Reflections on how to write a new English curriculum: As a second language, how should we adapt to the development of the times and put English curriculum reform on the agenda has become a hot issue of concern. The new curriculum reform aims at promoting economic development and social development by promoting human development, and realizing the integration of curriculum values. Its idea is very good, but there are also many problems in the process of curriculum reform. As a new teacher, I want to briefly talk about my views on the new curriculum reform since the beginning of school.
1. The contradiction between ideal and reality.
The emergence of new ideas has brought practical difficulties, and the influence of exam-oriented education is still deeply rooted for a long time. We are used to the old system management teaching method, and there is not enough time and space for curriculum reform in teaching, especially between examination results and quality education, which makes the slogan of curriculum reform shout loudly, but it is? Wear new shoes and take the old road? . I want to keep up with the pace of curriculum reform, but I feel I can't find the direction. In addition, it is more difficult for the new curriculum reform to enter our class management. Face-to-face seating arrangement is conducive to the communication and interaction between students, but also increases the difficulty of subject management.
2. Form design of classroom activities.
English teaching under the concept of new curriculum reform needs carefully organized, cleverly designed and specifically guided language practice activities. In the process of teaching design, I found the following problems: (1) There are too many activity designs, which dilute the teaching content and purpose. Teachers and students are dazzled, and students are too tired, which gives people the suspicion of putting on a show. (2) Classroom activities are performative, and asking questions is pale, which can't inspire students to think deeply. (3) copy the teacher's book. Every teacher has a teacher's lesson plan, but sometimes teachers copy the lesson plan without starting from the teaching materials, students and reality.
3. Failure to handle the inheritance and innovation of traditional teaching methods.
To implement the new curriculum reform, we should not completely abandon the traditional teaching methods, but unify the traditional teaching methods with the teaching methods under the new curriculum reform concept. Knowledge and skills are regarded as carriers of integrating processes and methods, emotional attitudes and values, and they are inseparable.
Faced with such problems, it is quite difficult to complete English teaching under the constraints of limited time and fixed teaching materials. To this end, I have the following views:
1. Strengthen the basic language skills and improve their own quality.
The purpose of strengthening oral English and listening training in continuing education is to help us really realize classroom teaching in fluent English, so as to improve students' interest in learning English, improve their comprehensive ability to use English, improve their personal quality and lay a good foundation for their lifelong development. To be an excellent foreign language teacher, we must strengthen theoretical study and constantly improve our own quality. To be an excellent foreign language teacher, only with good political and moral qualities can you be a teacher; At the same time, you must have strong knowledge and ability to be competent for the job. In addition, they should have good psychological quality and aesthetic quality, so as to develop students' minds in an all-round way and discover, cultivate and educate all kinds of talents.
2. Handle the four relationships.
A. dealing with the relationship between listening, speaking, reading and writing;
B. handle the relationship between teachers' use of books and preparing lessons.
C. handle the relationship between using teaching method and five teaching steps.
D. handle the relationship between English and mother tongue.
The English used by teachers should be suitable for students' actual level, and students should use the English they have learned to explain or express new teaching contents. Finally, remember to "use English as much as possible; Use Chinese when necessary.
3 regularly hold lectures, lectures and seminars on teaching methods.
This kind of activity can help us solve practical problems in English teaching and improve our teaching level and teaching and research ability. Especially for our new teachers, it is very necessary to attend classes frequently and learn from others' teaching experience.
Reflections on how to write a new English curriculum Teaching Facing the deepening of the new curriculum reform, teaching concepts and teaching models are constantly updated. English classroom teaching has become a multi-level, multi-functional and comprehensive activity, and it is a complicated and meticulous process of teaching and learning. Especially under the new curriculum reform, what kind of teaching mode is suitable for the requirements of the curriculum reform and can effectively improve the classroom teaching effect. Our English teacher is crossing the river by feeling the stones and trying to reform in many ways. We earnestly study new ideas, fully consider the unfavorable factors, adjust measures to local conditions, and create a good English learning atmosphere and flexible teaching methods, so that students can enjoy the fun of learning English under the existing conditions, learn English easily and happily, and improve the learning effect.
First, students as the main body, fully mobilize the enthusiasm of students
As the saying goes:? Interest is the best teacher. ? The effect of English teaching depends directly on students' enthusiasm, so teachers should love students, understand their learning psychology and doubts, observe their learning interests, will and emotions, stimulate their learning enthusiasm through great enthusiasm in teaching, cultivate their learning interests, help students build confidence, form effective learning strategies, develop good study habits, pay attention to the development of students' non-intellectual factors, optimize teaching, and guide students to consciously participate in language activities and listen in English.
First of all, make rational use of modern teaching media and organize vivid and diverse classroom activities. We can use multimedia computers and multifunctional projectors to enhance the vividness, intuition and interest of the classroom. Secondly, actively open up the second class and carry out colorful extracurricular activities, such as singing English songs, holding English corners, organizing English evenings, watching English movies, etc., so that students can feel that English is a practical language that can be seen and heard, entertaining and creating a good English learning atmosphere. All students are willing to study, dare to speak, study hard and ask more questions. In this way, students learn interesting. Learning is easy, and the learning effect is naturally good.
Second, teacher-oriented, explore the potential of classroom teaching
The new curriculum reform emphasizes that students' dominant position should be fully reflected in teaching. In just 45 minutes, the teacher carefully prepared lessons, actively created scenarios, and practiced key sentence patterns and language goals; Or set up special questions to train students' reading ability and oral expression ability. However, sometimes, some activities in the class are not well practiced because of time. I think this class is not very successful. Moreover, the teaching materials are out of touch with the reality of our students, and students are not familiar with or even understand the teaching materials, let alone talk about them. Like this? People-oriented? That is, it loses its meaning. ? For everyone? Therefore, only to speed up the pace of classroom training and cultivate students' ability to use language flexibly.
Language can only be mastered and used through repeated practice and practical application. As the saying goes:? Fist never leaves, mouth never leaves. ? No quantity, no quality. In 45 minutes, the teacher spent most of the time with the students in intensive listening and oral activities, except for a small number of concise explanations. Hold students' attention tightly, stimulate students' ideological center, cultivate students' interest and prevent classroom teaching? Dead end? The emergence of. Improve the enthusiasm and efficiency of all students. Through fast-paced, high-density and gradient training, students can master the basic knowledge skillfully, at least the content in class. Through oral English training, students dare to speak English, and their oral English will become more fluent and articulate, and their ability to use language flexibly will be gradually cultivated. The teaching information exchange between teachers and students in class can be carried out directly through oral communication, thus improving classroom learning efficiency.
Third, organically combine the leading and the main body to create a tool-based and humanized teaching platform.
Stimulating learning motivation and giving full play to students' initiative, consciousness and creativity is one of the central ideas of the new curriculum reform. The subjectivity principle of the new curriculum reform requires that students should be the main body of learning, development and information processing, and teachers should give full play to the leading role in the teaching process, which is different from? Exam-oriented education regards students as passive educatees and adopts? Full house irrigation? 、? Cramming at the last minute? Teaching methods are completely different; Therefore, in the process of English teaching, it is not only necessary but also possible to strengthen the guidance of learning methods, cultivate innovative ability and implement innovative education.
From the perspective of development, we focus on developing students' potential and personality, and cultivate students' innovative consciousness and self-motivation, independent acquisition of knowledge and self-development ability. Teachers should teach students to learn to learn and let them learn for the sake of learning. We should teach students all the skills to learn English, let them master the methods to improve their comprehensive English ability, and help them find scientific learning methods, how to use reference books and how to preview new lessons. How to summarize, consolidate and review, etc. Only by mastering the learning methods can we achieve real meaning? For fishing? So as to lay a solid foundation for further in-depth research.
Facing the new curriculum reform, we are all concrete experimenters and experimenters. The new curriculum reform has made me deeply realize that as an English teacher, we should not only have solid basic skills, but also have patience and love. It is necessary to combine theory with practice, and to closely combine teaching with the objectives of curriculum reform. Bring feelings, smiles, interests and encouragement into the classroom, fully mobilize students' enthusiasm for learning English, and cultivate their pioneering spirit and innovative consciousness. And reflect on and improve their own classroom teaching. In the future teaching process, we will grow together with the new curriculum, continue to study the new curriculum reform, further improve ourselves, and actively explore a new teaching path of our own.
Reflections on how to write a good English new curriculum teaching: First, based on the school, pay attention to training.
It should be said that carrying out school-based training and teaching research is one of the key points of curriculum reform, and it is also one of the means to promote teachers' professional growth without detours. It can be seen from the survey that the leaders of all schools put teacher training in the first place and sent teachers to participate in national training, provincial training and municipal training. In addition, they pay more attention to school-based training and teaching research, improve teachers' knowledge and understanding of the new curriculum, and improve teachers' confidence and ability to implement the new curriculum. For example, new curriculum lectures, teachers' forums, observation classes, seminars, teaching design competitions under the new curriculum, courseware competitions, case analysis and exchange, small topic research, collective lesson preparation and other activities. Rich in content, targeted and pragmatic. After training and discussion, teachers' ideas have been changed, some vague understandings have been clarified and teachers' professional level has been improved. Teachers have made clear the far-reaching significance of the new round of senior high school curriculum reform in implementing quality education and cultivating all-round high-quality talents, deepened their understanding and knowledge of the nature, basic concepts, curriculum objectives, content standards, teaching principles and teaching evaluation of senior high school English curriculum, and laid the foundation for the smooth implementation of the curriculum reform. New curriculum ideas such as spring breeze and drizzle are gradually accepted by teachers' teaching thoughts and behaviors, and penetrate into specific teaching practice. After a year of teaching practice, most teachers have gradually become familiar with and adapted to the ideas, teaching contents and teaching methods of foreign research textbooks, and the teaching methods and methods are also changing. Some teachers can also use teaching materials creatively according to students' actual situation, which greatly improves students' comprehensive language application ability.
Second, the change of teaching and learning methods.
With the change of ideas, the role of teachers is no longer just the imparting of knowledge, but the organizer, guide, collaborator and promoter of students' learning. Teachers try to create scenes in classroom teaching and provide students with a stage to show themselves. Accompanied by this, teaching has also changed to varying degrees, which is highlighted in the following aspects:
(1) Pay attention to the guidance of learning methods and the cultivation of autonomous learning ability. In the classroom, we see that teachers have consciously followed the requirements of the curriculum reform and are gradually entering new roles. Encourage students to explore and think in class, pay attention to students' learning methods and wishes, pay attention to creating autonomous learning space for students, and reflect that students are the masters of learning. Most classrooms can embody the concept of new curriculum teaching. Teachers can choose topics that students are interested in and close to real life, design learning tasks, train students in language and strive to cultivate their comprehensive language ability. The situation of teacher-student interaction and equal participation in the classroom is more vivid. For example, there are questions and answers between teachers and students, interviews and surveys, discussions or debates, competitions and results display. The activities are rich and colorful, and the learning process is the process of students' experience, practice, participation, cooperation and communication. In this process, students not only master the basic knowledge and skills, but also cultivate the ability to collect, obtain and process information, raise and solve problems, communicate with others and think independently.
(2) Task-based teaching method has been accepted by more and more teachers and has been effectively practiced. Most teachers can actually implement it? Task type? Teaching methods. Take the topic as the main line, take the task as the center, make full use of the teaching materials, realize the three-dimensional goal and complete the teaching task. Some teachers think that the FLTRP textbook is easy to understand, diverse in content, advancing with the times, not boring in learning, task-centered, easy to operate, and full of student activities. What does it reflect? In middle school, in school? The idea. Can the task design be formed from easy to difficult, from simple to complex, and in depth at different levels? Task chain? ; The training of language skills follows the principle of first input, then output, first listening, then reading, and then writing; Through group discussion, then recommend representatives to state the discussion results and complete the final task; Arrange follow-up tasks to provide motivation for students' follow-up study. Many teachers attach great importance to the close connection with students' real life and social reality when designing tasks, which can publicize students' personality and self-expression, and is also conducive to exerting students' learning potential and creativity.
(3) Test scores are no longer the only means of evaluation, and a diversified evaluation system to promote students' development advocated by the new curriculum is being explored. Most schools combine formative assessment and summative assessment to evaluate students' learning, and pay more attention to students' learning process than before.
(4) by? Textbooks? Where to? Teaching with textbooks? Change.
Many teachers think that FLTRP has a large vocabulary of textbooks, scattered compilation of textbooks, many plates, many and difficult teaching contents, many classroom teaching activities, uneven English level of students and limited class hours. In view of this situation, most teachers can proceed from reality, deal with teaching materials flexibly and use them creatively, and have achieved good results. For example, in the preparation group of Chiayi Middle School and Senior Three, instead of implementing classroom teaching step by step according to the teachers' suggestions, they make full use of the power of collective cooperation to divide all teachers into five groups and reorganize the teaching content of each unit so as to? Topic? For the key links, according to the logical order, the scientific and reasonable design is four class hours, so as to connect naturally. For the design of each unit, we should consider five aspects of language ability training. After repeated scrutiny, every class has produced exquisite courseware. With the assistance of multimedia, the capacity of classroom teaching is increased, the classroom efficiency is improved, and relevant language knowledge points are distributed to students in the form of learning plans, which is convenient for students to preview and saves some classroom time. In the case of a lot of teaching content, they can do it with ease, and each unit has a set of exercises designed by themselves, which consolidates the foundation and improves the efficiency.
Third, problems and puzzles.
The work of curriculum reform is progressing smoothly with gratifying changes, but there are still many problems and a long way to go.
(1) wear new shoes and take the old road? There are many others.
Through listening to the class, we know that there are not many classes that can really reflect the requirements of the new curriculum standard. Some classes are mainly based on the explanation and indoctrination of language knowledge, and some teachers spend more than half of a class explaining and doing everything instead of students. If you teach the text, the teacher reads it by himself, translates it sentence by sentence, and summarizes the main idea by himself; Answer questions, students can't answer them, and teachers can answer them themselves; Even reading words requires teachers to read them instead. Language practice is too mechanical and lacks meaningful communicative practice. The design of teaching activities is not based on students' reality, and it is out of touch with students' cognitive level, which leads to poor or even invalid actual teaching effect.
(B) Pay attention to the misunderstanding in the new English curriculum reform
1, emphasizing listening and speaking teaching and neglecting reading and writing training.
Many teachers don't understand the curriculum standards and mistakenly think that English teaching in senior high schools under the new curriculum reform is only? For communication? , thus ignoring the training of reading and writing.
(2) In the teaching process, there are still some teachers who are not sure about the arrangement system of teaching materials, can't distinguish the important and difficult points, and have unclear requirements for reading and writing. Often after reading a text, they only let students learn to read, but they don't know how to conceive an article, and they don't teach their writing methods and skills to students, and they don't imitate an article.
2, copy the teacher's book, one-sided understanding? Five steps? .
(1) Every teacher has a teacher's lesson plan, but some teachers copy the lesson plan without starting from textbooks, students or reality.
② Five-step teaching methods commonly used in English class: review, presentation, practice (Drtu), practice and consolidation, but some of our teachers only use them mechanically, without proceeding from reality, and actually include many, including classrooms, textbooks and students. Students are the main body of learning. We can change the traditional teaching mode, innovate it, create a pleasant learning atmosphere for students, let them learn knowledge in happiness, fully develop their intelligence and way of thinking, and cultivate their autonomous learning ability.
3. Some teachers have a one-sided understanding? Student's dominant position? .
On the surface, student activities in the class are one after another, but whether they are effective or not is rarely considered. For example, in group discussion, the learning task put forward by the teacher is too difficult for students to complete. Let's discuss it. A class is over, but you can't tell me why. This is a waste of time. . Before the students fully understand the text in reading class, the teacher can't wait to ask the students to complete some comprehensive tasks, such as making dialogues and writing compositions. The task is divorced from the students' reality, lacking pre-task activities, and the slope between tasks is too large, so we have to cross the river without paving or bridging. Task-based teaching? The common problems in English teaching reflect the deviation of teachers' understanding of curriculum standards. There are also some courses that deviate from the teaching focus, expand unnecessary teaching content at will, increase the burden on students, and affect the realization of teaching objectives. Students have difficulty in completing the task, so it is necessary to analyze the reasons, either because the teacher can't understand the instructions or because the words and sentences are difficult to understand. The teacher should make necessary explanations and explanations in time, and sometimes it is necessary to make demonstrations.
4. class hours.
Due to the content of the textbook, the curriculum standard stipulates that there are only 4 class hours per week. Most schools teach beyond class hours, generally at least 5 class hours per week, and some classes are open to 7-8 class hours per week (including Saturday classes). The reasons for exceeding class hours generally reflect the large capacity of teaching materials and the uneven foundation of students, which makes it difficult to complete teaching tasks. However, it is also related to the teachers' too many explanations and arrangements, their inability to give full play to students' autonomy and initiative, and their lack of flexibility and creativity in dealing with teaching materials.
5. There is a problem with the connection of teaching materials.
Junior high school uses a heavier version of the textbook, the vocabulary of the textbook is too large, and the new words are too concentrated in one unit; There are a wide range of topics, which is far from the existing knowledge reserves of students. Most teachers think that the new textbook has many varieties, large content, comprehensive knowledge, few class hours, superficial content (lack of systematicness) and the promotion of curriculum standards? Independent cooperation? Learning style, advocating task-based teaching, makes the contradiction between teaching methods and time, space and task completion. Teachers are busy teaching, students are busy learning, teaching tasks set tasks, and tasks are even tasks. In order to complete the task of teaching materials, teachers seize the time and have no more time to tutor students. The result can only be little effect, and teachers and students are tired.
Four. Countermeasures and suggestions
1. Strengthen school-based teaching and research, and strive to improve teachers' teaching and research ability.
With the deepening of curriculum reform, there will be many difficulties without certain teaching and research ability. Therefore, teachers can explore certain autonomous learning methods and ways through their own study, develop middle school students' English thinking ability in China environment, and find out the law of language growth of China students, how to create and use teaching materials, how to create conditions and create a learning atmosphere, all of which require teachers to have certain research ability, sum up their own experience and benefit students. Give full play to the role of teaching and research groups and lesson preparation groups, carry out some teaching seminars, lectures, class evaluation and other activities in view of practical teaching problems, strengthen school-based teaching and research through subject research, case analysis and method exchange, enrich the practical experience of education and teaching, and train a group of teachers with certain research ability.
2. Teachers should learn to reflect on teaching.
The new curriculum attaches great importance to teaching reflection and can be divided into three stages according to the teaching process: before teaching, during teaching and after teaching. Teaching reflection before and during teaching is of course extremely important, which can make teachers gradually improve their teaching planning ability and make teaching a conscious practice. It can make teachers gradually improve their control ability in the teaching process, form teaching wit and promote high-quality and efficient teaching. But it is more important to reflect after teaching, because from a certain point of view, it can cover the content and function of teaching reflection in the first two stages. Based on the teaching results, it re-examines and analyzes its own teaching design, teaching implementation process and teaching results, theorizes teaching experience, and promotes teachers to form their own self-monitoring ability and self-transcendence consciousness. Therefore, we strongly advocate that teachers should do a good job in teaching reflection, record the teaching status in time, write down their occasional thoughts, or successful experiences, or regrets of failure, and especially record the enlightenment gained from it and the teaching ideas caused by it in time. These personal experiences and reflections from teaching practice are extremely valuable assets to improve teachers' professional quality and teaching skills.
3. Three relationships should be handled well in teaching.
1) Handle the relationship between listening, speaking, reading and writing. We know that listening, speaking, reading and writing are integrated in English teaching, and any link will affect the overall situation. Listening and speaking should take the lead, reading and writing should keep up, and cultivate students who can use English comprehensively, instead of letting them or? Are you deaf? Or? Dumb? .
2) Deal with the relationship between teachers' use of books and preparing lessons. Teaching reference is only the reference of teachers' teaching. It can only serve as a reference. We should prepare lessons, textbooks and students from reality. It is best to prepare lessons with a unit as the topic and master this unit comprehensively.
3) Handle the relationship between teaching method and five steps. In teaching, we can appropriately increase or decrease the content according to the actual situation, grasp the main context of the classroom, distinguish the key points and difficulties, organize classroom teaching in an orderly manner, try our best to change the traditional teaching methods and encourage teachers to use multimedia teaching.
4. Establish a new outlook on students.
In order to establish a new view of students, our teachers should first change their roles and re-understand the relationship between teachers and students. In the past, our teacher was self-centered and asked students to be self-centered. Teachers are the givers of knowledge, while students are only passive receivers. The spirit of quality education requires us to put people first, take students as the main body, and respect students' emotions, personalities, needs and development aspirations. Therefore, in the process of implementing the new curriculum standards, we should encourage their innovative spirit, adopt teaching concepts and methods that are conducive to their main role, fully consider students' needs in each teaching link, and at the same time respect students' individual differences to meet the learning needs of different students as much as possible.
5. Establish the concept of lifelong learning.
To meet the challenge of the new curriculum, we should establish the concept of lifelong learning, constantly update the knowledge structure, and develop professional ability and knowledge ability to meet the requirements of modern social development for English courses.