八年级听力教学英语教学经验论文

八年级听力教学英语教学经验论文（共6篇）

篇1：八年级听力教学英语教学经验论文

八年级（上）U5 L19-八年级英语教案-英语教案,试题,论文,听力

LESSON PLAN

--- LESSON 19

AIMS: to help students to comprehend a dialogue and a passage, and to learn the new words and expressions in them

AIDS: OHP and some transparencies

TIME: 45 minutes

LEVEL: Grade two, junior high school

LANGUAGE: Students will

learn some words and expressions related to farm work

learn to give good-intentioned warnings

practice use of “ be hard to do ” and “ much + comparatives of adjectives ”

go over present continuous tense

PROCEDURES:

Dialogue (17 minutes)

Comprehension of the dialogue (7 minutes)

1. Look at the picture on page 19 and answer questions (2 minutes)

How many people are there in the picture? Who are they?

Where are they?

What are they doing?

--- Individual feedback

2. Read the dialogue and answer questions (5 minutes)

Where are the good apples?

Is it dangerous to go too high?

What does Jim say to Meimei?

--- Students read for 2 minutes

--- Individual feedback

Practice of language points (5 minutes)

Give good-intentioned warnings

--- Model: In the dialogue, Jim says to Meimei, “BE CAREFUL！DON’T GO TOO HIGH! IT’S DANGEROUS!”

---Present to students four pictures on an OHP transparency, which are as follows. (a) a man climbing a hill, (b) a girl swimming in a river, (c) a driver driving a car, (d) a boy riding a bicycle

--- What is he/she doing? What should you say to him or her? Please fill in the blanks.

“Be （ ）!

Don’t （ ）（ ）（ ）!

It’s （ ）! ”

--- Whole class /individual feedback

Can you REACH them?

--- Ask students to respond in whole sentences to my questions in each of the following situations

(a) Put my book on the desk, stand near the desk first, and then step away from the desk. Each time ask the question “Can I reach the book? ”

(b) Reach out my hand to the lower light and ask “Can I reach the light?” Then, reach out my hand to the higher light and ask “Can I reach this light?”

(c) Put my keys on the top of the blackboard. Ask “Can I reach my keys?” and “ can xxx (the shortest student of the class) reach them?”

Read the dialogue aloud (5 minutes)

Read after the tape once

Read in pairs

Pair check in whole class

Passage (28 minutes)

Comprehension of the passage (12 minutes)

Read the first paragraph of the passage and answer questions (7 minutes)

How is the day?

Is everyone busy?

What are they doing?

What is Meimei doing?

What is Jim doing?

Are some apples hard to reach?

--- Students read the first part of the text for 3 minutes

--- Individual feedback

--- Write the answers to each question on the blackboard in phrases

Read the rest of the passage and answer questions (5 minutes)

Who has more apples, Jim or Lilei?

Whose apples are better, Jim’s or Lilei’s?

--- Students read this part for 2 ms

--- Individual feedback

--- Write the answers on the blackboard in phrases

Practice of language points (6 minutes)

The apples ARE HARD TO REACH.

--- Model: The light is hard to reach.

--- Prompts: jeans --- wash, box --- carry, work --- do, door --- open,

words --- remember

Mine apples are MUCH BIGGER.

--- Present to students 4 sets of 3 objects on an OHP transparency. They are different in size, length, height, and weight respectively.

---Model: “pear” The first pear is small.

The second one is bigger than the first one.

The third one is much bigger than the first one.

--- Visual prompts: tables, rulers, trees, boxes

Retell the passage (10 minutes)

State the comprehension questions in part A, and the whole class respond with the help of the information on the blackboard and of the teacher

Students work in pairs. One states the comprehension questions, and the other answers.

Students retell the passage individually.

教案相关材料：

MATERIAL

Lesson 19 (taken from Junior English for China, Book 2)

Dialogue

Meimei: Are you holding the ladder, Jim?

Jim: Yes, I am. Please be careful, Meimei. Don’t go too high!

Meimei: Don’t worry. I’m OK.

Jim: There are some good apples over there.

Meimei: Where?

Jim: Behind you! Can you reach them?

Meimei: Oh, yes, I can see them. But I can’t reach them.

Jim: Be careful. It’s dangerous! You’re too high!

Meimei: No, I’m not. Good! I can reach them now. Catch!

Passage --- Working on a farm

It’s a fine day today, and everyone is busy. They are working hard on the farm. The children are picking apples. Look! There’s Meimei! She’s very strong. She’s lifting that ladder. Now she’s holding it for Jim. Jim is climbing up the ladder. He’s picking the apples on that tree. He’s putting them in a basket. Some of the apples are hard to reach. They are too high. Be careful, Jim! It’s dangerous. Oh, good! He’s coming down the ladder, now.

“You don’t have many apples, Jim,” says Li Lei. “I have more than you.”

“Do I have fewer apples than you? Let me see!” says Jim.

Jim looks at Li Lei’s apples. “Oh!” he says. “Yes, you have more than me. But mine are better than yours. Look! Yours are green, and quite small. Mine are red, and they’re much bigger!”

教案评论：

COMMENTS

Though the junior high school students are at the elementary level concerning their language proficiency, they still have a strong desire to communicate with others in English in their daily life. Teachers should employ proper teaching methods and techniques to satisfy their needs. Besides, since they are young beginners, they are in great need of instructions on how to be successful language learners. Teachers should train them with some effective learning strategies to optimize the students’ learning results. My lesson plan is designed on the basis of these two principles. Before reading the dialogue, the students are asked to look at the picture beside and to answer several questions. These questions are raised for the purpose of arousing the students’ interests and activating their schema. Besides the pre-reading questions, some comprehension questions are asked before they go on to read the dialogue and the passage as well. These questions are aimed to help the students to concentrate on the meaning conveyed through the reading material rather than on the grammar. On the other hand, these questions are intended to help them form the habit of reading with purpose in mind. As for the language points, they are presented and practiced with certain contexts and are related to students’ life as much as possible. This way of teaching language points is employed in the hope that students will find them easier to understand and retain, and that they can use some of them immediately in their everyday life. Then, the students are asked to read the dialogue and retell the passage respectively. Reading aloud is helpful for both the teacher and the students. The students can practice their pronunciation and intonation, while the teacher can have the opportunity to find their problems and correct them. Retelling is a solution to the problem of lacking chances to practice English outside class. This activity can train the students with this learning method. The teacher’s encouragement and facilitation are necessary to make the students feel the happiness of success, so that they may want to try more either in class or outside class in the future.

Generally speaking, the lesson went on quite smoothly. Since the answers to the comprehension questions were fairly obvious, the students seemed to have no difficulty with them. As for the practice of the language points, the students could respond fairly quickly with the help of pictures and prompts. Retelling the passage seemed difficult to students at elementary level. At first, the students doubted that they would be able to retell it. However, with the information on the blackboard and my help, the whole class managed to do it once. Unfortunately, because time was running out, I failed to let them practice in pairs and individually in class.

作者相关资料：

WRITER’S INFORMATION

NAME: Zhao Rong (赵蓉)

ADDRESS:

(English): Postgraduate 98

English Division

Foreign Languages Department

Beijing Normal University

Beijing 100875, China

(Chinese): 北京师范大学外语系英语专业98研 P.C.: 100875

八年级（上）U5 L19_八年级英语教案-英语教案,试题,论文,听力

篇2：八年级听力教学英语教学经验论文

LESSON PLAN

--- LESSON 19

AIMS: to help students to comprehend a dialogue and a passage, and to learn the new words and expressions in them

AIDS: OHP and some transparencies

TIME: 45 minutes

LEVEL: Grade two, junior high school

LANGUAGE: Students will

learn some words and expressions related to farm work

learn to give good-intentioned warnings

practice use of “ be hard to do ” and “ much + comparatives of adjectives ”

go over present continuous tense

PROCEDURES:

Dialogue (17 minutes)

Comprehension of the dialogue (7 minutes)

1. Look at the picture on page 19 and answer questions (2 minutes)

How many people are there in the picture? Who are they?

Where are they?

What are they doing?

--- Individual feedback

2. Read the dialogue and answer questions (5 minutes)

Where are the good apples?

Is it dangerous to go too high?

What does Jim say to Meimei?

--- Students read for 2 minutes

--- Individual feedback

Practice of language points (5 minutes)

Give good-intentioned warnings

--- Model: In the dialogue, Jim says to Meimei, “BE CAREFUL!DON’T GO TOO HIGH! IT’S DANGEROUS!”

---Present to students four pictures on an OHP transparency, which are as follows. (a) a man climbing a hill, (b) a girl swimming in a river, (c) a driver driving a car, (d) a boy riding a bicycle

--- What is he/she doing? What should you say to him or her? Please fill in the blanks.

“Be ( )!

Don’t ( )( )( )!

It’s ( )! ”

--- Whole class /individual feedback

Can you REACH them?

--- Ask students to respond in whole sentences to my questions in each of the following situations

(a) Put my book on the desk, stand near the desk first, and then step away from the desk. Each time ask the question “Can I reach the book? ”

(b) Reach out my hand to the lower light and ask “Can I reach the light?” Then, reach out my hand to the higher light and ask “Can I reach this light?”

(c) Put my keys on the top of the blackboard. Ask “Can I reach my keys?” and “ can xxx (the shortest student of the class) reach them?”

Read the dialogue aloud (5 minutes)

Read after the tape once

Read in pairs

Pair check in whole class

Passage (28 minutes)

Comprehension of the passage (12 minutes)

Read the first paragraph of the passage and answer questions (7 minutes)

How is the day?

Is everyone busy?

What are they doing?

What is Meimei doing?

What is Jim doing?

Are some apples hard to reach?

--- Students read the first part of the text for 3 minutes

--- Individual feedback

--- Write the answers to each question on the blackboard in phrases

Read the rest of the passage and answer questions (5 minutes)

Who has more apples, Jim or Lilei?

Whose apples are better, Jim’s or Lilei’s?

--- Students read this part for 2 ms

--- Individual feedback

--- Write the answers on the blackboard in phrases

Practice of language points (6 minutes)

The apples ARE HARD TO REACH.

--- Model: The light is hard to reach.

--- Prompts: jeans --- wash, box --- carry, work --- do, door --- open,

words --- remember

Mine apples are MUCH BIGGER.

--- Present to students 4 sets of 3 objects on an OHP transparency. They are different in size, length, height, and weight respectively.

---Model: “pear” The first pear is small.

The second one is bigger than the first one.

The third one is much bigger than the first one.

--- Visual prompts: tables, rulers, trees, boxes

Retell the passage (10 minutes)

State the comprehension questions in part A, and the whole class respond with the help of the information on the blackboard and of the teacher

Students work in pairs. One states the comprehension questions, and the other answers.

Students retell the passage individually.

教案相关材料：

MATERIAL

Lesson 19 (taken from Junior English for China, Book 2)

Dialogue

Meimei: Are you holding the ladder, Jim?

Jim: Yes, I am. Please be careful, Meimei. Don’t go too high!

Meimei: Don’t worry. I’m OK.

Jim: There are some good apples over there.

Meimei: Where?

Jim: Behind you! Can you reach them?

Meimei: Oh, yes, I can see them. But I can’t reach them.

Jim: Be careful. It’s dangerous! You’re too high!

Meimei: No, I’m not. Good! I can reach them now. Catch!

Passage --- Working on a farm

It’s a fine day today, and everyone is busy. They are working hard on the farm. The children are picking apples. Look! There’s Meimei! She’s very strong. She’s lifting that ladder. Now she’s holding it for Jim. Jim is climbing up the ladder. He’s picking the apples on that tree. He’s putting them in a basket. Some of the apples are hard to reach. They are too high. Be careful, Jim! It’s dangerous. Oh, good! He’s coming down the ladder, now.

“You don’t have many apples, Jim,” says Li Lei. “I have more than you.”

“Do I have fewer apples than you? Let me see!” says Jim.

Jim looks at Li Lei’s apples. “Oh!” he says. “Yes, you have more than me. But mine are better than yours. Look! Yours are green, and quite small. Mine are red, and they’re much bigger!”

教案评论：

COMMENTS

Though the junior high school students are at the elementary level concerning their language proficiency, they still have a strong desire to communicate with others in English in their daily life. Teachers should employ proper teaching methods and techniques to satisfy their needs. Besides, since they are young beginners, they are in great need of instructions on how to be successful language learners. Teachers should train them with some effective learning strategies to optimize the students’ learning results. My lesson plan is designed on the basis of these two principles. Before reading the dialogue, the students are asked to look at the picture beside and to answer several questions. These questions are raised for the purpose of arousing the students’ interests and activating their schema. Besides the pre-reading questions, some comprehension questions are asked before they go on to read the dialogue and the passage as well. These questions are aimed to help the students to concentrate on the meaning conveyed through the reading material rather than on the grammar. On the other hand, these questions are intended to help them form the habit of reading with purpose in mind. As for the language points, they are presented and practiced with certain contexts and are related to students’ life as much as possible. This way of teaching language points is employed in the hope that students will find them easier to understand and retain, and that they can use some of them immediately in their everyday life. Then, the students are asked to read the dialogue and retell the passage respectively. Reading aloud is helpful for both the teacher and the students. The students can practice their pronunciation and intonation, while the teacher can have the opportunity to find their problems and correct them. Retelling is a solution to the problem of lacking chances to practice English outside class. This activity can train the students with this learning method. The teacher’s encouragement and facilitation are necessary to make the students feel the happiness of success, so that they may want to try more either in class or outside class in the future.

Generally speaking, the lesson went on quite smoothly. Since the answers to the comprehension questions were fairly obvious, the students seemed to have no difficulty with them. As for the practice of the language points, the students could respond fairly quickly with the help of pictures and prompts. Retelling the passage seemed difficult to students at elementary level. At first, the students doubted that they would be able to retell it. However, with the information on the blackboard and my help, the whole class managed to do it once. Unfortunately, because time was running out, I failed to let them practice in pairs and individually in class.

作者相关资料：

WRITER’S INFORMATION

NAME: Zhao Rong (赵蓉)

ADDRESS:

(English): Postgraduate 98

English Division

Foreign Languages Department

Beijing Normal University

Beijing 100875, China

(Chinese): 北京师范大学外语系英语专业98研 P.C.: 100875

篇3：八年级数学教学经验总结

传统的数学教材即使是学习成绩很好的同学也产生这样的疑问“我们为什么要学习这么深奥的数学呢?它们有用吗?”而现在教材举很多实际的例子, 不用教师费心说, 学生看题或在学的过程中已感知到数学在我们生活中发挥着重要的作用。

一、八年级学习内、外部环境的变化

1. 学科上的变化:

和七年级比较, 八年级开始添设几何和物理, 这两个学科都是思维训练要求较强的学科, 是直接为进入高一级的学科或就业服务的学科。

2. 学科思维训练的变化:

八年级各学科在概念的演化、推理的要求、思维的全面性、深刻性、严密性、创造性方面都提出了比七年级更高的要求。

3. 思维发展内部的变化:

思维发展从思维发展心理学的角度看已进入新的阶段, 即已经炽烈地、急剧地进入第五个飞跃期的高峰。这个“飞跃”期是否会缩短, “飞跃”的质量是否理想要靠两个条件: (1) 教师精心的指导; (2) 自己不懈地努力。

4. 外部干扰因素的变化:

八年级正是性格定型、幻想重重的年龄期, 常常表现出心理状态和情绪的不稳定, 逆反情绪发展。这给外部的诱惑和干扰创造了乘乱而入、乘虚而入的条件。不要因为这些妨碍学生正常地接受教师和家长的指导;破坏了学生专一学习的正常心理状态。要学会“冷静”、“自抑”, 把充沛的青春活力投入到学习活动中去。

二、八年级学法指导要点

1. 积极培养自己对新添学科的学习兴趣;

平面几何是逻辑推理、形象思维、抽象思维训练的体操, 平面几何学习的好坏, 直接影响学生的思维发展, 影响学生顺利地完成第五个思维发展飞跃。理化学科是学生将来从事理工科的基础, 语文的快速阅读和写作训练也在为学生今后的发展奠定基础。学生在生理上的浙趋成熟, 已经为学生自我培养广泛的学习兴趣和学科爱好创造了前提条件。但切记勿偏科, 初中阶段的所有学科都是学生和谐完美发展的第一块基石。

2. 用好“读、听、议、练、评”“五字”学习法, 掌握学习

主动权。读:读书预习;听:听课;议:讲议讨论;练:复读练习, 形成技能;评:自我评价掌握学习内容的水平。

3. 在评价中学习, 在评价中达标。

在评价中学习是指给自己提出明确的学习目标, 在目标的指导和鞭策下学习, 以利提高学习效率 (增加有效学习时间) 。“在评价中达标”是指只有进入“自我评价状态的学习”, 才能有效地达到学习目标, 强烈地自我追逐学习目标, 才能高质量、高水平的达到目标。回忆学生在进入考场前的几分钟强记强背的情境, 效率之高, 达标之快, 超过平时的十倍、百倍, 原因在于学生进入了“激奋的自我评价状态”。

4. 重视知识、题型积累, 更重视思维训练和能力发展。

我国科技发展、经济腾飞主要靠智能型人才和创造型人才, 要适应21世纪初人才需求的标准, 必须是既有知识, 又有能力, 会思考、会运筹的人, 怎样培养自己的能力呢?1) 在听懂双基知识点的同时, 着力弄清思路和方法;2) 学会变式地思考问题, 就是在研究问题的证与解的同时, 着力思考多解和多变, 自己编一些变条件, 变解答过程, 变结论的问题;3) 有目的地提高自己的动手能力。常言道:“动脑不动手, 沙地起高楼”, 新的见解, 常出于实践议练之中;4) 有目的地提高自己的特异思维能力, 不要只满足于教师讲的, 书上写的解法和证法。一题多解, 胜练十题, 特异思维的一次成功, 就是思维发展的一次飞跃。

在人才竞争日趋激烈的21世纪, 在创新教育蓬勃开展的今天, 社会对新教材充满了期望, 学生对教师充满了期待。我们相信, 在广大园丁的努力配合下, 新教材必将如新世纪第一缕和煦的阳光, 照耀着我国教育事业, 让那些充满灵性的心智焕发出无限的创造力。

参考文献

[1]参见D.A.Drennen, ed.A Modern Introduction to Meta-physics, New York:Free Press of Glencoe, 1962.此书是一本从巴门尼德到怀特海的著作选集, 按形而上学中的问题分类。

[2]罗小伟.中学数学教学论[M].广西民族出版社, 2000.

[3]李秉地, 李定仁.教学论[M].人民教育出版社, 1991.

[4]罗增儒, 李文铭.数学教学论[M].陕西师范大学出版社, 2003.

篇4：八年级听力教学英语教学经验论文

一、营造和谐氛围，扩大听的渠道

传统教学中听的活动一般局限在以句型、对话为中心的教学中，着重于语言形式的听辨和记忆，信息的输入量明显不足。而平时做的听力技巧专项训练，多是测试性题目，目的性太强，做得多了，很容易引起学生的疲倦、排斥、甚至反感，从而失去对听力的兴趣。现代语言教学理论认为，充分的、以理解内容为目的的语言输入是形成交际性听力，乃至决定整个语言学习成功的关键。

在课堂上，教师应该坚持尽可能地用英语教学，包括问候、课堂用语、评价、布置作业，并且也要求学生努力在课堂上尽可能说英语，不要担心学生做不好，事实证明，用不了多长时间，学生完全能听懂你的指令、要求，甚至还能学会你的一些用语。

给学生一个良好的语言环境，让他感到身处异域，而自己能应付自如地与人交流，从而获得一定的成就感。比如，在上课刚开始5分钟内，规定为“Free talk”自由对话时间，可安排师生对话，或同学间问答，对于表现出色的给予适当的评价和鼓励。这种训练形式灵活多变，而且不受课本限制，内容丰富，对学生来说是一种新的挑战。问答中，学生的情绪是紧张而兴奋的，能使他们迅速进入英语角色，沉浸在浓厚的英语氛围中。 课外，教师了应该鼓励学生积极地利用一切机会用英语会话，鼓励收听、收看一些少儿英语节目，以扩大自己的知识面，提高自身的听力水平。

二、创设情景，激发听的欲望

中学英语听力的培养宜视听结合，培养利用情景获取信息的能力。这里的视听结合是指利用实物、图片、简笔画，教师的动作、表情、投影等直观手段来创设情境，模拟情景。只有这样，才有利于提高理解和强化刺激，加深记忆。而不是边看文字材料边听，因为这种视听结合会助长听觉对书面文字的依赖，也不符合听的真实性。

比如，在教授新知识点时，应遵循由听——说——读——写的规律。首先应强调合书静听，不见文字，在一些情景（如课文图片）提示下，独立地听懂内容，再Open your book.检查你的听力效果如何。在教授一些新单词时，教师可以不直接告诉其发音、词义，而把它放在一些问答里，或一些短小的句子里介绍。如教“egg”教师可先“自言自语”：What‘s this？It’s an egg.Is this your egg？Yes，it‘s my egg. My egg is big.……然后提问What’s this in English？要求学生回答。学生可以脱口而出，而且因为是“听”来的，感到特别有新鲜感，记得也特别牢。通过创设一定的情景来呈现对话内容，既真实又生动，对学生理解和掌握对话有很大的帮助。在新授完一篇课文后，可要求学生来对它进行分角色表演，或者让他们自己发挥，根据情节需要，组成一段新的对话，并由表演者提出一些问题，要求观看的学生听后来回答。这样，带着目的听，充分调动了他们听的兴趣，有效提高了听力的效率。

三、教授一定方法，提高听力水平听力

作为一种直接听取信息的能力，在语文教学中是自然形成的，而在英语，作为我们的第二语言的教学中则需专门培养。授之以鱼不如授之以渔，教给学生一定的听力技能和技巧，还是很有必要的。一般有以下几方面：

1、识别技能，即识别语音、词汇、语法、语义等知识的技能。例如能辨别出听力材料中多数单词的词义，组合成的词组意义；同单词在此处的具体义项；能听懂对话里一些明显的连读、典型句型等。

2、预测能力，即对将听材料的语句成分的预料和内容情节的期盼和估计，以及根据上下文对熟悉或者没听清部分进行猜测，也就是根据所听材料进行推理、判断，得出结论的能力。比如，教完Shopping这个单元后，做听力练习，可先让学生预测一下，会有哪些方面的内容或问题，学生很容易想到会有Time，Who，How much，How about等方面的问题，如果听的过程中没听清买了什么，可鼓励学生根据下文的有关句子“How about this blue one？”“How much is the blouse？” ……推理判断出买了一件蓝衬衫。预测能力的培养，对刚接触英语的中学生特别重要。

3、抓主干，即通过听关键词、语调等手段来抓内容大意。因为事实上我们也只需要知道其主题大意，而不需逐字逐句，一字不漏地全部接受，那也是不可能的。教师可教给学生用摘录、画图等方法来做听力，特别是一些有地点、方位的内容，或者有比较性内容的短文，用这样的方法效果尤其好。例如：Tom is eleven.He‘s from England. He’s in Class 6.Tom‘s brother，Jim is twelve. He’s in Class 4.He‘s English，too.对这篇短文可摘录如下：

Tom 11 Class 6 English

Jim 12 Class 4 English

四、降低焦虑，减少情绪障碍

轻松愉快的心情与积极主动的情绪对提高听的效果非常重要。反之，学生不愿听，无兴趣听，或者担心听不懂面焦虑紧张，听力材料过难，语速过快，气氛压抑，听的效果自然不会好。所以，在日常的听力教学中，教师应做到以下几点：

1、听前介绍背景，或者出示画面，帮助学生熟悉材料，降低难度，还可设置悬念，以激发学生听的兴趣和动机。

2、选择合适的听力材料和适当的检测方式，减少“威胁感”。所选材料应注意知识性和语言的地道性，内容的难度，说的速度，语体等要适宜，以学生能听懂基本内容为前提。检测方式也要追求灵活多样，难易结合。

3、能宽容地对待学生在听的过程中出现的错误，多引导，多鼓励，少批评，决不可挖苦，嘲讽，使学生“轻装上阵”。

4、合理地把握听的时间，因为中学生注意力集中的持续时间短，易疲劳。所以听的时间不宜过长，而且应动口、动手、动眼相结合，以减轻疲劳。

5、创设舒适、优雅、轻松的学习环境，听力练习中如果能来一些轻柔的背景音乐，加上教师柔美真诚的鼓励话语，这样学生能不发挥最佳水平吗？

篇5：八年级思品教学经验总结

通常人们把教师看作是蜡烛、是人类灵魂的工程师。我从实践中也确实体会到人民教师是神圣的是光荣的。我努力适应新时期教学工作的要求，从各方面严格要求自己，能积极向同行老师请教，结合本校的实际条件和学生的实际情况，勤勤恳恳，兢兢业业，使教学工作有计划，有组织，有步骤地开展。立足现在，放眼未来，为使今后的工作取得更大的进步奠定了基础，现对本学期教学工作作出总结，我决心发扬优点，克服不足，总结检验教训，为取得更好的教学成绩努力工作。总体看，我能认真执行学校教学工作计划，把新课程标准的新思想、新理念和思品课堂教学的新思路、新设想结合起来，转变思想，积极探索，改革教学，收到很好的效果。为了克服不足，总结经验，使今后的工作更上一层楼，现对本学期教学工作作出如下总结：

一、注重课前教材的认真研读注重课前教材的认真研读注重课前教材的认真研读注重课前教材的认真研读，做到了解全面做到了解全面做到了解全面做到了解全面分析透彻分析透彻分析透彻分析透彻。认真备课，不但备学生而且备教材备教法，根据教材内容及学生的实际，设计课的类型，拟定采用的教学方法，并对教学过程的程序及时间安排都作了详细的记录，认真写好教案。每一课都做到“有备而来”，每堂课都在课前做好充分的准备，并制作各种利于吸引学生注意力的有趣教具，课后及时对该课作出总结，写好教学后记，并认真按搜集

每课书的知识要点，归纳成集。学期前我对整册书做了全面的了解和分析，注重知识的前后联系，注意结合我所教的年级同学的年龄特点和学习习惯制订了详细的教学工作计划。做到上好每一节课，搞清每节课的教学目标和教学重难点，做到充分驾驭课堂。留意从教学辅导材料中取经，吸取好的教育教学方法为我所用，注意写好每一节课的教学反思。力求一节课比另一节课精彩，力求将新课标理念渗透到课堂中来，力求让学生能在寓教寓乐中轻松学思品，让孩子们成为新课程改革的最佳受益者。

二、注意激发兴趣注意激发兴趣注意激发兴趣注意激发兴趣，引导学生主动参与思品学习。兴趣是最好的老师，如何引导学生有兴趣的参与到思品课的学习中来极为重要。本学期我利用生动形象的多媒体课件，创设情境，提出问题。让更多的学生感受到思品。注重让更多的学生参与到实践中来。为学生提供了主动参与合作交流的平台。调动学生学习积极性引导更多的学生全方位全过程的参与到思品课的学习活动中来，以逐步形成学生的思品知识和技能为出发点，以形成学生基本的思品思想和方法为精髓。增强上课技能，提高教学质量，做到线索清晰，层次分明，言简意赅，深入浅出。在课堂上特别注意调动学生的积极性，加强师生交流，充分体现学生的主作用，让学生学得容易，学得轻松，学得愉快；注意精讲精练，在课堂上老师讲得尽量少，学生动口动手动脑尽量多；同时在每一堂课上都充分考虑每一个层次的学生学习需求和学习能力，让各个层次的学生都得到提高。

现在学生普遍反映喜欢上思品课，就连以前极讨厌思品的学生都乐于上课了。

三、注重反馈，加强课后的练习与巩固。所学知识要想牢固掌握，光靠一节课的努力是远不够的，需要课后的联系与巩固才能检验出来。布置的作业不求多、杂，而力求精、细，要求学生能按质按量的完成，对于没有很好掌握的同学及时辅导，找出不足与疏漏，及时补救。注意布置分层作业，针对不同的学生布置难易不同的作业。注重调动多方资源，开展家长和老师助学生、好学生帮助差学生的活动，使得课后的练习与巩固得以有效的实施。虚心请教其他老师。在教学上，有疑必问。在各节的学习上都积极征求其他老师的意见，学习他们的方法，同时，多听有经验和学科带头老师的课，做到边听边想，学习别人的优点，克服自己的不足，并常常邀请其他老师来和学科带头人来听课，征求他们的意见，完善自己的思品教学方法。

四、做好课后辅导工作，注意分层教学。在课后，为不同层次的学生进行相应的辅导，以满足不同层次的学生的需求，避免了一刀切的弊端，同时加大了后进生的辅导力度。对后进生的辅导，并不限于学习知识性的辅导，更重要的是学习思想的辅导，要提高后进生的成绩，首先要解决他们心结，让他们意识到学习的重要性和必要性，使之对学习萌发兴趣。要通过各种途径激发他们的求知欲和上进心，让他们意识到学习并不是一项任务。而是充满乐趣的，从而自觉的把身

心投放到学习中去。这样，后进生的转化，就由原来的简单粗暴、强制学习转化到自觉的求知上来。使学习成为他们自我意识力度一部分。在此础上，再教给他们学习的方法，提高他们的技能。并及时的跟踪其学习方法和学习习惯，及时的走上学习的正确道路上来。

五、注重个别辅导，及时转化学困生。在平时的教育教学中，教师应坚持以表扬鼓励为主的正面教育，对于学困生做到多关心、不歧视、不放弃。让他们感觉到来自老师以及班级体的关爱。认真研究造成其学习的困难的根本原因，坚持对症下药。利用课余时间进行个别辅导，开展学生间、小组间的互助互学活动，逐步让一部分学困生随着年龄的增长、理解力的增强逐渐进步。充分发挥家庭教育的作用，让家长成为学生时时刻刻不变迁的小老师，竭力为孩子们营造良好的学习氛围以争取更大进步。

六、建立一定的奖励机制,促进学生积极向上。小孩子都爱听表扬和喜欢物质奖，特别对来自老师的奖，他们会觉得无尚光荣，老师只要觉得有进步的学生都要给予一定的口头奖和物质奖，为他们树立榜样，同样也会使家长更关心教育自己的子女，做到家长和学校还有社会一起来关注孩子们的成长。总之，我的思品教育教学工作还有不够完善之处，教学经验还很不足，需要不断向同行们请教学习。对于自己，我还需不断丰富自我，努力提高自我综合素质，力求做一名好的思品教育工作者和思品教育管理者，把新课标精神落到实处，营造好

篇6：八年级物理教学经验交流材料

我任教八年级5、6、7三个班的物理教学工作，这一学期已过去，从上学期的全县会考成绩来看，7班、5班的成绩较好，名列中心校一、二名，6班稍差一些，这次在中心学校的组织下召开教学经验交流会，取得这些微不足道的成绩实在是没有什么经验可谈，下面我就结合我平时教学中的一些体会和我在教学工作中的一些做法和诸位同仁进行交流，望诸位提出宝贵的意见和建议：

一、精心备课全面了解和把握新课程标准

课前认真熟读新课程标准及新教材，透彻理解并掌握新课程标准，制定具体的教学方案，在上每个一节课前，精心准备、认真备课，充分了解学生的学习状况，最大限限度的吃透教材，认真撰写教案，做到教学中有的放矢，不打无准备之仗。课前查阅资料根据学生的的基础制定教学方案、教学设计等。

二、加快课堂教学改革

为保证新课程标准的落实，我把课堂教学作为有利于学生主动探索的学习环境，把学生在获得知识和技能的同时，在情感、态度价值观等方面都能够充分发展作为教学改革的基本指导思想，把物理教学看成是师生之间、学生之间交往互动，共同发展的过程，积极进行了实验探索问题的实践。

三、狠抓学风认真落实教研常规

八年级学生两极分化比较严重、部分学生对学习失去兴趣，特别是难度较大的数理两学科。大部分学生由于是独生子女、留守学生比较娇惯，不少学生的学习和纪律都很不好。对此，我狠抓学风，在班级里提倡一种认真、求实的学风，严厉批评抄袭作业的行为。与此同时，为了提高学声的学习积极性，开展了学习竞赛活动，在学生中兴起一种你追我赶的学习风气。我从各方面培养学习兴趣，对那些基础太差后进生，我找他们来，了解原因，有些是不感兴趣，我就跟他们讲学习物理的重要性，跟他们讲一些有趣的物理故事，提高他们的兴趣；有些是没有努力去学，我提出批评以后再加以鼓励，并为他们定下学习目标，时时督促他们，帮助他们；给他们进行课外辅导。

四、创新评价，激励促进学生全面发展

怎样提高学生学习成绩，我把评价作为全面考察学生的学习状况，激励学生的学习热情，促进学生全面发展的手段，也作为教师反思和改进教学的有力手段，对学生的学习评价，既关注学生知识与技能的理解和掌握，更关注他们情感与态度的形成和发展；既关注学生物理学习的结果，更关注他们在学习过程中的变化和发展。抓基础知识的掌握，抓课堂作业的堂堂清，采用定性与定量相结合，定量采用等级制，多鼓励肯定学生少批评学生。

五、学习洋思教学经验,优化物理课堂教学

在以往的课堂教学中,“课内不足课外补”的现象非常普遍；“讲--练--磨”成为主要的教学模式。这种做法给学生带来沉重的课业负担，学习效率低、解题思路单一化成为教学中的顽症。减负增效的物理课堂教学改革已经迫在眉睫。而在教学中减负增效最为有效的办法就是：“先学后教，当堂训练”。本学期我灵活运用了“先学后教，当堂训练”的课堂教学结构，力求上好课，努力提高教学水平。

一学期来，本人认真备课、上课、听课、评课，及时批改作业、讲评作业，做好课后辅导工作，广泛涉猎各种知识，形成比较完整的知识结构，严格要求学生，尊重学生，发扬教学民主，使学生学有所得，不断提高，从而不断提高自己的教学水平和思想觉悟，并顺利完成教育教学任务。