篇 教学反思英文版简短
英语课堂教学反思英文版
英语课堂教学反思英文版The new curriculum standard education concept places great emphasis on teachers' reflection and advocates teachers to be a "reflective teacher." Here are a few reflections I have shared with you in teaching:This is a fifth-grade English class, this lesson learns the words Monday through Friday: Monday, Tuesday, Wednesday, Thursday, Friday, asking students to use their brains to memorize words and use them flexibly in combination with the given sentence patterns. This English class is designed based on factors such as the physical and psychological characteristics and receptivity of fifth graders.First, reflect the gradient in all aspects of teaching.In the new teaching session, the form of discussion and dialogue leads to new words - tell about the week's knowledge, understand new words - read and learn new words in different forms - read and practice new words at the same table - clap your hands to consolidate new words - find regular writing words - sing new words in songs. All reflect from shallow to deep, from easy to difficult. At the end of the class, the homework assigned reflects the principle of "guaranteeing the bottom and not capping the top", one is to let students write seven words,and the other is to let students tell their parents about today's harvest.Second, the evaluation reflects the scientific nature."Good words are warm in three winters, and bad words hurt people in June cold," The self-confidence established by students in English is very fragile, and they need the careful care of teachers, not that there are no excellent students, but teachers lack a pair of eyes that are good at discovery. Teachers should be good at discovering the advantages of students, giving encouragement in a timely manner, teachers should be kind to students' deficiencies, give encouragement in time, but pay attention to the grasp of the degree of scientificity in evaluative language, do not move on the "very good", in addition, for the question itself, for the student's answer situation, to "tailor-made," can not be good, you did very well. Best, etc. simple repetition. And we must be good at using body language to express emotions, a smile of the heart, a thumb of approval, a nod of approval, a look of encouragement will also play a subtle role.Third, lay a good foundation and pay attention to word teachingAs long as a solid foundation is laid, skyscrapers can be built, and students can only reach the height of application if they have a solid grasp of words; Only by making the foundation solid and thick can we expand and extend. In English teaching, we emphasize that listening and speaking are ahead, and reading and writing are keeping up, but often reading and writing cannot keep up. So in teaching, I arranged a lot of reading exercises and writing exercises.Fourth, use songs to remember words, and do more with less.In word teaching, in addition to the use of physical objects, pictures, stick figures, songs are also used a lot, songs are popular, through the teacher's own songs, will let students read catchy, easy to remember words, I think this is also an advantage of my lesson.There are also some problems in teaching, such as the time arrangement is not appropriate, the scope of the students is not wide enough, the evaluation of the students is paid attention to, but in the end it is not implemented in place, etc., which still needs to be improved in my future teaching.新课标教育理念非常强调教师的反思，倡导教师作一名“反思型的教师。
英语教学反思英语最新4篇
英语教学反思英语最新4篇英语教学反思英语篇一_Protect the environment, everyone duty_, when it es to protecting the environment, I think of a thing.It's a sunny afternoon, my mother and I happily went downstairs for a walk, inadvertently, I found on the green lawn with an old, dirty battery. Battery is harmful to our environment a major killer! A grain of small button battery can be 600 cubic meters of water pollution, the equivalent of a man's life's water consumption; Section 1 battery rot in the field, can lose one square metre of land utilization value, and cause permanent public nuisance. Think about this, I ran to my mother had said it again, I say again: _mom, I want to throw waste batteries into the dustbin._ Mother think I speak very reasonable, I happily run to waste batteries, thought: I really do a meaningful thing! I gently picked up the waste batteries, threw it into the dustbin._Not to small and not for good, it is a sin to._ As a primary school student, we should start from me, start from small things, start from the side, start from now, pick up every piece of paper on the ground, take good care of trees and flowers, love small animals. Let's go and look for the green world, to make our world a better place!英语教学反思英语篇二Dark in the room, there are only two lighted candles beside the puter, because he likes leave them on when he uses puter. But I don’t know from when, I got this habit, too.Him, 29 yrs old; me, 22 yrs old.Clearly, I have swore that never been touched easily again by a man, but why finally I still could not control my heart; clearly, I have knew that one month later he will back to America, why both of us are still nurturing our relationship? My mind been disturbed by him….Fine, “don’t care what will happen in the future, but only care what is happening now”。
英语教学反思范文 英语教学反思(优秀10篇)
英语教学反思范文英语教学反思(优秀10篇)身为一位到岗不久的教师，我们要在教学中快速成长，写教学反思可以很好的把我们的教学记录下来，教学反思我们应该怎么写呢？书读百遍，其义自见，本页是作者爱岗敬业的小编沧海红颜为大伙儿找到的10篇英语教学反思范文的相关范文，仅供借鉴，希望对大家有一些参考价值。
英语课堂教学反思篇一在课堂教学中，由于教师留下空白，出现学生学习效果提高的现象，叫做"空白效应"。
从心理学的角度看，"教学空白"可以使学生从中得到积极休息，以消除他们的身心疲劳，避免"分心"现象；从记忆原理看，"教学空白"可以使学生较少受到前摄抑制和倒摄抑制的影响，更易记住学习的内容；从创造和想象原理看，留下"教学空白"更易使学生激起好奇的涟漪，荡起想象的浪花。
可见，教学中留下"空白"益处多多。
我们英语教师应该根据自己所提问题的难易程度，用适当的问后停顿激活学生的。
思维，使他们上下联系、左右沟通、新旧融合，积极地填补思维的空白点，进而踊跃发言；切不可片面追求连贯流畅、一气呵成的课堂效果，剥夺学生充分思考的时间，引起他们的过度焦虑，导致他们仓促的回答难以全面和准确，以至于达不到活跃课堂气氛、提高教学质量的目的。
总之，在英语课堂教学中自觉运用心理效应，发挥心理效应的积极作用，克服其消极影响，无疑会使我们的语言教学充满艺术的魅力。
英语教学反思篇二“问”是打开知识殿堂的金钥匙，也是通向成功的铺路石。
“问”也是思考的过程，凡是能够会“问”的学生，都是会学习的学生。
现在的状况是很少的学生在课堂或是课下找老师问问题，更不用说讨论问题。
学生在学习的过程中，有些人糊里糊涂，那样的学生不会问问题；个别内向的学生有问题不好意思问老师或是同学，因此问题就一个一个的溜走了。
长此以往，问题堆积如山，因此学习成绩也就不进而退。
教学反思英文版
教学反思英文版Title: Reflection on Teaching (English Version)Introduction:Teaching is a dynamic process that requires continuous reflection and improvement. In this reflective essay, I will discuss my teaching experience, challenges faced, strategies employed, and the impact on student learning. This reflection will provide insights into my teaching practices and help me enhance my instructional techniques.Teaching Experience:Over the past academic year, I had the opportunity to teach English to a diverse group of students ranging from beginners to advanced learners. The aim was to improve their language proficiency, communication skills, and overall understanding of the English language. The classes were conducted in a classroom setting, utilizing a varietyof teaching materials, including textbooks, multimedia resources, and interactive activities.Challenges Faced:Teaching English as a second language presents several challenges. One of the major challenges was addressing the varying proficiency levels within a single class. Some students struggled with basic grammar concepts, while others were more advanced and required more challenging tasks. Additionally, maintaining students' interest and engagement throughout the lessons was another challenge. To overcome these challenges, I implemented various strategies.Strategies Employed:1. Differentiated Instruction: To address the diverse proficiency levels, I adopted a differentiated approach. I designed activities and assignments that catered to the individual needs of each student. This included providing additional support to struggling students and offering extension tasks to those who excelled.2. Interactive Learning: To enhance student engagement, I incorporated interactive activities such as group discussions, role-plays, and games. These activities encouraged active participation, fostered collaboration, and made the learning process enjoyable for the students.3. Technology Integration: I utilized technology to complement traditional teaching methods. Interactive online platforms, educational apps, and multimedia resources were used to reinforce language skills, provide additional practice, and offer a more dynamic learning experience.4. Continuous Assessment: Regular formative assessments were conducted to gauge students' progress and identify areas that required further attention. Feedback was provided to students, highlighting their strengths and suggesting areas for improvement. This helped students track their own progress and motivated them to strive for better results.Impact on Student Learning:The implementation of these strategies had a positive impact on student learning. Students showed improvement in their language skills, demonstrated better understanding of grammar concepts, and displayed increased confidence in using English for communication. The differentiated approach ensured that each student received the necessary support and challenges, leading to enhanced overall performance.Conclusion:Reflecting on my teaching experience, I have identified the challenges faced, strategies employed, and the impact on student learning. This reflective process has provided valuable insights into my teaching practices and highlighted areas for further improvement. By continuously reflecting on my teaching methods, I can refine my instructional techniques, address the diverse needs of my students, and create a more conducive learning environment. Through ongoing reflection and professional development, I aim to become a more effective and impactful educator in the field of English language teaching.。
英语教学反思英文版20篇简短全文剖析
可编辑修改精选全文完整版英语教学反思英文版20篇简短1. Reflection on English TeachingAs an English teacher, I constantly reflect on my teaching methods and strategies to ensure that my students are engaged and learning effectively. I believe that self-reflection is crucial for professional growth and improvement in the classroom.2. The Importance of Reflecting on English Teaching Reflecting on my English teaching allows me to identify areas of strength and areas for improvement. It also helps me to adapt my teaching to meet the diverse needs of my students and create a positive learning environment.3. Challenges in English TeachingTeaching English can be challenging, especially when working with students who have different language abilities and learning styles. Reflecting on these challenges helps me to find creative solutions and improve my teaching practice.4. Adapting to Student NeedsReflecting on my English teaching has taught me the importance of adapting my lessons to meet the individual needs of my students. This may involve modifying my teaching methods, providing additional support, or offering alternative learning materials.5. Engaging Students in English LearningReflecting on my teaching has shown me the value of engaging students in their English learning. By incorporating interactive activities, real-life examples, and technology into my lessons, I can create a more dynamic and enjoyable learning experience for my students.6. Building a Positive Learning EnvironmentReflecting on my English teaching has highlighted the significance of creating a positive and inclusive learning environment. By fostering a supportive classroom culture, I can encourage my students to participate, take risks, and develop their English language skills with confidence.7. Using Feedback to ImproveReflecting on feedback from students, colleagues, andsupervisors has been instrumental in improving my English teaching. By considering and acting on constructive feedback, I can refine my teaching methods and enhance the learning experience for my students.8. Embracing Continuous Professional DevelopmentReflecting on my English teaching has reinforced the importance of continuous professional development. By seeking out new teaching strategies, attending workshops, and staying informed about current trends in English education, I can continue to grow as an effective teacher.9. Balancing Traditional and Innovative Approaches Reflecting on my English teaching has shown me the value of balancing traditional teaching methods with innovative approaches. By incorporating a variety of instructional techniques, I can cater to the diverse learning preferences of my students and keep them engaged in their English learning.10. Celebrating Progress and AchievementsReflecting on my English teaching has reminded me to celebrate the progress and achievements of my students. By acknowledgingtheir efforts and successes, I can motivate them to continue developing their English language skills and build their confidence as learners.11. Overcoming Language BarriersReflecting on my English teaching has taught me how to overcome language barriers in the classroom. By using visual aids, gestures, and simplified language, I can help my students understand and engage with the English content more effectively.12. Fostering a Love for English LearningReflecting on my teaching has reinforced the importance of fostering a love for English learning in my students. By making my lessons enjoyable, relevant, and meaningful, I can inspire my students to become lifelong learners of the English language.13. Cultivating Critical Thinking SkillsReflecting on my English teaching has shown me the value of cultivating critical thinking skills in my students. By encouraging them to analyze, evaluate, and apply their Englishlanguage knowledge, I can help them become more independent and proficient language users.14. Promoting Cultural AwarenessReflecting on my English teaching has highlighted the significance of promoting cultural awareness in the classroom. By incorporating diverse perspectives, literature, and discussions into my lessons, I can help my students appreciate and respect different cultures while improving their English language skills.15. Collaborating with ColleaguesReflecting on my English teaching has emphasized the importance of collaborating with colleagues. By sharing ideas, resources, and best practices, I can enhance my teaching and contribute to a supportive and professional English teaching community.16. Embracing Technology in English TeachingReflecting on my teaching has shown me the value of embracing technology in English education. By integrating digital tools, multimedia resources, and online platforms into my lessons, I can enhance the learning experience and prepare my students forthe digital age.17. Supporting English Language LearnersReflecting on my English teaching has taught me how to better support English language learners. By providing additional language support, scaffolding, and differentiated instruction, I can help my students develop their English language skills at their own pace.18. Encouraging Student AutonomyReflecting on my English teaching has reinforced the importance of encouraging student autonomy. By providing opportunities for self-directed learning, goal setting, and reflection, I can empower my students to take ownership of their English language development.19. Reflecting on Assessment and FeedbackReflecting on my English teaching has highlighted the significance of effective assessment and feedback. By using a variety of assessment methods and providing timely, constructive feedback, I can help my students track their progress and improve their English language skills.20. Looking Ahead in English TeachingReflecting on my teaching has inspired me to look ahead and consider the future of English education. By staying informed about new methodologies, technologies, and trends, I can continue to evolve as an effective English teacher and prepare my students for success in the global community.。
教学反思的英语模板范文
Introduction:Teaching reflection is a crucial process that allows educators to analyze their teaching practices, identify areas of strength and improvement, and make informed decisions for future lessons. The following is a template for writing a teaching reflection, which can be adapted to various teaching contexts and subjects.1. Introduction- Briefly introduce the context of the lesson or unit.- State the objectives and outcomes of the lesson.- Mention the age and level of the students.Example:Last week, I conducted a two-hour interactive workshop on algebraic expressions for my 9th-grade students. The objective was to help them understand the concept of simplifying expressions and apply it to real-life scenarios. The students are in their second year of high school, and they have varying levels of mathematical proficiency.2. Lesson Planning- Describe the lesson plan and its alignment with the curriculum.- Discuss the resources and materials used.- Reflect on the effectiveness of the lesson plan.Example:The lesson plan was designed to be interactive and student-centered. I incorporated various teaching strategies such as group work, problem-solving activities, and real-life examples. The resources used included handouts, whiteboard, and interactive software. However, I realized that the lesson plan could have been more structured, and some students found it challenging to follow the pace.3. Teaching Strategies- Analyze the teaching strategies employed during the lesson.- Reflect on the effectiveness of these strategies.- Identify areas where the strategies were successful or needed improvement.Example:I used a mix of direct instruction, group work, and individual practice to facilitate learning. While the group work was engaging, some students struggled to participate actively. I observed that the directinstruction part was too lengthy, and students lost interest. In the future, I plan to allocate more time for group activities and simplify the direct instruction to maintain student engagement.4. Student Engagement and Participation- Assess the level of student engagement and participation.- Identify factors that contributed to student engagement or lack thereof.- Reflect on how to enhance student participation in future lessons.Example:Overall, student engagement was moderate. Some students were actively participating, while others seemed disinterested. The interactive software was a hit, but the lack of physical interaction among students hindered collaboration. To improve student participation, I will incorporate more physical activities, encourage peer-to-peer interaction, and provide incentives for active participation.5. Assessment and Feedback- Reflect on the assessment methods used during the lesson.- Discuss the effectiveness of the assessment in evaluating student learning.- Analyze the feedback provided to students and its impact on their learning.Example:The lesson included a short quiz at the end to assess student understanding. However, the quiz questions were too basic, and it failed to gauge the depth of their knowledge. The feedback provided was constructive but brief. To improve assessment and feedback, I will design more comprehensive quizzes and provide detailed feedback that highlights both strengths and areas for improvement.6. Conclusion- Summarize the key findings from the teaching reflection.- Identify specific actions to be taken for future lessons.- Emphasize the importance of continuous improvement in teaching.Example:In conclusion, my teaching reflection has highlighted the need for a more structured lesson plan, simplified direct instruction, enhanced student engagement, and comprehensive assessment methods. I will adapt these strategies in future lessons to ensure better learning outcomesfor my students. Continuous improvement is essential for growth as an educator, and I am committed to learning from each teaching experience.。
【精选】英语教学反思
英语教学反思【精选】英语教学反思作为一位刚到岗的人民教师，我们的'任务之一就是教学，通过教学反思可以快速积累我们的教学经验，来参考自己需要的教学反思吧！以下是小编精心整理的英语教学反思，欢迎大家分享。
英语教学反思1The reflection of Book4 Module3Book 5 Module 6 Grammar IReview the usages of Relative PronounI think I have accomplished my goals very well in this lesson. From students’ response and their exercise, they have already acquired the usages of relative pronouns. However, my reflection is more than that:I the Reflection of Teaching Objectives In this lesson, I persisted on 3-dimensional objectives，which including：1. knowledge & skills：students can be able to use the relative pronoun in attributive clauses so as to develop the ability to use attributive clauses.2. process & method: this is a grammar lesson of revision type, so I combine grammar process with revision process, which starts from observation, conclusion, memorize the rules and practice. 3. emotion, attitude & value: students can experience some attributive clauses questions from national selective examination so they can get prepared for the coming exam. At the same time, through group work, they can help each other to solve problems from logical analysis.The above all is my objectives of this lesson. From some comments of other teachers they think I have accomplished these objectives successfully. As far as I am concerned, my objectives of each teaching process are very obviously, and mystudents can understand each step is to help them to acquire which acknowledgement.II the Reflection of Teaching ContentThe teaching content of this lesson can be divided into two parts: first one is to revise the usages of relative pronouns in attributive clauses and the second one is to develop their ability of use attributive clauses through some exercise including some original questions from national selective examinations.The first part is about the review of the usages of relative pronouns in attributive classes. As we know, attributive clauses occupy a great amount of our grammar so I have to make sure they understand and acquire it completely, so usually I cut it into pieces. Relative pronouns are large pieces of cake to bite so I only choose to teach them the logical way to analysis and how to choose a correct relative pronoun as my priority goal. I plan to finish first part within 15 minutes. But actually with my familiar and fluent guidance, I finish it in 2 minutes advance. Some teachers suggest that I should make it slower and ask some of the students to give their own conclusion even though they have already known. So after all, I think the best time for me to finish the first part within some students’ conclusion is within 18 to 20 minutes.The second part includes four types of exercise. The first one is memorizing all the rules of the usages of relative pronouns in attributive clauses. The second one is multiple choices which are base on the exception of only use “that”. Another one is some original questions which challenge their memory, logical analysis and skills. The last one is translation the following Chinese into attributive clauses. The exercise is following the order from easy to difficult and students seem to be very interesting and theymaster the logical analysis to deal with attributive clauses questions.III the Reflection of Teaching ProcessThe teaching process including the following four steps:Step I lead inI use Harry Potter to lead in the attributive clause which grasp their attention immediately. Step II review the usages of relative pronouns in attributive clausesI gave some sentences and ask them to observe all the sentences. What’s more, they should be able to conclude the structure, content, the usage of each relative pronoun by answering my questions. From my observation, most of the students can review the usage of relative pronouns because they can answer my questions fast and easily.Step III exerciseExercise is the way to estimate how much the students did master. So I plan four parts of it, which including memorize the each usage of relative pronouns for 5 minutes, choosing the best answer to test whether they memorize them correctly, doing some original questions from national selective examinations just ensure whether they acquire the logical analysis or not, translating the Chinese into English in order to develop their writing skills. Each process all based on the principle form easy to difficult. Students get confidence in the first two exercise so in the third exercise even though it is very difficult but it arouses their interest to solve them which even cultivate their cooperative spirits.Step IV homeworkThe homework is bases on their translation. The kill is a little bit harder than the translation so it shows that the principle fromeasy to difficult completely.IV the Reflection of Teaching EvaluationI use oral evaluation. I think I am good at that by arouse their interests by asking some funny questions based on their daily life and give them big compliment after they did something great. V the Reflection of T eaching ResultThe exercise is the best way to evaluate whether students can be able to master the knowledge of this lesson or not. From the four exercise, they did very well. I am especially surprised that how wonderful they finish their translation by making such small errors. As far as I counted, about more than half of the students can write the structure of attributive clauses within some mistakes. About one third of students can finish 7 sentences correctly. I am very proud of them.VII the Reflection of the other teacher’s commentsAll in all, as one of the new teachers in my school, I know there is still a long way to go. The following are some reflection for me after I talked to some of experienced teachers who are willing to make me become better.First, the plan of this lesson is boring and not creative at all.I am a new teacher and supposed to think more and practice more. The time is so limited so I only practice once. That is my mistakes for being lazy.Second, I have learned so much from my guide. The basic step of teaching grammar are observation, discover, conclude and practice. Grammar type lesson should be serious and clear. Teachers only need to elaborate rules and ask them to remember, the last thing that teacher need to do is to wait and harvest stud ents’ fruit. Teachers are supposed to talk less and ask students to practice more.Shaanxi Normal University ShawnaAnyway, this is a tough lesson for me to learn. Next time, I need to practice more than 3 times and invite a lot of experienced teacher come to my class.英语教学反思2Reflection on Teacher-centered and student-centeredstrategy in English ClassroomFor centuries, education and curriculum designers emphasized English curriculum on teacher-centered learning. In recent years, although student-centered teaching method has been developed and been approached in real learning environment, the decision such as selection of language contents, ways of learning, assessment and evaluation of learning outcomes are still being made by teachers or educators. Traditional teacher-centered teaching and learning was the main way how students learned and teachers taught when I was a student. Normally, in the initial stage of English study, learners learned new rules and some vocabularies firstly, and then during the period of the practices imitation, learners practiced their pronunciation, exercised about the grammar, recited vocabularies. And after some English structures have already been acquired, sentence patterns and grammatical features were acquired gradually.Teaching features of traditional teacher-centered method Teacher-centered English learning environment in Chinese classroom for me at each English lesson can be a picture of those teachers specifying class objectives, highlighting entry and learning behaviors, selecting and sequencing learning activities, and then evaluating the outcomes and behavior of students at the ending process. The activities which teachers choosing weregeneral answering question, reading together with classmates, listening to tapes, dialogues study, playing and using flash cards. The teacher may barely used discussion and some student activities from students sides. There also might be little interaction between students and the teacher and few group works in the classroom. The methods to assess and evaluate the language learning outcomes was the form of examination. The only role of a student was merely a listener.Advantages of teacher-centered method:This traditional English teaching -learning method in Chinese classroom as a foreign language focuses on input of knowledge and structures of language itself and grammatical system. To beginners of English learning or inexperienced learners, it is often necessary to begin by teachers instructing enough fundamental knowledge and making most of the decisions as the foundations of learning. Also learners from the teacher -centered English classroom may cover more topics during the same period and for teachers, they could achieve their objectives efficiently and control the class effectively.Shortages of teacher-centered method:Learners who exposed in a long listening environment as listeners rather than participants will feel bored, fatigued, tired, undisciplined and sleepy. Teacher -centered English learning situations in Chinese classroom also are less tolerant toward the expressed students’ viewpoints, and it is more restrictive, critical in valuing the behavior and motives of the students. This will constrict the creativity of students and they will less bring forth new ideas. Besides, one of the aims for learners to learn another language is for social interaction (Long, 1981). Students need to gain language communicational skills, need to carry out realworld tasks and what they do with the language. While teacher -centered English teaching -learning style may block and less focus on the development of students ability to listening and speaking in English.Student-centered learning has advantages for both students and teachers. Students develop learning and other skills and gain meaningful knowledge that will help them throughout life. The relationship between rights and responsibilities is learned.Students discover that learning is interesting and fun and they learned more because they were involved. Teachers have less traditional work to do, especially in the upper level classes. Students are more attentive and willing to participate in the class.Complaints about irrelevance and unfairness decrease. Teaching is interesting and fun. Disadvantages:One disadvantage is that there are students who do not relate well to student-centered learning in spite of a teachers best efforts. This is most prevalent at the lower levels but can occur in upper level classes. Another disadvantage is that the students have to work in teams. They complain about being on teams. Also students find it difficult to work in teams because they have not been taught team skills. Since student-centred learning places much more reliance on the active role of the student than does traditional teaching (where the student has a relatively passive role), student commitment and motivation must of necessity be very high. Thus, it may be less appropriate for use with young or inexperienced learners than with older, more mature learners. Indeed, some people are never able to adapt to a student-centred style of learning.As well as being the producers of learning materials, teachers have another new role in a student-centered learning system.They are no longer the primary conveyors of information, but adopt a more supportive counselling and tutorial role. This function may be difficult for some teachers to fulfill effectively (or even to accept) and, in many cases, it may be necessary to organize in-service courses and other staff development activities in order to help teachers to carry out their new role effectively. Teacher-centered method can give students lots of knowledge and information in a limited time. Student-centered method makes learning less stressful and more enjoyable. However, personally speaking, maybe the teacher-centered method is better for Chinese students. This method is more suitable in China, which has a large population and has a large number of students at school. Firstly, it is quite common that each class has more than 50 students, which makes the class hard to control. Such a large number makes the student-centered method almost impossible. Because the teacher doesn’t have enough time to organize any teaching activity, such as pair work, group work, and role-play. So class time is the first barrier of using student-method. Secondly, in China students’ seats are mostly set in a relative small space so that it is inconvenient for them to change their seats when a teaching activity is proceeding. Finally, the teacher-centered method can give students more knowledge and information in a limited time. That’s to say, this method can make our class as informative as possible. On the other hand, college students are eager for knowledge and ability so they prefer to learn a lot from their teachers and professors. I can’t deny that student-centered strategy is a trend in teaching-learning environment but teacher-centered one is more applicable and feasible in China of course we shall spare our great efforts to make adjustment to it.英语教学反思3Time flies, full and happy education and teaching work in tension and busy in a semester. This semester under the correct leadership of the school leaders, our comprehensive group of teachers to carry out teaching and research in-depth education reform work, from the students to cultivate the spirit of innovation and practical ability to start to improve the cultural quality and aesthetic ability of students to reform and optimize the classroom teaching process , Improve the efficiency of classroom teaching, better completion of the semester of teaching work.This semester, we have a comprehensive teaching and research group to carry out a series of disciplinary activities. We launched the music art, sports evaluation class. Mrs. snow on behalf of the school took part in the countys English quality class selection, and achieved good results.1, conscientiously implement the various tasks of conventional teachingThe whole group of teachers to seriously study and understand the school teaching work plan and the system requirements, implemented in practice. In the routine teaching inspection, lesson plans, preparation of full. The content is complete. Comprehensive group of teachers in the teaching process, infiltration of new ideas, through the new spirit, the use of new methods, each class has new discoveries and new progress. In the review stage, in accordance with the curriculum requirements, carefully developed test program. The whole group of teachers to listen to the task have reached the school requirements.2, the introduction of high-quality open classThis semester we have conducted several open classes, to 40 young people under the age of one per semester a public course. These open classes have been tried again and again, carefully prepared to focus on the collective wisdom of the whole group of teachers, so as to achieve good teaching results, also received peer praise, fully demonstrated our teaching and research group strong overall strength level. Students personality is fully demonstrated and training, teacher-student interaction, interaction,Organizational interaction, environmental interaction, in a limited time, every student has been more adequate exercise and performance opportunities.Classroom is full of mobile sunshine, equality, harmony and communication coexistence, discovery, challenges and meditation in the classroom with no cold dark "dead corner". Thinking of the active, frequency of the flash point, so that students become the real master of the classroom.英语教学反思4The ancient philosopher warned me that if we want to teach good people, we must first do a good job, "as a teacher, Houdezaiwu", I always admonished his motto, peoples ability may have size, talent may be different, but I alwaysI believe that the pay will be more than return, so I love the cause of education, love every student, always pay attention to a knowledge, the quality of the image of teachers to show students.In the usual teaching, careful lesson preparation, diligence and reflection, dedicated to the students, but also to win the students love. Although the computer class is a deputy class, but can affect the future of students, students often like the game, how to correctly guide, become the direction of my efforts, let the knowledge and joy to share the self-evaluation of teachersteaching and research.When dealing with people, I sincerely treat every colleague, when my colleagues have difficulties, timely help, especially for change of course, while listening to the leadership arrangements, conscientiously complete the task, an open mind to colleagues to their recommendations. Attendance, not late, class does not hit the phone, not in school and teaching has nothing to do teachersTeaching and research, serious and open-minded to ask other teachers to pay attention to lectures, especially the master teacher Ouyang classes, weekly lectures of not less than three, carefully write lectures, analysis of this lessons teaching highlights. Tao said, education theory and practice only, is the real knowledge, so that teaching and research together to grow, so that theory and practice with the internalization.I think, find a job with a sense of accomplishment, is not easy, they should cherish, to tell the truth, he still has a lot of deficiencies, I remember an old Chinese saying, "afraid of slow, afraid of the station" Even if the gap from a good teacher still exists, a small progress every day may be a big progress in the teaching of teaching and research self-evaluation of self-identification.The road is long, I will be up and down and search, as long as their continuous efforts to strengthen business learning, improve their teaching level, improve their work efficiency, improve their cultivation, do good people, do more good deeds, will be successful.Finally, I would like to thank all the school leaders for their support and affirmation of my education work in the past year. Please believe that I will redouble our efforts in the future tobecome an outstanding soul engineer, and strive for Guangzhou X School honor!。
外研版六年级上册英语教学反思10篇
【导语】教学反思就是指教师为了实现有效教育教学，对已经或正在发⽣的教育教学活动以及这些活动背后的理念和假设进⾏积极、持续、周密、深⼊的⾃我调节性思考，并在思考中发现、表征所遇到的问题，积极寻求多种⽅法来解决问题的过程。
以下是为⼤家精⼼整理的内容，欢迎⼤家阅读。
1.外研版六年级上册英语教学反思 本模块内容重点是讨论关于“hobby”的主题，师⽣互动，⾃由谈话引出Collecting stamps is my hobby，进⽽让学⽣⾃主分享⾃⼰的爱好，教师能适当引导学⽣⽤动名词ing形式开头说出⾃⼰的爱好。
由于课⽂篇幅较长，教师采⽤部分解读，层次递进设计问题的⽅法进⾏教授，分组朗读，⾓⾊扮演等，课堂氛围活跃，教学⽬标任务完成较好。
2.外研版六年级上册英语教学反思 本课时是围绕着谈论爱好进⾏了词汇新授课，难点和重点都是词语，还要多花时间在带读单词上⾯。
在新授环节中利⽤课件为学⽣理清动词-ing形式的变化规律，⾼效率地突破了本节课的难点，为学⽣的语⾔操练扫清了障碍，同时也为今后的学习奠定了⼀定的基础。
3.外研版六年级上册英语教学反思 本课重点教授There be 句型，学⽣在四年级There is a birthday in May 中有初步学习，所以教师通过创设情景，实物举例，让学⽣能快速了解该句型是“有、存在”的意思，在讲解is 和are 后⾯接单复数名词时，能运⽤学⽣最快理解的字母数数法教授。
在讲解纽约唐⼈街这⼀⽂化背景，学⽣能绕有趣地进⼊本课知识点的学习中，不⾜之处是本课知识点操练较多，课时把握不⾜，学⽣学习任务完成较不⾜。
4.外研版六年级上册英语教学反思 从中国⽂化遗产的学习过渡到西⽅⽂化，这是本课的亮点，教师先通过复习长城的基本知识，带领同学们穿过太平洋去了解美国的⼏⼤城市，美国国旗的出现，美国版图的展⽰，让学⽣为之眼前⼀亮，本课的主⼈公Daming和Simon 将为我们作详尽的解说。
通过本课学习，学⽣能从常识“上北下南左西右东”认识到东西南北的单词及字母表⽰法，学习效果在课堂作业中表现较为明显，教师教学⽬标及任务完成较顺利，但教师课堂组织管理能⼒有待加强。
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英语教学反思10篇教学反思英文版简短教学反思有巨大的力量。
写三年教案，还是一个教书匠；写三年反思，就会成为一个优秀教师。
教学反思对于教师来说是一种有益的思维活动和再学习活动。
教学反思是教师成长的必要条件和有效途径；教学反思位教师的成长提供了可能和内在动力；教学反思有助于教师提升教学经验，并将其升华为实践智慧。
那么，如何通过教师的教学反思促进教师的专业成长，在成长过程中该如何进行反思呢？1、思想和认识上要做好准备；2、不断积累具体经验；3、认真分析和讨论问题所在；4、积极验证，这样才能使教学反思活动更加顺畅地延续和循环。
一、反思教学经验回顾从教十二年，我对课堂教学这门综合性的复杂艺术感触最深的一条是：既要教书育人，又要培养学生全面发展。
知识当然重要，知识就是力量；但还有比知识本身更重要的，那就是教会学生认识自我，学会学习，学会求知。
课堂教学有三个层次：一是知道教什么，传授书本知识。
二是知道怎样去教，运用一定的教学方法和技巧进行课堂授课。
三是知道为什么这样去教，做到每一个教学活动的设计都要符合什么样的理念和原则，有很强的目的性，培养了学生什么的能力，是学生获得了什么样的体验和经历。
我的课堂教学也经历了这样三个层次。
经常反思让我觉得每天都在成长，每天都在进步，每天都会有新的发现，新的启发。
我的课堂教学主要在以下几个方面得到了较大的提高：一是不断更新教育教学理念，与时俱进，追求真理。
这不等于传统的教育方法与理念不好，相反，我更是认真实践传统外语教学中一些秀做法。
而对于较为流行的一些做法更要认真探索，用好其中的核心理念，向他人虚心学习。
还要有自己独到的见解，学会分析判断，不保守，也不要盲从。
二是切实树立课堂是学生的课堂的观念。
从理念到教学行为上努力实现“自主、互助、高效”学习型课堂。
三是大量阅读，促进教师专业成长。
教书者，更要大量读书。
从教育理论方面的专著，到英语教育期刊；从高等教育专业书籍，到教育语专业书籍、期刊、报纸；从各类人文学书籍，到各类大小教育报刊等等都要广泛涉猎。
四是英语教学要培养学生用英语思维的能力。
每种语言都有自己固定的表达习惯，要想让自己的英语能够说得出，学的知识用得上，就要按照目标语的表达结构和习惯去思考，去表达。
从一开始简单的语言结构、功能项目开始培养，并且要高度重视语言知识的积累。
多创造更为真实的语言环境，让学生进行有意义的练习。
五是要培养学生创造思维的能力。
如何去培养？首先是拓宽知识领域。
必须要掌握牢固的基础知识和基本技能，还要留出更多的时间摄取课外知识。
其次，充分调动学生的主体潜能。
把学生当成认识的主体，并充分发挥他们在学习过程中的主体作用。
教师必须从教学内容，组织形式，教学方法的选用上下功夫，使自己的教学艺术达到引人入胜的境地，从而更有效地激发学生的认识兴趣与创造欲望。
最后，要激励探索求异思维。
培养学生发现问题，提出问题的能力。
一方面，引导学生经常关个角度看问题；另方面，引导学生广泛联想，进行发散思维训练；再方面，帮助学生归纳，发现探索新问题。
二、反思教学中存在的问题我的小学英语教学从整体上来看取得了比较大的成绩，但是也存在着一个质量和效益的问题。
具体来说：1、有些学生在小学阶段已经形成了较为严重的两极分化；2、有的学生已经形成了令人担忧的恶性学习模式，把外语课当作知识课去背着学；3、语音教学不到位，学生对连读、爆破音，强读、弱读了解很少，通常是逐词读或说，不敢大方地开口读、说英语；4、严重的汉语思维表达，学了六年还是缺少必要的系统的英语结构，不会用英语进行简单地思维；5、按照字母顺序去背单词，缺少必要的听其音，想起形；看其形，读其音的基本常识；6、过分注重单词教学，对、短篇教学关注不够。
设想今后要以句子为最小语言单位进行教学。
7、对学生的书写要求不规范。
不少学生对字母大小写、单词、句子、标点符号的书写均不同程度地存在一些问题。
8、多媒体进入课堂极大地方便了教学，但是它所带来的一些负面影响没有充分认识到位，并很好地克服。
三、教学设想能够正视问题的存在，就是向着解决它迈出了一大步。
对于今后的课堂教学我有着诸多的感想和一些实实在在的设想：1、全社会尊重教师，作为老师更应该自尊自励，努力成为无愧于党人民的人类灵魂工程师，以人民教师特有的人格魅力、学识魅力和卓有成效的工作赢得社会和学校领导、老师和学生的尊重。
努力做到：爱岗敬业、关爱学生；刻苦钻研、严谨笃学；勇于创新、奋发进取；淡泊名利、志存高远。
静下心来教书，潜下心来育人，努力做受学生爱戴，让人民满意的教师。
2、不断内化理念在课堂教学实践中的运用。
理念运用到位，有效指导课堂教学，这不是一句空话。
3、杜绝“装潢”的课堂。
一切教学设计从学生出发，如何用最少的时间和精力让孩子们学到最多的知识；电教手段充分发挥其优势，恰当运用；教学理念 __，只有融会贯通，才能彰显其魅力；课堂教学不一味地赶时髦，追潮流，而要脚踏实地，立足现实。
4、扎扎实实细化“自主、互助”高效课堂教学理念的精神实质，切实提高课堂教学的时效性。
帮助学生养成正确的课堂学习观念：用好课堂学时间，学生自己是学习的主人，有效与人合作，形成有效的请教、帮教的意识。
5、针对上面提到的问题，作为老师一方，尽努力以正确的教学理念和态度，扎实的英语基本功去教育学生帮助学生，正确尽快全面提高英语素养。
6、正确处理好多媒体的使用问题。
有了多媒体不等于就能上好一节课，唯有为我所用，才能收到好的教学效果。
使用多媒体课件越多不等于教学效果越好。
普及了多媒体不等于要取消教材、黑板和粉笔。
请人代做多媒体可件不等于多媒体真正走入课堂。
多媒体技术含量高的可件不等于课堂上最实用的课件。
在小学的英语教学的过程中，教师有时往往为了培养学生对英语学习的兴趣，经常会利用游戏，因为游戏受到学生的喜爱。
课堂上唱唱跳跳，说说演演，形式花哨，十分热闹，使学生在快乐中接受教师预设的价值取向。
但时间一久，我们不难发现：很多学生原有的最初的学习热情急剧下降，原始的兴趣正逐渐地不复存在，他们会因为有些游戏的重复，而显得无精打采。
在课堂教学中经常会遇到这样的情况：课前教师不遗余力的精心设计游戏组织来吸引学生兴趣；课上学生走来走去，又是叫又是跑，甚是热闹，这样的教学次序直接影响教师的教学流程，教学环节流于形式；往往一堂课后，学生懵懵懂懂，一知半解；长此以往，学生捧着课本迷惑地望着你，不知道自己到底要学习和掌握书上的哪些内容。
究其原因不难发现，课堂环节安排不合理，所学的知识没及时巩固，知识没能螺旋上升，直接导致教学的畸形，学生的学习成绩往往大家都不满意。
面对如此频频告急的教学危机，这不能不引发我们的反思。
我个人认为，激发学生对学科兴趣的过程中，不能只停留在课堂表面的“活”，“乐”，“玩”中。
我们更要注重学科本身，从学得后产生的成功体验来不断滋长兴趣，挖掘学生学习的内驱力。
在教学中我们应该做到如下几点：一、面向全体，分层教学在游戏教学过程中，不可回避的如何对待优中差生。
我们设计的游戏要注重面向全体学生，难度适中，让大家都参与。
可以根据学生的个人素质，性格特点，记忆力反应速度等，因材施教，分层要求，以求最有效的激励机制促学生不断上进。
二、组织得法，严谨有序做好游戏的组织工作，做到有条不紊，活而不乱。
小学生天性爱游戏，争强好胜，有些学生做起来容易忘乎所以，甚至在课堂上，有时会情不自禁地高声喊，因此，首先，有开始游戏之前讲清规则。
纪律要求，评分标准，防患未然。
在游戏过程中即使还出现一些混乱，要能理解学生的心理，不一味批评，而是积极讲清楚，在集体活动中，大家应该遵守规则。
三、适时适度我认为不能力求面面俱到，游戏过多，而忽略了主要教学内容的讲授和训练，喧宾夺主，把英语课上成游戏娱乐课，那就适得其反了。
课堂游戏应该为课堂教学服务，当他成为一种摆设，或者是为游戏而游戏的时候，课堂游戏就失去了他的魅力了。
科学、有效地反思能够帮忙我们减少缺憾，不断提高我们的教学质量。
当我们用批判、审视的眼光看待自我的思想、观念和行为，并做出理性的决定和选取时，我们就是在反思，变革。
本学期是本人实施高效课堂的第二个学期，经过上学期的努力，我基本能够运用高效课堂教学模式——先学后教，当堂达标，自主学习，展示交流。
在本期的英语教学中，经常从以下方面入手进行反思：一是反思教学设计。
为避免自我过分地依靠已有的教学经验，或照搬现成的，在授课前的备课阶段，我经常结合此刻学生的实际，反思原有的教学设计，因为我感觉“照本宣科”的教学是教师的“一厢情愿”，学生不会有太多的兴趣。
在教学用英语“表达提推荐的方式”时，我有这样的设计：问学生假如出去旅行要带什么？要学生用推荐的方式组织答句。
开始学生很兴奋，几句之后，学生便冷落下来，似乎眼高手低，无法表达。
我反思??活动虽有交际性，但必须要尊重学生已有的知识与经验、任务设计必须要真实，要能够完成。
于是再教设计时，我不是直接要学生回答所带物品，而是给学生列出了许多可供选取的物品的英文名称，其中有学生熟练的，也有学生不会说的，要学生选取，并说明这样选取的理由。
结果交流起来学生兴趣更浓，教学目标也完成得很好。
二是反思教学过程。
即在教学过程中，常有不可预料状况发生，这时教师要进行及时的反思：根据学生的学习效果反馈，对教学计划进行适当的调整。
虽然在备课时，教师已预设了种种教学方案，但在实际教学中还是会遇到一些意想不到的问题，如学生不能按计划的时光回答问题，学生的回答没有办法切中教师预设答题的关键，或者师生互动交往开展不顺，学生对教师预期的解释有歧义等。
这时需要教师根据学生的反馈信息，抓住有利于教学计划实施的因素，因势利导，对计划快速、灵活地作适当修改与调整。
不断地总结和调整教学过程，发扬有效的教学过程。
如在复习教学七年级下册，谈论过去经历时，要学生介绍自我的周末活动。
我先给学生一个表格，透过小组合作完成，列出一些动词及动词短语如：read，write，skate，singsongs，playbasketball，playthepiano…等等，能做的打（√），不能做的打（×），然后根据合作学习后的状况用英语口头表述：Myfriendis…。
When…wasten，…could…and…，but…couldn’t…or…。
一路下来大部分学生都能够完成得十分好，我先给学生一个表格，透过小组合作完成Whatcouldyoudoonweekends?我立刻想到这样的任务，对学生太简单了，学生没有了“跳一跳才摘到果子吃”的感觉，必须不会满足。
我立刻要学生回忆儿童时的一次难忘经历，用３－５句话表达出来，5分钟。
这样一调整就把说与写结合在了一齐，增加了深度，说得出写不出的同学就体会了还需再努力背记单词，有了进一步学习的需要，而且锻炼了学生的表达潜力。