教学反思英语范文

第一篇：教学反思英语范文

英语教师教学反思

教师教学反思

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，有针对地教，对教学成功与否至关重要。最初接触教学的时候，我还不懂得了解学生对教学的重要性，只是专心研究书本，教材，想方设法令课堂生动，学生易接受。但一开始我就碰了钉子。在讲授第一课的时候，我按照自己的教学设计，上了一堂自认为明白易懂而又不死板的课，认为教学效果如期理想，怎知小测出来才知道不如人意。后来听同学们反应，才知道我讲的口语大部分同学听不懂，而教学的部分内容同学们以前从来未接触过。从而可知，我在上课前根本没有了解清楚学生的实际情况：一方面，农村的学生英语听、说的能力相对较弱，授课采用较深的全英教学，同学们还不能适应。另一方面，一班的同学中等生占较大多数，尖子生相对较少。因此，讲得太深，没有照顾到整体，而二班的同学比较活跃学习欠积极性，虽然优良生比例大，但中下层面也广，我备课时也没有注意到这点。因此教学效果不太理想。从此可以看出，了解及分析学生实际情况，实事求是，具体问题具体分析，做到因材施教，对授课效果有直接影响。这就是教育学生提到的“备教法的同时要备学生”。这一理论在我的教学实践中得到了验证。

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，曾有一位前辈对我说：“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。一堂准备充分的课，会令学生和老师都获益不浅。

备课充分，能调动学生的积极性，上课效果就好。但同时又要有驾驭课堂的能力，因为学生在课堂的一举一动都会直接影响课堂教学。因此上课一定要设法令学生投入，不让其分心，这就很讲究方法了。上课内容丰富，现实。教态自然，讲课生动，难易适中照顾全部，就自然能够吸引住学生。所以，老师每天都要有充分的精神，让学生感受到一种自然气氛。这样，授课就事半功倍。回看自己的授课，我感到有点愧疚，因为有时我并不能很好地做到这点。当学生在课堂上无心向学，违反纪律时，我的情绪就受到影响，并且把这带到教学中，让原本正常的讲课受到冲击，发挥不到应有的水平，以致影响教学效果。我以后必须努力克服，研究方法，采取有利方法解决当中困难。

英语是一门外语，对学生而言，既生疏又困难，在这样一种大环境之下，要教好英语，就要让学生喜爱英语，让他们对英语产生兴趣。否则学生对这门学科产生畏难情绪，不愿学，也无法学下去。为此，我采取了一些方法，尽量多讲一些关于英美国家的文化，生活故事，近来又给他们拿来了中英文互译的书虫，让他们更了解英语，更喜欢学习英语，同时也可以提高同学们的英语写作能力，对成绩优秀的同学很有好处。英语是语言!还需要让学生多读、多讲、多练。为此，在早读时，我坚持下班了解早读情况，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，让学生即时消化。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。

经过一个学期的努力，期末考试就是一种考验。无论成绩高低，都体现了我在上学期的教学成果。我明白到这并不是最重要的，重要的是在本学期后如何自我提高，如何共同提高两班的英语水平。因此，无论怎样辛苦，我都会继续努力，多问、多想、多向前辈学习，争取进步。

经过不断地——反思——提高，我受益非浅，也更加深刻地认识到在教学中及时反思的重要性和必要性，它会使我逐渐形成自我反思的意识和自我监控的能力。由于经验颇浅，许多地方存在不足，希望在未来的日子里，能在各位领导老师、前辈的指导下，不断丰富自己的教学经验，提高自身教学水平，取得更好的成绩。

第二篇：英语教学反思

——侍慎丽

为适应新时期教学工作的要求，结合本校的实际条件和七年级学生学习英语的实际情况，近期我在教学中几点体会如下：

一、书写

英文书写的端正与规范，是开学阶段必须要抓好的。从新生入学第一次在英语四线格上落笔写英文字母，就要向学生们提出要求：任何一位学生都必须书写端正，否则将会受到惩罚。吓唬之余，在最初阶段还不妨特意抓几位敢“顶风作案”的学生，以惩一儆百;同时对书写端正的任何一个学生都给予鼓励。后来我惊奇的发现，那些中文汉字写的歪歪扭扭的学生，英文却完全可以写的非常端正，俨然一个优秀生的卷面一般，感觉很有成就感。

在后期进行英文写作评分时，依然贯彻字迹端正者得高分，否则从重扣分的原则。经过一段时间的狠抓整治，同学们形成一个端正书写的良好氛围。

二、朗读

英语作为一门语言，让学生在基础学习阶段养成大声朗读，敢于开口是非常必要的。在日常教学中，我最害怕不开口的学生。我认为只要他们开口读、说英语了，那么他们这一生学习英语都将不会存在任何的障碍了。所以在开学最初的几个星期阶段，我特别提醒我的学生们，一定要开口出声且大声的朗读英语。针对个别性格内向、羞于开口的学生，则要将其列为重点关注对象，致力于先张口，再出声，最后大声朗读。

一天之计在于晨，这句名言对于英语学习来说，更是如此。早自习上，我想尽办法让学生们去读，以不同的形式，朗读不同的内容，充分挖掘学生们读的潜能，让学生们都能开口说英语。

三、单词教学

很多时候我们不得不承认，学生的英语考试成绩是和学生的单词量完全成正比的。新目标英语这套教材的单词量大是众所周知的。为了让学生从识记单词拼写这个繁重的负担中解脱出来，我想我们应该在第一时间向全班学生讲述正确的识记单词拼写的方法，同时帮助其摒弃他们在小学阶段可能业已形成的死记硬背的方法。在教学过程中，我坚决要求学生依据单词发音来识记单词的拼写。所以在单词教学方面，我一般遵循三步走的顺序。1.跟读。让学生先学会读单词，做到看到单词，读音能够脱口而出。2.记住汉语意思。可以由老师报中文解释，学生读出英文单词;在课堂句型操练中，进一步巩固单词的读音和中文意思的联合掌握和运用。3.最后才要求学生开始识记单词的拼写。事实上，此时由于学生对很多单词的过目率非常的高，他们可能已经在不知不觉中掌握了本单元里为数不少的新单词的拼写了。

此外，在新目标英语教材的starters和前几个单元部分，我想最好能坚持每天渗透“直拼法”拼写规则，逐步引导学生养成利用单词读音来识记单词拼写的习惯。

在开学阶段，对单词识记的听写检查方面，我们最好是能因生而异，区别对待。我们既要让所有学生认识到单词拼写识记的重要性以及单词拼写不过关的严重后果，同时我们也要避免一小部分学生可能因为单词听写不过关，而产生对英语的畏学、厌学心理。

四、音标

不同的英语老师对音标的出现时机看法不同。我想只要适合班级学生特点和自己教学风格的，都是可行的。尽管如此，我个人认为在七年级下学期或八年级上学期再逐步渗透音标教学，可能更为合理。因为经过七年级上学期的英语学习之后，每个学生各自都会自觉不自觉的形成一套适合自己的英语学习方法与方式，随后我们增加音标的教学，以促进他们进一步自学英语的效果，可以说是水到渠成，一气呵成了。

并且一个班级中，肯定有部分学生的英语基础薄弱，他们对字母掌握都是似懂非懂，如果我们在七年级开学阶段马上引入音标，我想无疑大大的加重了这一部分学生对英语学习的负担，这同样可能导致他们产生畏难心理，甚至放弃英语学习。

此外，音标教学的目的无非是为了让学生能够利用音标自学单词，所以我比较同意利用渗透教学，在一段时期内逐渐地让学生认识大部分的音标，逐步的掌握利用音标拼读大部分单词;而不要急着在两、三节课里专门进行音标教学。相信学生在之后的英语学习中，会越来越熟练的运用音标自学单词的。

五、课堂活动模式

英语课堂上的同桌对话模式，我想应该一直被提倡。因此，在七在教学过程编排上，也尽量多的编排对话操练，以争取让学生有尽量多的机会展示，尤其是每个单元的SectionA(包括SectionB的前半部分)句型，更是有必要以两人或四人一组等模式充分操练。而此时，教材后面的听力材料则完全可以作为早自修朗读内容，其中个别超纲单词，不妨也加以解释，以作为扩展学生单词量的一个辅助手段。

六、课件制作

如今利用网络资源共享，我们可以获得丰富的教案设计、课件素材、课本录音、教材图片甚至完整的flash或video等教学资料。即使如此，我认为依然不应该全部照搬挪用，而应该利用所获得的教学资源进行二次整理与加工，使之更适合自己的教学风格与班级学生学习特点。

同时，针对自己的课堂模式及教学程序，我们还可以专门为自己制作一个课件模板，这将为我们日常烦琐的课件制作带来很大的便利。

七、后进生控制与转化

众所周知，英语学习的两极分化现象，是令我们英语老师最头痛的。我们甚至可以发现，即使在小学毕业生中，就已经存在一定程度上的两极分化了。为此，在七年级开学阶段，根据初步的观察、调查与测试，尽快掌握班级中英语学习后进生的情况，并且在教学过程中给予更多的关注与关心，持续地给予他们精神上的鼓励，积极帮助他们重树学好英语的信心，在课堂设计上更多的向后进生倾斜，并努力取得学生家长的配合。总之，采取一切措施控制并缩小班级内英语学习后进生的数量，并非完全不可能的事情。

综上所述，经过一个学期的努力，一部分同学成绩有所提高，在本学期期中考试中我所任教两个班级也取得了较好的成绩。七年级开学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。

第三篇：英语教学反思

教学反思

Teaching 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.

8A Unit 1 Main Task

教学反思 (附教案)

××第二初中

Teaching reflection: In order to advance with the development of the new curriculum reform, the Yancheng Teaching and Research Institute sponsored the annual Top-quality Courses Competition. I, luckily, took this rare opportunity to participate in this competition on December 7th. All of the competitors were from different counties. They had the same goal, that is, to show their teaching style so as to promote academic changes between themselves. I felt a little nervous at first, because it was my first time to take part in such a competition. In addition, there was little time for me to do enough preparation and put it into practice. With the help of my colleagues and their encouragement, I decided to try my best. I chose the part of Main Task as my teaching material. After I studied the text, I found that the main goals of this period were to make the students master the new words about people’s personality, appearance and to train the students’ability to write an article about himself/herself or his/her best friend. Based on the knowledge aims, I also had to help realize students’ emotional aim, say, to enable the students to know what kind of a friend is a true friend and how to make good friends. This was a valuable experience for me. After this competition, I realized that I had learnt a lot from practice and others. Now I’d like to analyze my teaching from the following aspects: Ⅰ Preparation and teaching process During my preparation, I prepared a lot of pictures to realize the revision and teaching of the new words. I found that they were quite attractive when students saw them during the teaching. To some extent, the use of the pictures of some famous stars could cultivate students’ interest to use the adjectives to describe their appearance, personality and etc. When I had to teach the related words about the face, for example, round and square, I presented some cartoons for comparison. As far as the adjectives of eyes and nose were concerned, I also used some flashcards for presentation and comparison. The students inclined to look and say something about the pictures, using the related adjectives. When I taught the words of one’s figure and personality, I first called some students to tell me what kind of friends they would like to choose as their best friends. I gave them some hints when they met some difficulties. Then, I presented some pictures for a small talk, getting students to talk about the personalities of different people and what kind of person they would like to be. After this, I gave students some time to describe the famous stars, for instance, Yao Ming, Harry Porter, S.H.E and etc., which could help them to understand the meanings of the adjectives. During the reading part, I presented some questions and tasks for students to answer and fulfill. Owing to the use of multimedia, students could answer the questions quickly and effectively. In order to avoid the one-sidedness of comprehension, I gave students more time to read and practice. The total goal was to develop students’ ability to write an article about his/her best friend. To serve this goal, I designed some questions for them to answer in advance and got students to talk and make a conclusion. In this part, I used a game to help, say, a guessing game, asking students to write down something about his/her friend and read it aloud for others to guess who he/she was. This method, I thought, conquered the monotony of writing. I outlined the importance of being an honest, kind-hearted and helpful person. At last, I played a poem for students to enjoy and imitate, which, as I saw it, would possibly raise the theme to a higher level. Ⅱ Students’ learning process This was the first time that I came to Jianhu. All of the things were strange to me. I knew nothing about the school and the students. In order to make better exchanges between the students and me in class, I stepped into their classroom and introduced myself to them before my class. They felt quite strange initially, but later they felt excited. I asked them to try their best in my class. All of them nodded and it seemed that we became closer. However, when it came to my class, they felt quite nervous just in front of the teachers from different places. Before class, I tried to relax them by singing a song and asking them to wave their hands. They were very cooperative. I felt a little more confident. During the class, I proceeded well as I designed. Once I raised a question, most of the students could undertake brainstorm and gave me the correct answers. When the discussion time came, I divided them into groups of four, asking them to do related tasks. What I didn’t expect was that they preferred not to come to the front for acting. I felt a bit embarrassed at first, but I respected their choices and dealt with it properly. For most of the time, all of the students were very hard-working. It seemed that they had grasped all the knowledge effectively in this period. However, I found some problems when they stood up to give me answers. At that time, I felt nervous about my teaching effect. “Was my teaching method unsuitable for them?”, I said to myself, but I had no time to think. I tried to speak more slowly and clearly, giving them more time to think and speak. It really worked. The students and I cooperated well during the following steps. In my teaching process, I felt it a pity that I didn’t give the students time to present their papers and correct their mistakes, which I thought I should keep in mind for future teaching. After the class, our instructor gave me some advice, which was quite acceptable and suitable to me. Ⅲ The organization of the class In terms of my organization of the class, there were seven steps in detail. They were warm-up, revision, presentation, practice, conclusion, discussion and writing. From the angle of the time control, all of the steps were carried out successfully during my class. Warm-up and revision occupied about 8 minutes; presentation occupied 5 minutes; practice accounted for half of the class; writing lasted about 7 minutes. I was quite satisfied with the part of oral practice, because every student participated in listening and talking. They could give correct answers when they stood up. The feedback information was ideal at this point. Meanwhile, I was not satisfied with the writing part, as I mentioned in partⅡ.Although students had time to write their compositions, they didn’t have the opportunities to know how well they had written. They should get some comments on their composition, for instance, grammar, sentence structure, hand-writing and so on. If I had five more minutes, I would present their papers to the whole class and gave some corrections if necessary. The last part was enjoying a poem, which was related to the theme of the class. Because of the limited time, I didn’t realize the teaching aim of this part. I just called them to read it. If I removed this part, I thought it would be better for the writing exercise. All in all, on one hand, this was a comparatively successful class. On the other hand, during my competition, I found some unsatisfactory elements in my teaching. I think it would be better for me to improve the teaching procedure for future use. In addition, the classed should be practical and adhere to the students’ ability. I learned a lot from my experience and my instructor’s guide. In order to realize the new concept of teaching, I think I need to do more research on the textbook and learn more from the others. by ××

December 12th, 2006

8A Unit One Main Task teaching plan

××

from ××Middle School Teaching aims:

(1). Knowledge aims:

A. To make the Ss. master some new words about people’s personality. appearance and future plans. B To let Ss understand the passage better. (2). Ability aims:

A. To develop the Ss’ abilities of listening, speaking, reading and writing. B. To train the Ss’ ability of working in groups. (3). Emotional aims:

A To enable the Ss to know what kind of friend is a true friend and how to make good friends. B. To enable the Ss to communicate with each other

Teaching focuses: To help to train the students’ abilities of expressing themselves in English A. To help the Ss to communicate with each other.

B. To enable the Ss to study in groups and co-operate skillfully. C. To develop the Ss’ interest in English. Teaching difficulties: (1) How to describe a person. (2) How to write a passage Teaching Methods:

(1). Communicative teaching method (2). “ Task-based” teaching method Teaching Procedures Step1 warm up 1. Free talk between T and Ss. Such as: Fine weather, isn’t? Do you like this kind of weather?

What will you do on such a find day?

Who do you want to do with? Step2. revision 1. ask a few questions about friends. For example: What does your friend look like? What kind of person is your friend/ What does your friend like? What does your friend do or want to do in the future? What made you become good friends? 2. let students practice in pairs. Step3.presentation

1. show pictures of stars and let Ss say sth. about appearance and guess their personalities. let Ss work in pair to describe persons 2. play a game I will let Ss describe a person in our class to ask other students guess. Step4.listening and practice 1. play the tape recorder. Let the Ss listen and answer some questions. For example, Who is Daniel’s friend? Where does she live? What is she like? What would she like to do when she grows up?

2. play the tape again ask the student read aloud after the tape then fill a table. is employed to make the Ss grasp the main idea of the text. . Step5.make a conclusion How to write a passage: Introduction: say who is your best friend is. Main body: describe his/her appearance describe his/her personality Conclusion: describe his/her future plan Step6discussion

I will say: we have learnt a lot about friends. If you choose a boy or a girl as your best friend, what will you thank about? Here are some questions for you to discussion. ?What is his/her name? ?What is he/she like? (appearance) ?What’s his/her personalities, qualities and abilities? ?What does he/she like doing? ?What would he/she like to do in the future?

Then let them have a competition. Then make a conclusion: a friend in need is a friend indeed. Step7.Homework:

(1)Recite the words as many as possible after class. (2) Write an article about your friend.

第四篇：英语教学反思

一、引言

阅读教学是英语教学的主旋律。无论教材怎样变更，阅读始终是英语教学的重点。然而新课程要求教师必须改变传统的“教教材”，要 “用教材去教”，要求教学模式由以往的“以教师为主体”转变到“以学生为主体”，提倡“任务型”教学，关注学生的情感态度价值观。因此改变传统的英语阅读课的教法，探索高效新颖的教学方法是新课程教学必走之路。

二、一堂英语阅读课教学设计示例

这是一节公开课，讲授的是人教版高中英语新教材高二下册 Unit12 Science Fiction 中的阅读课文： Jules Verne: The Father of Science Fiction 。上课的基本步骤依然是导入，分段，语言知识讲解以及随堂检测。给我留下深刻印象的是讲课老师的教学风格：干练、简洁、准确、严谨。她在教学中引领学生的教学本领显而易见。

课堂开始她先由 Pre-reading 的几个问题导入新课 :

When do you think the inventions in the pictures above were made?

When was electricity discovered and how was it used in the following two hundred years? In the early nineteenth century, people had no idea what the inside of the earth might look like. Can you explain what we know about it today?

Write down five key words that you expected to find in the reading passage below. 通过以上的设问，呈现一系列的科学发明及成就，唤起学生的求知欲，让学生进入思维状态，从而进入课文学习。整个导入简洁自然，直奔主题。

第二部分分析文章结构，将课文分成三部分：

Part 1 Introduction of Jules Verne;

Part 2 Introduction of “20,000 Leagues under the sea”; Part 3 Introduction of Journey to the center of the earth 而这节课的点睛之笔是利用重点词汇复述文章。举例如下：

part 2: Introduction of “20,000 Le agues under the sea”:

At the beginning of the book, ships were disappearing. Three people set out to find the sea monster, which turned out to be a submarine. And it was an extraordinary ship: Precious furniture; Glass huge windows protected by thick and iron plates…

第三部分用重点词汇填空，再次熟悉文章内容，并讲解重点词汇，同时区分相似词： ”late, later, latest, lately, latter ” ,”late, latter, last”, 解决学生疑问。最后留有 5 分钟时间供学生提出疑问，并解答。总之，这是一节成功、完整、新颖、独特的英语课。它摈弃了传统阅读课中设问、回答的模式，而采取一种关键词连句进而复述课文的独特方法，在引导学生思维并熟悉课文短语的过程中了解全文，从点到面到章，使学生在学习中建立了较为完整的知识体系，与此同时掌握生词及短语在文中的使用。

三、结束语

俗话说，“有比较，就有鉴别”。笔者在第一次听到这节课时，感受并没有多深，但当自己在以自己的方法完成这节课的讲授之后，对这节课的感受就截然不同了。这节课的独具匠心是老师经过长时间的思索才得来的。课堂上对学生的从容驾御能力更是教师基本素质的体现。知识讲解清晰、透彻，语言准确流利，体现了教师备课的详尽与细致。更为重要的一点是学生能主动积极地配合教师完成教学任务，这不正体现了新课程所倡导的“以学生为主体”这一教学思想吗?一节课只有能引起学生的兴趣，能有学生的参与，才是一节真正的好课。 一节好课的标准很多，完整无疑是标准之一，而新颖则是我们追求的另一个目标。因此在现代教学中新颖的教学方法才是我们追求的目标。总之，教无定法，在教学的漫漫长路中，只有不停地探索，不断学习，比较，反思，才能领悟教学的真谛。

第五篇：英语教学反思

课后教学反思

4月9日周五的上午第二节课，我在求知苑四楼多媒体教室给初一2班的学生上了一节多媒体课。课的题目是：Section B, Topic 2 What kind of home do you live in ? Unit 6 Our Local Area。因为本课是参加学校大练兵活动而准备的，所以从教学的态度上，准备的认真程度上，教学构思上以及教学过程的很多细节上，都有很多值得反思的地方，以下就是对本课的反思。

一、成功的课堂教学来自于对细节的处理

这节课我在创设情境导入环节，本来是安排了以一首优美的钢琴曲来作为切入口的，但是在家里准备多媒体课件的时候我使用的软件版本是OFFICE2007，在家里的电脑上钢琴曲的插入链接设置的很好，但是学校的软件版本是OFFICE2003，由于软件的兼容问题，本来设置好的链接在上课开始的时候不能使用，结果引入用的钢琴曲就没有能够播放出来，预期的教学效果就没有达到，其实我完全可以在课前去多媒体教室先设置好，或者就是在课前也可以提前打开课件播放一下，调试一下，但是粗心大意的我都自信满满的没有去做。这个地方可以说是本节课的一个小小的瑕疵。

本课的学习任务是让学生学会用英语表达抱怨以及如何与邻居和谐相处，我在教学准备中有一个构思，就是播放一段嘈杂的钢琴声来让学生体验噪音对邻居生活的干扰，在制作课件的时候没有能够找到相关的嘈杂钢琴声，其实家里有一架电子钢琴，我完全可以自己“制作”这么一段“钢琴曲”，但是懒惰的我想当然的认为上课的时候临时用语言向学生描述那种嘈杂对邻居生活的干扰就可以了，结果这个环节在教学中学生体会不深，教学效果不明显，这是本课的另一个瑕疵。纵观这两个小的教学失误或者说瑕疵，其实都是可以弥补和改变的，但是我出于这样那样的原因都轻慢了它们。“课前一桶水，课上一杯水”，结果在教学中没有达到尽善尽美，这不得不说是一个遗憾。一节完美的课就是由这许多个细节决定的，我轻慢了这两个细节，那也就可能忽略了很多其他的细节，久而久之这样的教学遗憾越积累越多，我和优秀教学工作者的差距也就越拉越大了。

二、学以致用

英语学科终究是一门语言学科，语言其实就是我们在生活中的沟通工具，工具就是拿来用的。所以我们在英语的教学中一定要加强对学生听，说，读，写能力的锻炼和提高，在每一节课的教学中都要尽量关注到对这四个能力的锻炼和提高，我们以往的教学效果经常出现学生能写，能看懂，但是就是听不懂，说不出的“哑巴英语”，这节课我安排了听听力磁带、创设情境让学生编对话，进行对话练习、学生读课文，纠正他们的发音错误，但是我没有安排学生用固定句型造句。如果能安排一个这样的活动那么本节课可能在学生能力培养上更全面一些。还有，本课的对话要让学生先听后读，然后表演,每小组不宜超过四人。表演前应让各小组操练准备，鼓励其拓展创新对话内容。表演过程中，除要求学生语音语调正确外，还应让学生注意交流手段如表情、手势、姿态等。我还利用插图，视频来创设情景，培养学生的创新精神，让学生根据图画的内容编一段对话。而不是仅仅靠我的一张嘴在不停的说，不停的比划。几幅画，一个小的视频帮助了我节省出很多的课堂时间来。

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三、要多创造条件让学生能够发现他们自己的一些问题，并自主解决问题

我们以往的教学总是充满了：教师说，教师带，教师读，教师安排„..然后再搞大量的课堂习题和课后复习题，这其实就是一种填鸭式的教学模式，新课标改革中已经明确指出了这种教学方式的害处。我这节课虽在准备的过程中千方百计的避免这种情况的出现，但是在最后完成教学任务后，我还是没有能够给学生创造出一个条件让学生自己去发现自己的问题，自己去解决。我只是出了几个课堂习题，让学生读，回答，演练，然后我再根据自己的观察来判断学生的学习情况，完全忽略了课堂教学的主体是学生，这个学习反馈的环节恰恰是师生良性沟通，架设教与学的必然桥梁，可惜我却白白浪费了。搞的好像教师永远是教师，高高在上，学生永远是学生，只能乖乖的听着——真遗憾。

四、创造宽松、和谐的气氛不够

可能是因为本课是参加教学活动的课，有很多老师来听课，所以我自己有点紧张，学生也有点紧张，整个课还是有点沉闷。在这种情况下如果课前能多准备一些轻松愉悦的教学小策略，也许课堂就能很快的宽松和谐起来。

五、教学中要面向全体学生

这课我计划用两节课的时间上完，因为内容多，尤其是新单词较多，共23个新单词。 之前，我先把36页的Part 3处理了，也提前让学生课前预习了新课。剩余内容用一节课时间完成刚刚好。但是由于我这是一个普通班级，学生的自主学习能力普遍很低，我在教学中只是关注了班级中学习程度好的，基础好的，学习积极性强的学生，而没有关注到中等程度的学生，对学困生的关注就更是几乎为零。这样导致我的教学任务看似完成了，其实只是对于学习程度好的学生完成了，没有体现出新课标提出来的：教学中要面向全体学生。今后我的教学在这个方面一定要重视，重视再重视。因为我们的九年义务教育不仅仅是为了教出几个高分的学生，而是要更多的关注广大学生的知识水平的提高，素质的提高，和品德加强，如果我只是关注好学生而忽略了学困生，那么我的教学无疑是失败的，是不合格的。我将从教学的每一个环节抓起，包括课前预习，上课的过程中和课后复习。不再仅仅只是找几个学习好的学生询问他们预习的情况，复习的情况，上课听懂了吗?而是在这每一个环节里都要精心设计不同层次的问题来做调查和反馈，以期获得全体学生的学习情况和知识掌握情况，做到全面，细致，周到，耐心。

这节课上完了，但是学生的学习和我的教学活动依然在继续。生活没有最好，只有更好。在学习中寻找差距，在遗憾中积淀，在反思中成长，属于我自己的春天必将在前方等待着我。

2010年4月

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