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. The following is my reflection on the new English curriculum teaching, which I collected and arranged for you. Welcome to read!
Reflections on the new English curriculum teaching 1 In the first video of the special topic of English reading teaching in senior high schools under the new curriculum concept, Dr. Lu showed us through the group teaching demonstration? Information processing in reading? Such a teaching clip.
In this short film, Dr. Lu divides My First Train Journey into two parts.
First, Dr. Lu asked the students if they had similar experiences, such as on the bus, to activate their existing information.
Then, read the first part and answer two questions: What is this part about? What does it have to do with the topic? After reading it for the first time, the students know that the article is about camels. Then Dr. Lu asked the students to speculate on the relationship between camels and trains, and guided them to understand the two modes of transportation? Handling goods? The teacher didn't comment at first, and then asked the students to read the full text and verify their guesses.
In this video, Dr. Lu showed us a new reading mode, which mainly conveyed some ideas to us:
Teachers should study students' reading psychology from the perspective of cognitive psychology, use schema theory to activate students' stored information and actively mobilize original information to understand reading.
Reading comprehension is not only a process of information decoding, but also a process of hypothesis, guess, verification and selection.
3. Students should be guided to make different reading strategies according to different reading texts, so as to improve reading quality. Don't read at the same level. For example, reading a text should pay attention to the structure of the text and the organization and construction of information. Reading as a whole? Understand the article at a high level.
In another video, Dr. Lu gave us a wonderful demonstration on how to deal with new words in reading.
Lu Zi asked the doctor to write a short essay. The underlined words in the essay are new words that need to be understood. The article is as follows:
Although it is frustrating to drag children out of bed and persuade them to go to school for many years, children have an internal motivation to understand their world and become hardworking and productive individuals. Their desire and enthusiasm for education may be suppressed or encouraged by their parents, teachers and other adults.
Dr. Lu first let everyone read the complete text and understand what it mainly said-children? Education. On the premise of activating students' knowledge background, let students understand new words.
Through encouragement, inspiration, guidance, help, participation, monitoring, timely feedback and evaluation, Dr. Lu played an outstanding role in the processing of new words. Extensive management? Different words are treated differently.
1. Use the context to guess the meaning.
For example, dragging a child out of bed is a negative word here. And thinking that the child must be unhappy at that time.
Another example is hard work. Here, it has nothing to do with industry, but is similar to hard work.
Another example is suffocation. According to the sentence structure, there are? Or? Guess is the opposite of encouragement.
2. Use word formation and sentence components to guess the meaning and part of speech of new words.
For example, internal drive first deals with drive. Dr. Lu uses passionate body language and inspiring ways to make students understand that it means something to move you forward. Students say motivation, he points out that it is a noun, that is, motivation, and then deal with the inside, which comes from in, similar to inside.
Another example is desire and curiosity. Through word formation, we know that they come from root desire and curiosity respectively.
From Dr. Lu's wonderful demonstration, we can know that as long as students are trained to guess and understand words in the context, they can overcome the anxiety and tension of seeing new words and difficult words, master more vocabulary, better clear the reading obstacles and read more effectively.
By reading the course text and watching the video, am I right? English reading teaching in senior high school under the new curriculum? The ideas and teaching methods advocated have a deeper understanding.
The new English curriculum standard for senior high school abandons the traditional reading for language, advocates reading for information, transcends language, pays attention to meaning, transcends the traditional accumulation of language knowledge, and promotes language to a pragmatic level.
The goal of the new English curriculum in senior high school highlights the importance of language skills, and emphasizes that under the premise of comprehensively improving students' comprehensive application ability of listening, speaking, reading and writing, it focuses on cultivating students' abilities of understanding and expressing, obtaining information, processing information, analyzing and solving problems, cultivating critical thinking and emphasizing the ability of thinking and doing things in English. This is in line with the actual needs of today's society, because we are facing a? Information explosion? In the new era, it is not enough to rely solely on simple memory. Students need to learn how to acquire, select, retrieve and integrate information, which is of great benefit to their future development. Therefore, our college entrance examination also attaches great importance to examining reading ability, so the teaching of reading is very important. The main task of teachers is to help students develop their own learning strategies, that is, to teach students? Can you learn? Not just teaching students? Study? .
The reading teaching methods advocated by the new English curriculum standards for senior high schools are as follows:
1. Cultivate students' basic reading skills, such as skimming, searching, predicting, guessing the meaning of words, reasoning and judging, understanding important details, understanding the author's intention and grasping the structure of the full text.
2. People-oriented, lay a foundation for students' lifelong learning, and pay attention to cultivating students' reading strategies, including new word processing strategy, text reading strategy, graphic utilization strategy, selective attention strategy, strategy adjustment strategy, text utilization strategy, overall reading strategy, information analysis strategy, structure analysis strategy, etc. Take different activities according to different strategies.
Thirdly, the main teaching mode of reading is PWP mode, that is, before reading, during reading, after reading and taking? Task-based teaching? Before reading, we should activate students' original knowledge and stimulate their interest and desire by asking questions, brainstorming, concept maps and discussing pictures. In reading, students can be actively mobilized to read effectively by setting different levels and types of tasks, such as skimming, search learning, adding or selecting titles for articles, judging whether information is right or wrong, and making charts for article information. After reading it, you can role-play and rewrite it.
Reflecting on my reading teaching, I have done some things better.
First, focus on cultivating students' basic reading skills.
Carry out limited training and read one or two articles every day to form a habit.
Third, use a variety of resources and adopt a variety of ways to stimulate students' interest in learning. For example, use beautiful related pictures, topic discussions, knowledge contests, surveys, songs, videos and so on. Guide before class. In reading, pay attention to setting up tasks with considerable difficulty and various forms, so that students can actively participate. After reading, they often sublimate by retelling the text, role-playing, discussing and making reports.
For example, in the reading part of Unit 2, Book 3 of SCEF, I let the students enjoy the introduction part. This famous Tang poem aroused students' interest and educated them to cherish food. While watching the pictures of starving children in Africa, they played "Save the World" to encourage students to learn knowledge well and make efforts to contribute to solving the food problem in the future. In the reading process, through the prediction of pictures and titles, skimming, learning by sections, fill in the basic information of Yuan Longping, and then set two role-playing tasks. One scene is that Yuan Longping participated in He Jiong and Hunan Satellite TV. Adult ceremony > Yuan Lao presented super hybrid rice to young people. Suppose you are the host and introduce Yuan Longping in English. The other is that Yuan Longping was interviewed by Phoenix TV's "Lu Yu You Yue" program. Suppose you are Lu Yu, interviewing Yuan Longping. It turns out that students are very interested in these activities. They also have something to say and want to say on the basis of completing relatively easy tasks and obtaining a lot of information.
Of course, there are still many shortcomings in my reading teaching. For example:
1. Although there is a sense of cultivating students' reading strategies, it is not enough, especially the overall reading strategy, structural analysis strategy, selective attention strategy, strategy adjustment strategy and so on.
2. The teaching mode of reading is a bit rigid and not innovative, which leads to low reading efficiency.
3. There is a lack of connection between reading in class and reading after class, which seems a bit out of touch.
4. Reading training lacks gradient and classification and good planning.
5. It is not enough to instruct and consciously train students to read after class.
Reflections on the teaching of new english courses. 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 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 demonstrations are needed.
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.
In short, the new curriculum reform is not an armchair strategist, but must be combined with practice. To some extent, curriculum is practice, so curriculum reform is to solve problems. It requires everyone to face their own problems directly, adopt the logic of practice, put forward a feasible solution that conforms to the new curriculum concept, and try their best to put this solution into reality, and constantly learn, practice and reflect in the curriculum reform. May we grow up with the curriculum reform!
Reflections on the teaching of new english courses. The value orientation of the new curriculum is human development. With the advent of the information age, students are required to expand their knowledge. Therefore, the increasingly frequent international communication makes English an important international language. As we take English as a second language, how to adapt to the development of the times and put English curriculum reform on the agenda has become a hot issue for China people. 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 beneficial to the communication and interaction between students, but it 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.
In short, we should fully understand the actual situation of English teaching in senior high schools, proceed from the reality of the new curriculum reform, adopt effective and reasonable continuing education courses, adopt flexible and diverse teaching forms, carry out multi-level and multi-category training, carry out various forms of teaching and research discussions, grasp the direction and scale of evaluation, effectively improve teachers' language ability and theoretical level, and truly implement this work, thus solving the problems faced by current English teaching.
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