efteaching-ection教学反
思
rlTeaching reflection
Before I studied this course and stepped into the platform to experience what is a real teacher, I always think teaching is an easing thing. The teacher just needs to copy the teaching content from the teaching reference books and show them to the students. However, through this course I feel all the things changed completely. No matter from the preparation to the practice, from my teaching plan to my PPT, or from my
rehearsal to my real show; they all let me have an entirely different attitude towards English teaching.
Through a semester’s leaning, teaching and thinking, I have some opinions or also called teaching reflection towards English teaching, which includes the aspects of the teacher, the students, the teaching methods, the class activities, the textbook and also about the teaching reflection itself. All of these thinking, I consider, will do a great favor to my teaching career.
Firstly, I’d like to say the teaching reflection itself. It is very essential for
teachers to carry on it in time after class, which can let the teacher to think about the process and have a clear analysis of this class. Through this procedure, the teacher can find the shortcomings of this class, have a deep thinking of the issues and later find the solutions for them, which can form a good circulation in the teaching process that benefit both the students and the teacher. In teaching practice, we went to the mini-class several times. After each teaching, I would study my teaching video to find my good points and my class’s shortcomings, which can as my reference to modify my teaching content or to find more proper ways in the next class. By using this way I learned a lot about how to transform the knowledge from my textbook to the reality class teaching.
Secondly, the class activities should be used properly. About this point, I’m
deeply affected by it. When first writing my teaching plans, I am always trying to add more activities like chant, game, song and so on, which I think will increase the interesting of the class. But when I really carry on the class as my plan, the result
make me fell upset. So many activities not only let class sometimes out of control, but also make the class remains with form instead of real content. I think not only me but also others face this problem when we first begin to teaching. By the help of my
teacher and the later practices, I realized that the class activities are not the purpose of our class; however, it is only one way in our teaching process. Proper quantity and quality class activities will activate our teaching, but abusing use of them will make our teaching go to formalism. So when choosing the activities, it is essential to
consider out teaching purpose and the content of the lesson first. That let the activities serve for our teaching is our original goal.
Thirdly, the using of the teaching methods in the real class should be varied. In the teaching theory class we learned different teaching methods like grammar-translation method, direct method, total physical response, situational language
teaching and so on. But in practical use, it is hardly to find using only one method in one teaching period. Even in the 45mins’ class, we have different steps like lead-in, presentation, practice, consolidation and other flexible parts. According to the
purposes and the characteristics of different part, we should take in different teaching
method. For example, in the beginning of the class we can create a situation by using the method of situation language teaching to attract our students’ attention. When we carry on class activities, we can employ the method of total physical response to deepen the impression of the language on the mind of students. So in the practical teaching, the teacher should consider the flexibility in using these teaching methods. And I think no method is totally good or bad. If we can find the right place for each of them, they are all good for our teaching.
The fourthly I want to mention is the using the textbook. It is the basic factor in our teaching for we go on our lesson, according to which we decide our teaching process, teaching content, teaching objectives and almost all the related things. But it is only the basis and we need beyond it. In the premise of full respect of it, we should try to beyond and break through the textbook instead of limited by it. Our textbooks process flexibility, which requires our teacher to use them creatively according to our teaching curriculums. The textbook should be our basis and the life should be our content, which will guarantee our students learn as possible as many things.
The last but not the least is our students and the teachers. In the spirit of our new curriculum, the students are our core in the English teaching and the teachers’ roles should change from the controller to the assessor, organizer, promoter, participant, resource-provider, guides and others. We should put more emphasis on the autonomy of our students. Let them be the main body of our class and through cooperating and group learning; let the interests be their learning motivations for long time study. As the teacher under the continuous teaching reform and new curriculum, we should keep study all the time. In spite of promoting our professional knowledge, the enthusiasm for the teaching career, the love for our students, the pursuit and the explore of the new teaching concept and the more summarizing and reflection of our teaching are also the necessary things we should always do.
All of the above are my teaching reflections through this course’s studying. Maybe some of them are still superficial or even wrong to some extent, but I will go on my teaching with the process of learning and thinking.
teaching-reflection教学反思备课讲稿
