英语教学反思【优秀9篇】

时间:2023-06-24 09:10:58 | 来源:啦啦作文网

在英语的教学过程中,我们要做好每一个教学反思。下面是学习啦小编收集整理的英语教学反思范文以供大家学习。差异网为朋友们精心整理了9篇《英语教学反思》,如果能帮助到您,差异网将不胜荣幸。

英语教学反思 篇一

教学就是教与学,两者是相互联系,不可分割的,有教者就必然有学者。学生是被教的主体。因此,了解和分析学生情况,有针对性地教对教英语学习的情况,我作了以下反思。

学生对英语学习缺乏自信心和学习动力;在英语课堂上不积极参与,缺少主动发言的热情或根本不愿意发言;另外,相当一部分学生在听新课时跟不上老师的节奏或不能理解教师相对较快的指示语。学生对英语课堂知识的掌握不实在、理解不全面,课外花的冤枉时间多;而大部分学生对书本知识不够重视,找不到英语学科复习的有效载体,不能有效的利用课本,适时地回归课本,英语复习缺乏系统性,英语学习缺乏主动性。部分学生在复习时缺乏系统安排和科学计划,或者学习和复习没有个性化特点,导致学习效果不明显。

基于以上情况,我认为作为教师首先要有正确地意识,应充分认识到:一节课有没有效益,并不是指教师有没有教完内容或教得认真不认真,而是指学生有没有学到什么或学生学得好不好。如果学生不想学或学了没有收获,既使教师教得很辛苦也是无效教学;或者学生学得很辛苦,却没有得到应有的发展,也是无效或低效教学。

其实在教学中,备课是一个必不可少,十分重要的环节,备学生,又要备教法。备课不充分或者备得不好,会严重影响课堂气氛和积极性,记得一位优秀的老师曾说过:“备课备不好,倒不如不上课,否则就是白费心机。”我明白到备课的重要性,因此,每天我都花费大量的时间在备课之上,认认真真钻研教材和教法,不满意就不收工。虽然辛苦,但事实证明是值得的。

英语是语言。困此,除了课堂效果之外,还需要让学生多读,多讲,多练。为此,,我充分利用有效时间,也就是每天第一节课前十分钟,发现问题及时纠正。课后发现学生作业问题也及时解决,及时讲清楚,让学生及时消化。另外,对部分不自觉的同学还采取强硬背诵等方式,提高他们的能力。

在课堂上,我少讲精讲,让每位同学做好笔记,掌握知识重点难点,然后给予他们更多的时间练习加以巩固,课后留有适当不同层次的作业让不同层次的学生去练习,这样通过精讲,多练,让学生在听的过程中掌握知识,在练的过程中巩固知识。同时,我又让每位同学准备一个错题本,在我每次评讲习题的过程中,把他们易错的习题和知识点重点记在错题本上,以便于平时有重点地去记忆和理解。特别是学习好的学生做的非常好。

在整个英语复习中还应遵循一条原则:摆正师生关系,做到以教师为主导,以学生为主体;以教学大纲为基础,以应用为目的。在归纳、检查、分析、对比、讨论、总结中因势利导,因材施教,从而达到提高学生自学能力,提高复习效果的目的,在考试中取得优异的成绩。

英语教学反思 篇二

Reflection on Teacher-centered and student-centered

strategy in English Classroom

For centuries, education and curriculum designers emphasized English curriculum on teacher-centered learning. In recent years, although student-centered teaching method has been developed and been approached in real learning environment, the decision such as selection of language contents, ways of learning, assessment and evaluation of learning outcomes are still being made by teachers or educators. Traditional teacher-centered teaching and learning was the main way how students learned and teachers taught when I was a student. Normally, in the initial stage of English study, learners learned new rules and some vocabularies firstly, and then during the period of the practices imitation, learners practiced their pronunciation, exercised about the grammar, recited vocabularies. And after some English structures have already been acquired, sentence patterns and grammatical features were acquired gradually.

Teaching features of traditional teacher-centered method Teacher-centered English learning environment in Chinese classroom for me at each English lesson can be a picture of those teachers specifying class objectives, highlighting entry and learning behaviors, selecting and sequencing learning activities, and then evaluating the outcomes and behavior of students at the ending process. The activities which teachers choosing were general answering question, reading together with classmates, listening to tapes, dialogues study, playing and using flash cards. The teacher may barely used discussion and some student activities from students sides. There also might be little interaction between students and the teacher and few group works in the classroom. The methods to assess and evaluate the language learning outcomes was the form of examination. The only role of a student was merely a listener.

Advantages of teacher-centered method:

This traditional English teaching -learning method in Chinese classroom as a foreign language focuses on input of knowledge and structures of language itself and grammatical system. To beginners of English learning or inexperienced learners, it is often necessary to begin by teachers instructing enough fundamental knowledge and making most of the decisions as the foundations of learning. Also learners from the teacher -centered English classroom may cover more topics during the same period and for teachers, they could achieve their objectives efficiently and control the class effectively.

Shortages of teacher-centered method:

Learners who exposed in a long listening environment as listeners rather than participants will feel bored, fatigued, tired, undisciplined and sleepy. Teacher -centered English learning situations in Chinese classroom also are less tolerant toward the expressed students’ viewpoints, and it is more restrictive, critical in valuing the behavior and motives of the students. This will constrict the creativity of students and they will less bring forth new ideas. Besides, one of the aims for learners to learn another language is for social interaction (Long, 1981)。 Students need to gain language communicational skills, need to carry out real world tasks and what they do with the language. While teacher -centered English teaching -learning style may block and less focus on the development of students ability to listening and speaking in English.

Student-centered learning has advantages for both students and teachers. Students develop learning and other skills and gain meaningful knowledge that will help them throughout life. The relationship between rights and responsibilities is learned.

Students discover that learning is interesting and fun and they learned more because they were involved. Teachers have less traditional work to do, especially in the upper level classes. Students are more attentive and willing to participate in the class.

Complaints about irrelevance and unfairness decrease. Teaching is interesting and fun. Disadvantages:

One disadvantage is that there are students who do not relate well to student-centered learning in spite of a teachers best efforts. This is most prevalent at the lower levels but can occur in upper level classes. Another disadvantage is that the students have to work in teams. They complain about being on teams. Also students find it difficult to work in teams because they have not been taught team skills. Since student-centred learning places much more reliance on the active role of the student than does traditional teaching (where the student has a relatively passive role), student commitment and motivation must of necessity be very high. Thus, it may be less appropriate for use with young or inexperienced learners than with older, more mature learners. Indeed, some people are never able to adapt to a student-centred style of learning.

As well as being the producers of learning materials, teachers have another new role in a student-centered learning system. They are no longer the primary conveyors of information, but adopt a more supportive counselling and tutorial role. This function may be difficult for some teachers to fulfill effectively (or even to accept) and, in many cases, it may be necessary to organize in-service courses and other staff development activities in order to help teachers to carry out their new role effectively. Teacher-centered method can give students lots of knowledge and information in a limited time. Student-centered method makes learning less stressful and more enjoyable. However, personally speaking, maybe the teacher-centered method is better for Chinese students. This method is more suitable in China, which has a large population and has a large number of students at school. Firstly, it is quite common that each class has more than 50 students, which makes the class hard to control. Such a large number makes the student-centered method almost impossible. Because the teacher doesn’t have enough time to organize any teaching activity, such as pair work, group work, and role-play. So class time is the first barrier of using student-method. Secondly, in China students’ seats are mostly set in a relative small space so that it is inconvenient for them to change their seats when a teaching activity is proceeding. Finally, the teacher-centered method can give students more knowledge and information in a limited time. That’s to say, this method can make our class as informative as possible. On the other hand, college students are eager for knowledge and ability so they prefer to learn a lot from their teachers and professors. I can’t deny that student-centered strategy is a trend in teaching-learning environment but teacher-centered one is more applicable and feasible in China of course we shall spare our great efforts to make adjustment to it.

英语教学反思 篇三

一、在单词读音教学上,应教给学生直拼方法

1、指导学生初步的拼读,再进行词不离句的操练。

2、要慢,到位、准确,难的单词,先读一个,再读升降调。

3、示范到位,纠音到位,用多种方式指导学生的读音,做到纠音自然亲切,不打击学生。

4、时间上合理分配,难易区分,突破难点,难的发音,可以强调元音ai ai ai kite kite kite fly fly fly运用chant进行练习。

二、形上,在示范写,提前给学生写的概念,为学生以后的英语书写做充分的铺垫。

三、板书呈现上,要做到从图到文字,可以写好单词序号,再把卡片拿掉。在听音时,让学生听音选单词,即训练听力又加强了单词的读音,使板书反复利用。

四、在教学环节的设计上,确定好层次,由易到难,如本课在教完单词后,应让学生听、认读单词,进行猜一猜的简单活动操练单词,之后,再让学生读单词。

五、当堂检测个别学生掌握单词发音的情况,这一方式能培养学生倾听的习惯,使学生在短时间内对单词读音进行集中复习,效率极高,并且用奖品激励学生读单词,促使学生之间互相倾听,互相学习,很好地利用了学生这一宝贵资源。具体操作如下:学生齐读五个单词后,让学生再听一次默记,然后给他们准备时间练一练,再进行反馈,这样让学生有心理和读音上的准备,给学生营造安全的氛围。反馈时,根据学生掌握单词的个数,发放不同的奖品,体现分层目标,使每个层次的学生都能有参与其中的机会,扩大活动操练面。

英语教学反思 篇四

好动是小学生的天性,根据这一特点,我在英语课堂上不失时机地安排了唱歌、表演、绘画等活动,并收到了较好的教学效果。

1、利用Let’ssing,让学生唱起来。

三年级英语教材安排了好多英文歌曲,因为利用歌曲学习语言能提高学生的学习兴趣,增强其他记忆力,减轻其负担,激发其成就感,为其学习英语创造了和谐、愉快的环节,例如:歌曲:Headshouldersknessandtoes.学生在教师的指导下,一边演一边唱,同时熟练的说出这些表示身体部位名称的英语单词,这样的活动既提高了学生的学习效率,又活跃了其思维和课堂气氛。

2、利用Let’sdo,让学生动起来

三年级英语教材中的Let’sdo部分内容都包含着本课书的重点要掌握的单词,小学生肢体活动发达,反映灵敏,课堂上让学生随着节奏很强的音乐,边说英语边做动作,例如:Openyourpencil-case.Shoumeyourpen.我边指导学生说,边让学生做“打开铅笔盒”“举起钢笔”的动作,这样的教学方式,学生学的轻松,很快复习巩固了“Pencil-casepen“等单词。

3、利用Let’stalk,让学生演起来

三年级英语教材中的部分内容都是日常生活中常遇到的情景,课堂上,我注意把学生引到生活实际中去,例如,学习“Hello‘一课,师生问好,打招呼,我让学生分组扮演MissWhote.Sarah,进行对话表演,这样激发了学生的学习热情,很快理解并能运用所学语言,课堂气氛活跃,充分发挥了学生的主动性,启发了他们的思维,拉近了课本语言知识与学生生活的距离,加深了学生对所学知识的理解。

英语教学反思 篇五

一直以来,人们对中学英语教师的语言知识能力要求不高,认为中学英语简单,不需要太好的语言功底,只要有良好的教学技能就可以了。其实时代在进步,社会在发展,同样英语作为人们最广泛的交际用语之一,更是随着高科技的迅猛发展而日新月异地变化着。如果我们的英语教师故步自封,不求进取,那么不但自己的语言知识很快陈旧落伍,误人子弟,而且会被时代所淘汰。现将我对英语教学的一些认识总结如下:

一、刚学英语的时候,学生对英语这门课程充满好奇,喜欢学习、模仿。但是,我发现久而久之,好奇心逐渐减弱。随着学习难度的增加,学生产生了消极情感,没有兴趣,甚至厌学。

二、教材词汇量增加,内容难度加大,学生怕苦而不能及时巩固。课文的配套练习也不能自觉的去独立完成。

三、我对学生学习英语的要求过于严格,不能注意到学生的差异性,没有发现他们接受语言的快慢程度,最终导致有的学生吃得饱,有的学生吃不饱。吃不饱的那部分学生就会产生以下情绪:上课或讲练习的时候,就会马虎,注意力不集中。导致两极分重。影响了及格率。

四、我在有些知识点讲过后,有的甚至操练了多遍,反反复复强调了,学生仍没有掌握。就责怪学生,并因此加强反复训练。于是在老师的责怪声中,在枯燥的训练中,学生的学习兴趣消失了。

英语教学反思 篇六

我的收获

(一)教师要认真研究课程标准,深入挖掘教材,了解学生的已有经验和认知基础,精心创设真实有效的活动情景,课堂教学才能达到高效。充分利用多媒体创设真实的语言运用情境,促使学生感悟和体验教学内容与生活的内在联系,着重培养学生语言技能和语言运用能力,同时拉近了师生距离,活跃了课堂教学,每节课教学重点难点突出,使学生在活动中运用所学知识。

(二)英语课应该采用多种形式教学,也要充分利用英语教学本身的真实情景进

行教学。采用实物、卡片、图画、录音、投影、身体语言、电脑、多媒体以及利用英语本身和上下文创设情景传授英语基础知识,进行基本技能训练和交际活动。在情景中理解语言知识和内容,在情景中讲解语言知识,提高学生实践的量和质。

(三)教师要把课堂还给学生,给学生更大的自由空间和思维空间,让学生成为

课堂的主人,学生才能愿意学,主动学,效果好。让学生融入到课堂中来,充分参与到课堂的学习与讨论,发挥学生的主体性。成就学生的精彩才是课堂的精彩。

心无旁骛,要有一颗赤子之心,终身学习,争取做一个智慧型的老师。智慧型教师要具备两个翅膀:阳光心理和教学智慧,这样才能在空中翱翔,并领飞学子蹁跹起舞于知识的海洋。我将在今后的教育生涯中,不断学习探索,更新观念,做创新型教师,用信息技术改进教学,打造“我们的约定“理想课堂,让每一个学生的脸上都露出灿烂的笑容,“一切为了学生,为了学生的一切,为了一切学生”。为学生终身发展奠定基础,这是我们所要追求的教育的最好效果,也是我们努力追求的教育的终极目标!

英语教学反思 篇七

(1)课前监督及检查学习记录手册

小组长在课前准备时需要监管自己小组的课前准备情况,课后给小组成员打分。另外协助教师检查学习记录手册中的家庭学习情况的登记。

(2)课堂中练习活动的组织

通常第二、第三课时是学生的练习时间,这时候是小组长发挥作用的最佳时机。他们要马上站起来组织小组成员从摆放好桌椅,站立姿势,自我介绍,训练歌谣或者日常英语,遇上不会的成员,还要其他成员一句一句教。然后到表演时间组织成员出场,如何开始表演,怎么统一动作,站位等等,都是小组长一个人组织。

(3)课后评价

课是上完了,小组长的职责还在,他还需要对本组成员进行评价。在攀登一年级的评价手册中有“我们小组得的奖”这一栏。除了大组有奖励以外,小组长还会对本组上课时做得好的学生进行评价。我使用超级玛丽上楼梯的评价形式,包括了展示与课堂表现,表现一般上一格,良好上两格,优秀往上跳三格的形式让小组长评价,其他小组监督,如果有异议,那么由老师来判决。

当然,培养一名合格的小组长并不是朝夕之功。既要学生自己的努力,又要老师及时指导。总之,对小组长的培养,我坚持激励原则,对小组长的点滴进步要给予表扬,课堂上要多创造一些机会,给小组长一些“特权”,比如表现好的组长可以上台操作电脑,可以负责发奖励物,可以优先涂卡片等,学生们对小组长都投来羡慕的眼光,这样对小组长的培养也带动了全班同学的学习积极性,每个小组长也更加热爱自己的这个工作。

英语教学反思 篇八

由于自己带英语的时间还不算长,应该说是一个新手,再课堂教学上的经验十分的浅薄,所以在上课时还是不能完全的抓住小学生的心里特征,在上课时明显感觉到交流困难,尤其是在教单词的时候,自己觉得很简单的单词,就按照自己的方法去教,课时这一教下来,不仅自己感觉到累,而且学生们掌握的也不牢固,如果一直按这样的方式授课的话,学生会失去对英语的兴趣,因此我自己观察了一段时间,多多少少也有了些自己的体会。

小学地段的学生观察事物时往往只是注重整体,容易忽略局部细节,他们主要借助具体形象的材料进行分析,等抽象逻辑,这就为英语词汇认读教学找到了很好的切入点,因此,有时在上某节课时,我就对单词进行了形象化的“加工”。

比如说,在三年级上册Unit2Look at me.里,学习的face,eye,nose等单词,为了让学生能正确的认读,所以把它们进行了形象化的改变,脸:face就把o加工成了认的脸,眼睛:eye,,把两个e加工成了眼睛,鼻子:nose把o加工成了鼻子等等,这样,以前的枯燥的单词都成了学生的兴趣点,学生对这些单词也产生了浓厚的兴趣,在画画认认的过程中,学生的认读能力提高得很快,所以在以后得课堂上,要尽力避免那些死教硬套的老办法,尽量用一些能够使学生产生兴趣的教学方法,让学生爱学英语。

英语教学反思简短 篇九

兴趣是一个人力求探索某种事物或从事某种活动的认识倾向。“兴趣是创造一个欢乐和光明的教学环境的主要途径之一。”“语言这东西,不是随便可以学好的”,学本族语如此,学习英语更是如此。但是如果教学得法,便可事半功倍。要取得这样的效果,兴趣教学可以说是一种好方法。

重视起始教学,让学生对英语产生浓厚的兴趣。这学期我教初一,这个年龄的特点是:爱说爱动,自我约束、自我控制能力不强,如果教学中忽视这些特点,单纯沿用传统教学模式,使用传统教学方法进行机械地讲解,把他们纯粹当成知识的容纳器,填鸭式地向他们灌输在他们眼中枯燥无味,冷冰冰的语法、词汇,他们便不感兴趣,因而也就谈不上学习的积极性和主动性。

学习需要兴趣。就某种意义上讲,学英语就更需要兴趣。初一英语教学内容浅显,更容易激发起学习的欲望。这就是所谓“初一兴趣大”现象。但这种兴趣是暂时的,不稳定的。作为教师应把握机遇,努力延长这种兴趣,并将其转化为学生学习英语的一种动力。如何激发学生的学习兴趣,并保持它,使之成为他们学习的动力,正是兴趣教学考虑的出发点。以往的教学存在一个很大的弊端:课堂上总是表现为我说你听、我读你跟,充斥着不带感情色彩的句型转换、不明就里的死记硬背。久而久之,不少学生对英语学习产生了“苦”的感觉,学生的学习兴趣渐渐消退。

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