#primary school English # Introduction The so-called teaching reflection refers to teachers’ re-understanding and re-thinking of education and teaching practices, and use this to summarize experiences and lessons to further improve the level of education and teaching. Teaching reflection has always been an effective means for teachers to improve their personal professional level, and everyone who has achieved success in education has always attached great importance to it. The following is the relevant information on "Five Sample Essays on Reflection on English Teaching in Primary Schools" compiled by Kao.com. I hope it will help you.

Article 1 Sample Reflection on English Teaching in Primary Schools In English teaching, teaching materials are also a piece of content that cannot be ignored. Especially the teaching objectives, which are an important factor affecting the success of the entire class. Before class, you should ask a few more questions about why I design my teaching process this way. Why should students do such activities and so on. Reflect on whether the teaching goals you set are in line with the characteristics of the new textbooks and the actual situation of the students. Whether the teaching objectives are met. During the teaching process, I found that there are different goals for different students and different classes. There are differences in students' learning characteristics and abilities. For example, some students have strong memory abilities and learn words very quickly. , some students are lively and active in class, but their discipline is not strong. This requires teachers to use different teaching methods, teach students in accordance with their aptitude, and adjust teaching objectives in a timely manner.

In short, in primary school English teaching, it is very necessary to reflect in a timely and effective manner and comprehensively analyze the teaching process.

Part 2 Reflection Example on Primary School English Teaching My primary school English teaching has achieved relatively great results as a whole, but there is also a problem of quality and efficiency. Specifically:

1. Some students have formed serious polarization in primary school;

2. Some students have formed worrying vicious learning patterns. Treat foreign language classes as knowledge classes and memorize them;

3. Pronunciation teaching is not in place. Students have little understanding of continuous reading, plosive sounds, strong reading and weak reading. They usually read or speak word by word. , dare not read and speak English openly;

4. Serious expression of Chinese thinking. After six years of learning, I still lack the necessary systematic English structure and cannot think simply in English;

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5. Memorize words in alphabetical order, lacking the necessary basic knowledge of listening to their sounds, remembering their shapes, looking at their shapes, and reading their sounds;

6. Paying too much attention to word teaching, Not enough attention is paid to the teaching of sentences and short stories. It is envisaged that in the future, sentences will be used as the smallest unit of language for teaching.

7. The writing requirements for students are not standardized. Many students have problems with letter case, words, sentences, and punctuation marks to varying degrees.

8. The introduction of multimedia into the classroom has greatly facilitated teaching, but some of its negative impacts have not been fully recognized and overcome.

Part 3 Primary School English Teaching Reflection Sample In the process of English teaching in primary schools, teachers sometimes often use games in order to cultivate students' interest in English learning, because games are loved by students. Singing, dancing, speaking and performing in the classroom are all very lively and colorful, allowing students to accept the value orientation preset by the teacher in a happy way. But over time, it is not difficult to find that many students' original enthusiasm for learning has dropped sharply, and their original interest is gradually no longer present. They will appear listless due to the repetition of some games. We often encounter this situation in classroom teaching: before class, teachers spare no effort to carefully design game organizations to attract students' interest; in class, students are walking around, barking and running, which is very lively. This kind of teaching sequence is straightforward It affects the teacher's teaching process, and the teaching links are just a formality; often after a class, students are confused and have only a half-understood knowledge; over time, students hold the textbook and look at you in confusion, not knowing what content they want to learn and master in the book. It is not difficult to find the reason: the classroom arrangements are unreasonable, the knowledge learned is not consolidated in time, and the knowledge fails to spiral, which directly leads to deformed teaching, and students' academic performance is often not satisfactory to everyone. Faced with such frequent teaching crises, this cannot but trigger our reflection.

I personally believe that in the process of stimulating students' interest in subjects, we cannot just stay in the superficial "live", "fun" and "play" in the classroom.

We must pay more attention to the subject itself, continuously cultivate interest through successful experiences after learning, and tap students' internal driving force for learning. In teaching, we should do the following:

1. Facing all, hierarchical teaching

In the process of game teaching, it is unavoidable how to treat excellent and poor students. The games we design should focus on all students, with moderate difficulty so that everyone can participate. We can teach students in accordance with their aptitude and hierarchical requirements according to their personal qualities, personality characteristics, memory and reaction speed, etc., in order to create the most effective incentive mechanism to promote students' continuous improvement.

2. Organize properly, be rigorous and orderly

Do a good job in organizing the game, so that it is orderly, lively and not chaotic. Elementary school students are naturally game-loving and competitive. Some students easily get carried away when playing. Even in class, they sometimes can't help but shout loudly. Therefore, first of all, explain the rules clearly before starting the game. Discipline requirements, scoring standards, and prevention of problems before they occur. Even if there is some confusion during the game, you must be able to understand the students' psychology and do not criticize blindly, but actively make it clear that everyone should abide by the rules in group activities.

3. Timely and Moderate

I think we cannot strive to cover everything, there are too many games, and we ignore the teaching and training of the main teaching content, overwhelm the guest, and turn the English class into a game entertainment class. That would be counterproductive. Classroom games should serve classroom teaching. When they become a kind of decoration, or games for the sake of games, classroom games lose their charm.

Part 4 Reflection Essay on English Teaching in Primary Schools The third grade is the initial stage for students to learn English, and it is very important to lay a good foundation for learning. At the same time, people say: a good start is half the battle. Therefore, I have made unremitting efforts to improve students' learning in my daily English teaching work.

1. Emphasis on the use of language

English, as a language, is a tool for people to communicate thoughts and emotions, and a bridge for interpersonal communication. Therefore, in daily teaching, I pay special attention to the cultivation of students' language application ability. English teaching in the third grade of primary schools should be closely linked to students' age characteristics and daily life realities, reflect the communicative function of language, implement the basic principles of language application, and integrate knowledge and skill goals into the daily English teaching process. This reflects the general idea of ??combining topic-function-structure-task proposed by the new English curriculum reform.

2. Focus on ability development

From a student’s perspective, the most important task of primary school English education is to learn to learn. Mr. Ye Shengtao has a famous saying, "Teaching is so that you don't need to teach in the end." This is also true. Developing students' independent learning abilities, developing their learning strategies, and cultivating their innovative abilities are important components of the implementation of quality education. Therefore, in daily English teaching activities, I pay great attention to cultivating students' independent learning abilities and their ability to independently use the learned language knowledge for communication.

3. Highlight interest stimulation

People often say: "Interest is the best teacher." In daily English teaching practice activities, I aim to stimulate students' learning motivation and interest to the maximum extent. Therefore, in daily teaching activities, I strive to create various teaching scenarios, guide students to collect physical teaching aids, draw simple drawings, study cooperatively in groups, and carry out "compare, learn, catch up, help, and surpass" activities to stimulate students' learning Interest makes students easy to learn and enjoy learning. At the same time, I highlight the diversification of teaching forms so that students can perceive and acquire language in colorful, lively and interesting classroom activities.

In addition, I also insist on teaching to all students, transforming underachievers through multiple channels, paying attention to students' emotions, creating equal teacher-student relationships, harmonious classroom atmosphere, etc., to improve the quality and effectiveness of teaching.

Part 5 Reflection Essay on English Teaching in Primary Schools With the development of the times and the progress of society, English learning and English teaching have received more and more widespread attention. English has changed from a tool to a thought. A kind of knowledge base. Not mastering English is like lacking an idea and an important source of knowledge. It can be said that learning English not only gives you an extra pair of eyes, ears, and tongue, but also an extra mind! Because language is a tool for human thinking and a tool for understanding the world. Mastering a language means mastering a method and habit of observing and understanding the world.

From the bits and pieces of daily work, the following reflections are summarized:

1. "Playing" cannot cultivate students' lasting interest, but relies on the accumulation of language knowledge.

Primary school English teaching should pay attention to cultivating interest, but singing games alone cannot cultivate students' lasting interest. Once the novelty wears off, children get bored. Therefore, singing games should be used as a means for primary school students to learn English language knowledge and skills, rather than as a means to cultivate interest. We can use a variety of means to help primary school students remember more words and learn more language rules during the period when their memory is strong, and create as many opportunities for imitation as possible to improve students' pronunciation and intonation. In English learning, the five abilities of listening, speaking, reading, writing and translating are complementary. Really put listening and speaking first, reading and writing to keep up. It is difficult to be efficient if you only listen, listen, read and write. It is difficult to reduce the learning burden simply by imitating without cultivating learning ability. Therefore, primary school students should still study language seriously.

2. English application ability requires corresponding vocabulary.

Currently, in the English teaching in lower grades of primary schools, students are not required to master vocabulary, but are only required to be able to say the word according to prompts or pictures. The essence is nothing more than asking students to memorize by rote. Parrot imitating. Because primary school students do not have corresponding training in pronunciation rules and are not familiar with the spelling rules of vocabulary, the pronunciation, form, and meaning of words cannot be effectively combined, which leads to difficulties in word memory and becomes a difficulty for primary school students in learning English.

3. Cultivate interest in English.

Should English teachers’ teaching focus be on teaching content, syllabus and examination format, or should they shift the focus of teaching to the cultivation and control of students’ personality, interests, emotions and other aspects? This is a major principle issue in the transformation of modern educational thinking. Facts have proven that people who consider themselves "democratic, open, calm, friendly, considerate, helpful, smart, logical and happy" are generally more likely to succeed in learning English than those who are opposite or different from the above personalities. Great learner. In addition, during the process of foreign language learning, due to the influence of external factors, learners may experience anxiety, depression, irritability, etc. English teachers, as organizers of teaching activities, should pay attention to the cultivation and control of the emotional factors of foreign language learners. Especially in the lower grades of primary school, English teachers must cultivate a sense of intimacy with students. In classroom teaching, English teachers must respect students very much, pay attention to motivating students, and pay attention to the students' learning process. In the current "burden reduction" work, English teachers must pay special attention to the psychological feelings of students in the classroom, get close to the students, and make students like English teachers and English classes, thereby improving the effectiveness of English classroom teaching.