下面是小编为大家整理的2023英语教学反思6篇,供大家参考。
作为一名人民老师，课堂教学是重要的任务之一，对学到的教学技巧，我们可以记录在教学反思中，优秀的教学反思都具备一些什么特点呢？小编精心为您带来了6篇《英语教学反思》，在大家参考的同时，也可以分享一下小编给您的好友哦。
英语教学反思 篇一
The reflection of Book4 Module3
Book 5 Module 6 Grammar I
Review the usages of Relative Pronoun
I think I have accomplished my goals very well in this lesson. From students’ response and their exercise, they have already acquired the usages of relative pronouns. However, my reflection is more than that:
I the Reflection of Teaching Objectives In this lesson, I persisted on 3-dimensional objectives，which including：1. knowledge & skills：students can be able to use the relative pronoun in attributive clauses so as to develop the ability to use attributive clauses.2. process & method: this is a grammar lesson of revision type, so I combine grammar process with revision process, which starts from observation, conclusion, memorize the rules and practice. 3. emotion, attitude & value: students can experience some attributive clauses questions from national selective examination so they can get prepared for the coming exam. At the same time, through group work, they can help each other to solve problems from logical analysis.
The above all is my objectives of this lesson. From some comments of other teachers they think I have accomplished these objectives successfully. As far as I am concerned, my objectives of each teaching process are very obviously, and my students can understand each step is to help them to acquire which acknowledgement.
II the Reflection of Teaching Content
The teaching content of this lesson can be divided into two parts: first one is to revise the usages of relative pronouns in attributive clauses and the second one is to develop their ability of use attributive clauses through some exercise including some original questions from national selective examinations.
The first part is about the review of the usages of relative pronouns in attributive classes. As we know, attributive clauses occupy a great amount of our grammar so I have to make sure they understand and acquire it completely, so usually I cut it into pieces. Relative pronouns are large pieces of cake to bite so I only choose to teach them the logical way to analysis and how to choose a correct relative pronoun as my priority goal. I plan to finish first part within 15 minutes. But actually with my familiar and fluent guidance, I finish it in 2 minutes advance. Some teachers suggest that I should make it slower and ask some of the students to give their own conclusion even though they have already known. So after all, I think the best time for me to finish the first part within some students’ conclusion is within 18 to 20 minutes.
The second part includes four types of exercise. The first one is memorizing all the rules of the usages of relative pronouns in attributive clauses. The second one is multiple choices which are base on the exception of only use “that”。 Another one is some original questions which challenge their memory, logical analysis and skills. The last one is translation the following Chinese into attributive clauses. The exercise is following the order from easy to difficult and students seem to be very interesting and they master the logical analysis to deal with attributive clauses questions.
III the Reflection of Teaching Process
The teaching process including the following four steps:
Step I lead in
I use Harry Potter to lead in the attributive clause which grasp their attention immediately. Step II review the usages of relative pronouns in attributive clauses
I gave some sentences and ask them to observe all the sentences. What’s more, they should be able to conclude the structure, content, the usage of each relative pronoun by answering my questions. From my observation, most of the students can review the usage of relative pronouns because they can answer my questions fast and easily.
Step III exercise
Exercise is the way to estimate how much the students did master. So I plan four parts of it, which including memorize the each usage of relative pronouns for 5 minutes, choosing the best answer to test whether they memorize them correctly, doing some original questions from national selective examinations just ensure whether they acquire the logical analysis or not, translating the Chinese into English in order to develop their writing skills. Each process all based on the principle form easy to difficult. Students get confidence in the first two exercise so in the third exercise even though it is very difficult but it arouses their interest to solve them which even cultivate their cooperative spirits.
Step IV homework
The homework is bases on their translation. The kill is a little bit harder than the translation so it shows that the principle from easy to difficult completely.
IV the Reflection of Teaching Evaluation
I use oral evaluation. I think I am good at that by arouse their interests by asking some funny questions based on their daily life and give them big compliment after they did something great. V the Reflection of Teaching Result
The exercise is the best way to evaluate whether students can be able to master the knowledge of this lesson or not. From the four exercise, they did very well. I am especially surprised that how wonderful they finish their translation by making such small errors. As far as I counted, about more than half of the students can write the structure of attributive clauses within some mistakes. About one third of students can finish 7 sentences correctly. I am very proud of them.
VII the Reflection of the other teacher’s comments
All in all, as one of the new teachers in my school, I know there is still a long way to go. The following are some reflection for me after I talked to some of experienced teachers who are willing to make me become better.
First, the plan of this lesson is boring and not creative at all. I am a new teacher and supposed to think more and practice more. The time is so limited so I only practice once. That is my mistakes for being lazy.
Second, I have learned so much from my guide. The basic step of teaching grammar are observation, discover, conclude and practice. Grammar type lesson should be serious and clear. Teachers only need to elaborate rules and ask them to remember, the last thing that teacher need to do is to wait and harvest students’ fruit. Teachers are supposed to talk less and ask students to practice more.
Shaanxi Normal University Shawna
Anyway, this is a tough lesson for me to learn. Next time, I need to practice more than 3 times and invite a lot of experienced teacher come to my class.
英语教学反思 篇二
教师在英语教学中，让学生做到听、说、读、写并举，眼、耳、口、鼻、脑并用，是激发学生学好英语的关键。学生的学习类型是有差异的。而没有学习兴趣的差异更大；学生的喜爱也不一样，有的喜欢听说法，就是一直看着老师，听老师说，很少看书本；有的喜欢阅读法，就是一直盯着书本看，很少看老师或黑板。因此，英语教师必须运用多元化的教学方法，激发每个学生的学习兴趣，能让他们喜欢英语。
除了激发学生的兴趣之外，还要培养学生多听、多练、多参与。课堂教学是由师生共同完成的，课堂教学的过程应是师生共同参与，相互合作，创造性地实现教学目标的新过程。
听学习英语的第一步。在长期的实践教学中，我发现学生语音、语调不正确，主要是由于听的不够、模仿不当造成的。教师应训练学生多听英、美人士的发音，正确地模仿。学校配置了录音机等现代化教学工具，为教师教、学生学创造了一定的条件与语言场景。但是，上学期，这些设备使用较少，由于预备教材没有听力磁带所致，听力操练的不够多，因此，造成期末考试中，听力这一大题失分较多。
读是学习英语的第二步。让学生听了之后要开口读出来是很困难的，学生往往胆子小或怕难为情，不敢在课堂上大声的读出来。因此，要以鼓励为主，鼓励学生胆子大一点，大声读出来，这也是提高英语的办法之一。另外在早读课上多带领学生朗读，来提高朗读能力。
综上所述，七年级阶段只要我们英语老师用心去教，只要我们学生用心去学，相信我们就能圆满的完成初中三年的英语教学工作，为学生之后的更高层次的英语学习奠定扎实的基础。
英语教学反思 篇三
听了任老师的报告，觉得她是一位严谨向学，勤于思考的老师，是一位爱生如子，以爱打动人的老师。她的成功之处不仅仅是她的勤于思考，善于学习，更重要的是她的一颗博大深沉的爱人之心。当好一名老师就必须有职业道德与责任感，责任心与使命感是一个人成长过程中的推进剂，当你把自己的工作当做一种对自己的责任，对事业的使命时你就会拥有不懈的动力。人们常说，要给学生一杯水，老师要有一桶水。可是任老师说，老师要做一眼泉。我敬佩教育加大对教育的执着，对教育深深的思考，对教育无限的热爱，教育充满智慧和艺术，看看自己的教学，原来还有那么多需要改进的地方。以后要尽自己的最大努力多学习学习教育专家的理论和经验，使自己的授课水平不断得到提升。
英语教学反思 篇四
此次英语课程改革的重点就是要改变英语课过分重视与法和词汇的讲解与传授、忽视对学生实际语言能力的培养的倾向，强调课程从学生的学习兴趣、生活经验和认知水平出发，倡导体验、实践、参与、合作与交流的学习方式和任务型的教学途径，发展学生的综合语言运用能力，是语言学习的过程成为学生形成积极的情感态度、主动思维和大胆实践、提高跨文化意识和形成自主学习能力的过程。
新课标倡导任务型的教学模式，让学生在教师的指导下，通过感知、体〈ＷＷＷ．〉验、实践、参与、合作等方式，实现任务的目标，感受成功。在学习过程中进行情感和策略调整，以形成积极的学习态度，促进语言实际运用能力的提高。
正是基于对新课标的理解，在这堂课中，我设计了多项全体学生参与的教学活动。我认为：学习外语的最终目的是应用，是使用外语进行交际，让学生们感觉到每堂课都是他们的课，而不是教师的，学生是最重要的，缺少他们，课就无法进行。通过这样的活动，激发学生的参与意识，为学生创造参与教学活动的条件，变学生被动学习为主动学习。例如，在做游戏中给他们创造了互相了解的机会（因为他们是走到一起的同班同学）有的同学还自己增加内容，使得游戏有趣，同学不仅学会了新句型，还把旧知识综合起来应用，表达一定的思想，反映出学习创造性，即使是简单的教学内容，也可以做到有效参与，也可以做到语言教学交际化。
在听录音之前，我是按新课标所提到的，让学生自己阅读对话，尝试着自己补全对话，通过这堂课，我感到新教材的最 大特点是倡导以学生为主体的教学理念，突出培养学生英语运用的能力。所以在教学中就采取了多种活动形式，使学生们学起来更感兴趣。
英语教学反思 篇五
七年级学生英语语感还不强，表达能力也不高。教学应以听说为先，读写跟上。要求学生要熟读每单元主要语法句子和对话，必要时要求背诵。由于初一学生自律性不强，教师要引导、监督。
词汇在英语学习中占重要地位，教会学生单词记忆方法积极重要，教会学生熟读音标和音节，详细讲解英语字母、字母组合的发音规则，要花较多时间去教会学生怎样用音标去记忆单词，直到掌握为止。
根据教学大纲，结合学生实际情况，制定有效地教学策略，充分备好课。上课时做到精讲多练，真正把时间还给学生，多用启发性语言组织课堂教学，努力向“互动式教学模式”发展，让学生在轻松活跃的氛围中学到知识，做到“玩中学，学中玩”，这种教学模式是很受初中阶段学生欢迎的。
在词汇和语法教学中，要把握重难点，以学生为主体。讲解要清楚透彻，通俗易懂，切忌贪多贪快而导致学生难以消化理解，影响其学习信心。课余时间多与学生沟通交流，及时了解学生的困难，及时辅导，加深记忆。
每上完一个单元，要布置适量的针对性练习，反馈教学效果，巩固所学知识。及时总结学习的得失，合理评价学生，肯定他们的努力和进步，并提出不足，及时改正。做到以上几点，我相信能学好英语，为八年级学习打下坚实的基础。
教学反思的方法 篇六
1、反思日记
在一天的教学工作结束后，要求教师写下自己的经验，并与其指导教师共同分析。
2、详细描述
教师相互观摩彼此的教学，详细描述他们所看到的情景，对此进行讨论分析。
3、实际讨论
来自不同学校的教师聚集在一起，首先提出课堂上发生的问题，然后共同讨论解决的办法，最后得到的方案为所有教师及其他学校所共享。
4、行动研究
为弄明白课堂上遇到的问题的实质，探索用以改进教学的行动方案，教师以及研究者合作进行调查和实验研究。它不同于研究者由于外部进行的旨在探索普遍法则的研究，而是直接着眼于教学实践的改进。
5、学生反馈
课后深入到学生当中去，通过特定的问题和学生进行沟通和交流，找出一些实际存在的问题，把握学生的学习程度，了解学生的知识结构，制定出相应的教学预案。
以上内容就是小编为您提供的6篇《英语教学反思》，希望对您的写作有所帮助。
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