In the process of reflection, we will discover what problems exist in our work, so that we can make necessary improvements to these problems, so that we can teach more easily. For more brief after-class reflections and summaries, please click "Teaching Reflection" to view.
Brief post-class reflection and summary 1
During the time when I was learning the new course, I reviewed my past teaching thoughts and behaviors. Reflection, using the concept of the new curriculum, has re-examined the views and practices that were once regarded as experience. Now I will summarize the experiences gained in the reflection and correct my shortcomings:
1. In teaching, it is necessary to change roles and change existing teaching behaviors
(1) According to the requirements of the new curriculum, teachers change from traditional knowledge imparters to organizers of student learning; teachers become guides of students’ learning activities Instead of being the leader, teachers should step out of the "teacher's dignity" frame and become participants in students' learning. Teachers and students learn cooperatively and make progress together.
2. Respect students’ existing knowledge and experience in teaching
When we design teaching plans, we should think about: “What life experiences and knowledge reserves students already have?” , "How to design teaching plans that are easy for students to understand based on relevant theories and students' actual conditions", "What situations will occur when students receive new knowledge", etc. When preparing lessons, although teachers will prepare various learning plans, in actual teaching, they will still encounter some unexpected problems, such as students not being able to answer questions as planned, and disputes between teachers and students, and between classmates. wait.
At this time, teachers should reflect on "why such a problem occurs, how can I adjust the teaching plan, and what effective strategies and measures should be adopted based on the students' feedback information", so as to organize teaching according to the students' ideas. , to ensure that the teaching process runs along the best track. After teaching, teachers can ask themselves questions like this: "Is my teaching effective?" "Has there been a highlight in the teaching that surprised me? What is the reason for this highlight?" and "What aspects can be further improved?" , "What did I learn from it", etc. This will meet the requirements of the new curriculum reform for teachers and will be more conducive to the development of teachers' teaching plans.
3. Teachers should pay attention to communication and dialogue with students
Full dialogue and communication between teachers and students is very beneficial to both the development of the group and the growth of individuals. For example, when a teacher was teaching "average points", he designed some life situations that students are familiar with: dividing peaches, dividing fish, dividing biscuits, dividing apples, etc. During the exchange and dialogue, some teachers pointed out that teaching only around "eating" seems to be limited. In fact, we still have many things to allocate in life, and the teaching design scope can be appropriately expanded. Such open discussions can promote teachers to reflect more effectively and promote teachers to elevate practical experience into theory.
4. Teachers should summarize and record each lesson
After a lesson is over or a day’s teaching tasks are completed, we should calm down and think carefully: This lesson Whether the overall design is appropriate, whether the teaching links are reasonable, and whether the teaching content is clear. For example, a teacher asked students such a question when asking students to conduct comprehensive training on fraction application questions: The price of a set of desks and chairs is 48 yuan. Is the content clear and the teaching methods Whether the application of teaching is sufficient, whether the key points and difficulties are highlighted; what behaviors I did today are correct, which ones are not good enough, and which areas need to be adjusted and improved; whether the students' enthusiasm is mobilized, whether the students learn happily, what I teach Are you happy, are there any confusions, etc. Think clearly about these, make a summary, and then record them. This will provide experience that can be used for future teaching. After long-term accumulation, we will surely gain a valuable teaching wealth.
Brief after-class reflection and summary 2
A teacher’s duty is to teach and educate people, so how can he fully play his role? This has to involve a question - —Learning to speak
As a qualified teacher, we have to deal with all kinds of students every day. So, when we face them, when we are in different situations and on different occasions, , What kind of words can we use to properly interpret our role as a teacher? This is a question worth pondering. Because some of the practical lessons I have learned these days have given me a deep understanding. For example, today was a special failure. In one of the classes I teach (all of them will go to college in the future), I talked about some situations about college. I didn't think much about it at the time, and I didn't make any drafts in my mind, so I just said it casually. I talked about a lot of negative situations in college, about the confusion and emptiness when I first arrived at college, and about the monotony and boring life of working at three o'clock and one line every day. I even told them in summary that college is not as good as they imagined. By that time, I had completely forgotten my role as a teacher. Tell my students some of my personal biases as truth. It wasn't until later that I suddenly discovered that the students' expressions were all wrong. They were sighing and looking disappointed. My heart skipped a beat: It’s over, how can I tell the students this? They will all go to college in the future. If I hit them like this today and break their expectations for their dreams, then wouldn’t I be delaying their future? Didn't I become a sinner? Although many of what I said were my true experiences, why did I have to tell them? As a teacher, I was really too naive. I thought that as long as I told the truth, I thought that when I was with students, I didn’t have to think too much. However, I later discovered what a stupid mistake I had made. You are a people’s teacher. In front of students, which words you say should not be taken seriously and responsibly? You must know how much a teacher’s words have an impact on students. What an impact!
I am glad that I discovered my mistake in time. Of course, I must actively work hard to correct it. Learn to be a talking teacher. Know what to say and how to say it in front of students. Pay attention to your words and actions at all times. Always remember: I am a people's teacher, and my words and deeds affect my students all the time!
Work hard! I believe that I will do better and better in my journey as a teacher!
Brief post-class reflection and summary 3
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, and 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. Nowadays, many teachers will reflect on their own gains and losses from their own educational practice, and improve the quality of teaching reflection through educational cases, educational stories, or educational experiences.
Individual reflection and summary method
"Thoughts after class": Summarize and think after a class, and write a good after-class review or teaching diary, which is very important for new teachers; "Thinking after the week" or "Thinking after the unit": that is to say, reflecting after a week's class or a unit, crossing the river by feeling the stones, and correcting problems in a timely manner; "Thinking after the month": sorting out one's teaching activities for a month ; "Midterm Thoughts": This is the popular midterm quality analysis, which is a relatively complete staged analysis. Through the mid-term exam, student symposiums are held to listen to opinions, so as to conduct complete integrated thinking; it can also be a macro-reflection of a semester, an academic year or a teaching period.
Steps/Methods
1. Write about successes
The practice of achieving the pre-designed teaching purpose in the teaching process and causing the most exciting effect of teaching ; Appropriate measures for temporary changes in classroom teaching; Clear and organized writing on the blackboard; The process of penetration and application of certain teaching ideas and methods; The feelings of using some basic principles in pedagogy and psychology; Reform and innovation in teaching methods Etc., record it in detail for reference in future teaching, and on this basis, you can continuously improve, perfect, and introduce new ones to reach the glorious peak.
2. Write down the shortcomings
Even successful classroom teaching will inevitably have omissions and mistakes. Systematically review and sort them out, and make deep reflections on them. , explore and analyze, so that we can learn lessons from it and improve it to a higher level in the future.
3. Write teaching wit
In classroom teaching, as the teaching content unfolds, the harmonious development of teachers and students’ thinking and emotional communication will often occur due to some accidental events. Inspiration, these "sparks of wisdom" often come involuntarily and suddenly. If we don't use after-class reflection to capture it in time, it will disappear due to the passage of time, which is regrettable.
4. Write about student innovation
In the classroom teaching process, students are the main body of learning, and students will always have "sparks of innovation" flashing. Teachers should fully affirm students' contributions in class Some unique insights put forward on this topic not only promote students’ good methods and ideas, but also provide appreciation and encouragement to students. At the same time, these valuable insights also supplement and improve classroom teaching, which can broaden teachers' teaching ideas and improve teaching standards. Therefore, recording it can provide rich material nutrients for future teaching.
Brief after-class reflection and summary 4
1. Basic situation of the exam
In this midterm exam, Class A (69 people) achieved stable results and maintained their position. Among them, the highest score was 127 points (the highest score in the science class), 13 people scored 110 points (10 more people than other A classes), 38 people scored 100 points or above, and only 4 people failed.
The results of Class B (77 people) were not ideal and dropped slightly. Among them, 31 people failed, 0 people scored more than 110 points, and only 10 people scored more than 100 points. There are many gaps in the class.
2. Reason Analysis
Teacher’s Reasons
1. Failure to develop scientific and reasonable teaching and review plans for each student’s situation, so that Many students cannot be taken into consideration in the process of teaching and review.
2. The "difficulties" of students with learning difficulties are not accurately grasped and comprehensive enough, resulting in them being helpless with some of the types of questions they have done before during the exam. For example, ___`.
3. Insufficient practice, insufficient reinforcement, and insufficient inspection. For example: when we usually ask poetry appreciation questions, we always ask students to speak out orally, or ask students to understand the understanding of a few simple images, and ask students to write down specific answers. There are not many opportunities to come out. Therefore, in the exam, there are phenomena such as unclear semantic expression and weak logic in answers, resulting in loss of points. Test paper analysis
Multiple-choice questions: Class A mostly made about 2 mistakes, and most of them were in wrong sentences and idioms. Class B mostly had around 5 questions, and most of the wrong questions were in classical Chinese, idioms and incorrect sentences. It can be seen that the students' accumulation of idioms and classical Chinese words is not enough, they lack systematic theoretical knowledge of wrong sentences, and they just rely on their feelings to solve the questions.
Subjective questions: Classical Chinese translation and appreciation of ancient poems are the weak points of both classes. Most of Class A’s scores for both sentences were 7 points, while most of Class B’s scores were around 4 points. Only a few had a total score of 8 or above. This reflects students' poor translation habits, poor foundation in classical Chinese, and low ability to infer the meaning of content words based on context. For example: "Zai" is rarely translated as "twice". Most people understand "disease" as "sinful people" or "people's suffering". There were few answers to the poetry question using terminology, and they tended to "write according to their feelings", resulting in poor understanding of the meaning but little score.
Literary text reading: Class A scores around 18 points, Class B scores around 14 points. The problem is that the answers are vague, the wording is inaccurate, and the analysis is not comprehensive enough. Students do not understand the basic answering pattern of "answers in key points and key points in sequence".
In terms of composition: Class A mostly has neat fonts and accurate ideas. The score is around 46 points, but not many get above 50 points. Class B mostly has illegible fonts and vague ideas, and its score is around 42 points.
3. Measures for improvement
1. Identify the "difficulties" of each student with learning difficulties and formulate a scientific and reasonable tutoring plan. Use enough "love and patience" to build the self-confidence and interest in learning of students with learning difficulties, and fundamentally solve the problem.
2. Communicate frequently with students, understand their psychological changes, and provide spiritual encouragement so that they always have the motivation to "press forward." Chinese is a language subject. As a teacher, you should require students to read more, write more, and practice more, so that students can experience and understand in reading, summarize and reflect in practice. Let students fall in love with Chinese. Strive to get good scores in the final exam!
Brief after-class reflection and summary 5
I have been teaching for nearly 20 years. According to the stages and cycles of personal growth, it is the time In the mature period, looking back on this teaching journey, the stage of rapid personal growth is between the 8th and 12th years of teaching. During this period, with the influx of new curriculum reforms, as a front-line teacher at the forefront of the reform, I had no choice but to face up to one teaching challenge after another. I was given the opportunity to train and study as the city's backbone teachers. In the exploration of education and teaching practice, with the continuous updating of classroom teaching concepts, personal classroom teaching has undergone great changes. I feel the joy of teaching and have gained numerous fruits. At this stage from 18 to 20 years, individuals seem to have entered a period of professional burnout and a return stage. I am not very motivated to work. I just participate in various teaching and research activities in a task-oriented manner. I work with the attitude that I will take on the tasks if there are any, and I will be happy and leisurely even if there is no task. I have reached the stage of just living on my laurels. There are three reasons for this: 1. There is no personal growth goal. 2. The influence of the individual’s educational and teaching environment. (When people reach middle age, they no longer have many opportunities to participate in teaching competitions. They become inert and lose their enterprising spirit.) 3. There is not much time to calm down and study. (I study for the purpose of using my talents, and do not regard reading as my lifelong learning goal). How to get out of the bottleneck period of your own education and teaching and change your current state of mind. I should do the following:
1. Reading and self-cultivation
Teachers should first regard reading as their lifelong learning goal. With the development of society, knowledge is constantly being updated. Most of our knowledge is obtained from books. Reading good books can purify and redeem people's souls. Only by knowing how to read can you continuously convey your knowledge to your students and the people around you, making people think that you are a good teacher and helpful friend. If you read without thinking or excerpting, there will be no memory, accumulation and precipitation. I want to take some reading notes when reading, which is a dialogue with the master and the characters in the book.
2. Self-reflection
I think reflection should have two aspects:
(1) Current cognition and evaluation of one’s self. From teaching to a certain age, a person can only make progress by constantly reflecting on himself. Otherwise, you will only let yourself enter the "recession" stage prematurely. There is no pursuit of life. See if the surrounding environment is conducive to your own growth. If the teaching environment you are in is such that teachers will complain about others when they work, and their daily entertainment will be nothing but gambling. Can you stay out of it, keep your body and mind pure, and be a true teacher without being contaminated by the worldly atmosphere?
(2) Reflect on your own educational and teaching behaviors. When we stand on the three-foot podium, we are teachers and we must be careful in our actions and words. Dozens of pairs of eyes are watching our every word and deed. We must not let the children's hearts be hurt, and we must not let the children's eyes be covered with dust.
Can our classroom teaching make students feel happy and gain something at the same time?
3. Educational and scientific research
Teaching without research is shallow, researching without teaching is empty, education and scientific research It is an effective way to promote teachers’ professional development. Practice - reflection - improvement - summary, this process is the process from teaching to research.
4. Improve professional level
I am a full-time English teacher. In the past 20 years of teaching, I have spent more time on research and exploration of education and teaching. Very little time is spent on professional improvement. I always feel that my professional knowledge and skills are enough to cope with primary school students. Only by improving their professional skills can teachers be able to do so with ease in classroom teaching.
Short after-class reflection and summary 6
"Teach and then you will know the difficulties." Teachers often reflect during the education and teaching process, and they will constantly discover confusions and stimulate teachers' lifelong learning. For a long time, the requirements for teachers to teach have emphasized understanding the syllabus and mastering more teaching materials. Therefore, teachers study more teaching materials and research teaching methods, but less research on students' thinking activities, so they rarely choose teaching methods suitable for students' cognitive processes. Students generally acquire knowledge through active inquiry, group cooperation, and active construction. In the context of the new curriculum, how to make students feel eager to learn mathematics, regard learning mathematics as a kind of fun, and truly become the little masters of junior high school mathematics. Then guide students to master various learning methods in a planned, step-by-step, stage-by-level, and targeted manner. Enable our students to learn proactively and independently and meet the standards required by the new curriculum. Guidance on specific mathematics learning methods is a long-term and arduous task. Providing guidance on learning methods will play a vital role in future learning.
1. Guide students to preview and cultivate their self-study ability
Students are often not good at previewing and do not know what role preview plays. No problems or doubts can be seen. When guiding students to preview, students should be required to: accept new knowledge and cultivate mathematical abilities mainly in the classroom, so special attention should be paid to the learning efficiency in the classroom and to seek correct learning methods. Before pre-study, the teacher first arranges the pre-study outline so that students can have a clear target. Practice has proved that developing good preview habits can transform students from passive learning to active learning, and at the same time gradually cultivate students' self-learning ability.
2. Pay attention to listening in class and cultivate students' thinking ability
Junior high school students are often not adaptable to the increase in courses and the increase in classroom learning capacity. They focus on one thing and the other, and are distracted, which reduces the efficiency of listening to lectures. . Therefore, you should follow the teacher's ideas closely during class, actively expand your thinking to predict the following steps, and compare your own problem-solving ideas with what the teacher said. In particular, we must grasp the learning of basic knowledge and basic skills, and review them promptly after class without leaving any doubts.
3. Guide students to think
Mathematics learning is a process in which learners form a new mathematical cognitive structure based on the original mathematical cognitive structure through the connection between old and new knowledge. . Because this kind of work must ultimately be completed by each learner relatively independently. Therefore, in the teaching process, teachers should provide students with ideological guidance, and teachers should focus on the following points: to enable students to achieve a state of comprehensive understanding. When instructing on thinking methods, students should pay attention to: think more, think hard, and think as they listen; think deeply, that is, think back to the source, and be good at asking questions boldly; think well, think associating, conjecturing, and summarizing through listening and observation.
4. Do more questions appropriately and develop good problem-solving habits
If you want to learn mathematics well, it is inevitable to do more questions, but it is not a bad problem-solving tactic. Be familiar with it. Master the problem-solving ideas of various types of questions. Students are often eager to complete written assignments after class and neglect necessary consolidation, memory, and review. As a result, there is a phenomenon of imitating routine questions and applying formulas to solve problems, resulting in doing homework for the sake of handing in homework, which does not play the role of practicing homework to consolidate and deepen understanding of knowledge.
Brief post-class reflection and summary 7
Bruner said: "The acquisition of knowledge is an active process. Learners should not be passive recipients of information, but should be Active participant in the knowledge acquisition process.
"The core of student learning subjectification is autonomy, that is, under the guidance of teachers and driven by learning enthusiasm, students actively participate, fully reflecting their dominant position in learning.
Teaching activities must be based on students' Based on their cognitive development level and existing knowledge and experience, teachers provide students with opportunities to fully engage in learning activities and help them truly understand and master basic knowledge and skills in the process of independent exploration and cooperative communication. We should design interesting and meaningful activities based on students' actual experience and existing knowledge, so that they have more opportunities to practice boldly, thereby improving students' overall quality.
Let's talk about it based on my teaching practice. Let’s talk about the understanding and practice of the school-based course "Integrating Strange Stones to Rebuild New Landscapes" in our class.
1. Use education through fun to guide students to actively participate.
Generally speaking, games are the best way to inspire minds and interests and achieve physical and mental pleasure. During teaching, students' attention is easily distracted. Therefore, games can be organized frequently in teaching activities to entertain students and seek advice while having fun, which can greatly improve students' learning ability. Students' interest in learning. Mr. Chen Heqin once pointed out: "Games are an indispensable activity in life. Regardless of age and gender, people always like games. If in the era of reading, we can also turn the activity of reading into a game, then reading is not Will it become more interesting, happier and more progressive?" Based on the above point of view, I often organize students to play games in teaching, reasonably integrate knowledge into various games, let primary school students learn in games, and achieve great results. For good teaching effects, the design and selection of games must be in line with the age characteristics of students and make them happy. During teaching, teachers should organize social games with certain themes and characters that they prefer to increase their interest in participating.
2. Feel joyful, express your opinions, and improve efficiency.
Don’t ignore students’ oral expression ability in school-based courses. Some teachers think that oral expression ability training is exclusive to Chinese classes. In fact, many teachers do not neglect students’ oral expression ability. Allowing students to express their own ideas and opinions will not only increase students' interest in learning, but also cultivate students' enthusiasm for pursuing true knowledge. At the same time, they can eliminate students' learning tension and enable students to firmly grasp knowledge in a relaxed and pleasant environment.
The new curriculum has changed the disconnection from the reality of life in the old curriculum content, emphasizing the connection between teaching and real life, allowing students to get closer to life. Participation is a need for students’ psychology, cognitive development, and active exploration. Knowledge is the need to become innovative talents in the new century.
Brief after-class reflection and summary 8
"Observing the Tide" is the first text that children learn when they enter fourth grade, and it is also the text for me. The first text I taught in primary school Chinese was originally a two-hour text, but I spent three hours explaining it in detail, from the text content to the writing techniques, but I still didn't get enough of it. The children learned "Guan Guan". "Tide" I also learned a lot through the first lesson.
First of all, the teaching content should be arranged according to the specific academic situation of the students. Most of the students in our school are children of migrant workers. Their parents do not have a lot of time and energy to create good conditions for their learning. Chinese learning is obviously behind schools in Guan Nei. Therefore, when teaching Chinese to these students, the focus should be on basic knowledge understanding, including: 1. The pronunciation, writing, and meaning of words; 2. Reading the text aloud is enough to be fluent. If it can achieve emotional reading, it will be more good. Only by doing these two things well and then conducting in-depth excavation and expansion training of the text content can we achieve the desired results.
Thirdly, teaching should be arranged according to the teaching objectives. The teaching goals of this lesson are: 1. Learn the new words in this lesson; 2. Feel the strangeness and magnificence of the tide; 3. Understand the author's writing techniques, learn the author's sequential and focused observation methods, and train students to pay attention to the things around them. habits. Only goal one needs to be emphasized and studied. Goals two and three are all understood in the study of the text.
The key points of a text should be highlighted, not just the eyebrows and beards. I made the mistake of grabbing everything, which led to the explanation of this text being so long, but the effect was not very good.
Then, we should pay attention to using appropriate teaching language in teaching. I am a person who is good at finding faults, but generally I don’t praise people, but now my career tells me that I need to praise people around me more, especially my students. I still use less motivating words for students in class. They are children after all, and adults like nice words, not to mention children, who need encouragement even more.
Finally, pay attention to details in teaching. In teaching, every word and deed of the teacher will be magnified by the students, so no matter what aspect, you must pay attention to details, especially in writing. In this class, students pointed out mistakes, but they did not realize it. I realize that because I am used to sloppy handwriting, I think that is the correct way to write. I have not considered that in the eyes of students, they have only learned to write for a few years and need extremely correct and standardized writing demonstrations.
Brief after-class reflection and summary 9
"Pomegranate" is a text in the fifth volume of the national standard Jiangsu Education Edition textbook. The author uses seasonal changes as clues to describe the scenes of pomegranates branching out, growing leaves, blooming, and bearing fruit. The last natural paragraph describes the appearance, color and taste of pomegranate seeds in detail, and the author's love for pomegranates is revealed between the lines. When teaching, I strive to use intuitive effects to guide students to use their eyes and mouth to understand words and comprehend the content of the text, so as to better carry out reading, speaking and writing training.
In this natural paragraph, some words are used vividly, such as "agate-like", "closely nestled", "red and white", "crystal clear", etc. These words cannot be truly understood by imagination alone. When teaching, I show the real objects and guide the students to carefully observe the pomegranate seeds and share their feelings after the observation. One student said: "Pomegranate seeds have one red end and one white end. This is called 'red and white'." One student said: "They are close together one by one, just like corn kernels. This is called 'snuggling'." Some students said: "I saw that the pomegranate seeds were very bright. They looked like precious jade. They were very beautiful. This is 'crystal clear'"... Then, I broke open the pomegranate seeds and let the students work together. share. After eating, ask them how it tastes. The students raised their hands one after another. Some said it was sour, some said it was sour with a little sweetness, and they felt very refreshed after eating it. Through observation and tasting, students not only understood the words that describe the appearance, color and taste of pomegranates, but also deepened their love for pomegranates. The recitation based on this is relatively successful.
In addition, this natural paragraph provides a good example for students to write about fruits. After teaching, hold a fruit exhibition in the class, and ask students to imitate the fourth natural paragraph, introduce the color, appearance and taste of the fruits they bring, and write a paragraph to truly combine reading and writing.
Brief after-class reflection and summary 10
In this class, the teaching process is built around the core issue of "notifying everyone as soon as possible". Students are proactive in class, The teaching objectives of this lesson were successfully completed and the new curriculum concept was also reflected.
1. In the processing of teaching materials, the transformation from teaching materials to using teaching materials has been realized. "Making phone calls" is a comprehensive practice section in the second volume of the fifth grade compulsory education curriculum standard experimental teaching review (People's Education Edition) The teaching content of the activity class is to make a phone call to notify 15 students to participate in the performance as soon as possible. In this class, I conducted an in-depth study and grasp of the teaching materials. On the basis of respecting the knowledge system of the teaching materials, I estimated that it would be difficult for students to explore the plan of "calling and notifying 15 people as soon as possible", so I adopted a layered and progressive approach, starting with Students explore the solution of "calling to notify 7 people as soon as possible", and then explore the solution of "calling to notify 15 people as soon as possible". This way of handling the teaching materials disperses the difficulties and is also in line with the ideas and methods of mathematical induction.
2. The connotation of “practice and comprehensive application” determines the important status of its process goals.
This lesson will lay out the process of exploring "how to make the most economical phone calls". The teaching intentionally allows students to continuously go through the process of trial and error, allowing each student to design different plans based on his or her own life experience and understanding. , from the "one-by-one notification" of Plan 1, to the group notification of Plan 2, and finally gradually optimized to "no one is idle", allowing students to fully appreciate the diversity of methods and the idea of ??optimization. In addition, in the process of solving problems, different students use different diagrams, formulas and other methods to express the solutions and results of the problem, which highlights the students' unique thinking methods and solving strategies, and is also conducive to the cultivation of symbol sense and construction. The penetration of model thinking. Therefore, although the teaching time of this link has been greatly increased, the educational value of this learning material has also been fully explored and expanded.
3. Let students experience the whole process of exploration, and the students’ dominant position is realized. This lesson started by asking students to explore the best way to make a phone call to notify 7 people as soon as possible, which stimulated students' desire to explore. Then, the teacher suggested that students use this method to explore the best way to call 15 people as soon as possible, allowing students to observe, analyze, and summarize in the exploration activities, discover patterns, and then apply patterns to solve problems, ultimately promoting students' internal knowledge. change. Make phone calls to inform everyone as soon as possible. The formation of the best plan and the discovery of patterns are not "given" by the teacher or passively accepted by the students. Rather, under the guidance of the teacher, students actively participate in exploratory activities and through hands-on, What is discovered by using the mouth and brain is realized by the students themselves and obtained actively. This is exactly the teaching philosophy advocated by the new curriculum.
Of course, teaching itself is a sorry art. As far as this class is concerned, there are still many areas that need to be improved and improved. I hope all teachers can give more valuable opinions.
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★ 10 post-class teaching reflection summary reports var _hmt = _hmt || []; (function() { var hm = document.createElement ("script"); hm.src = "/hm.js?1fc3c5445c1ba79cfc8b2d8178c3c5dd"; var s = document.getElementsByTagName("script")[0]; s.parentNode.insertBefore(hm, s); })();