任鸿建 教学反思.doc

A self-reflection for high school grammar teaching对一堂高中英语语法课的反思 I、The importance of grammar teaching Grammar teaching is an important component part of English teaching, which is charged with the task of cultivating language skills and improving communication ability English skills including listening, speaking, reading and writing four aspects, four and grammar have close relations, grammar have generated force, learn a grammar rules can produce infinite sentences. So, to master the grammar is an important way to improve English language skills. Therefore, we must pay attention to grammar teaching in English teaching, exploring teaching method, to improve the quality of grammar teaching, to improve the overall levelII、Task-based teaching of grammar Task-based teaching emphasizes on learning in doing, namely advocate the teachers according to the teaching content, creative design of all kinds of task activity, let the students learn to do things in English, and in the process of doing things, learning a language form the comprehensive ability of using language.Ordinary high school English curriculum standard explicitly mentioned: teachers should guide students to active learning, help them form to ability development for the purpose of study way, encourage students through experience, practice, discussion, and explore the way of cooperation, the development of listening, speaking, reading and writing comprehensive language skills. Be independent learning for the students with space and time, so that the students have the opportunity to through the thinking, reasoning and inductive activity of thinking in English to analyze and solve problems, to gain experience, enhance self-confidence, and improve ability. Learn through the design of rich and colorful class inside and outside activities, so that the students in the process of communicative activities form a communication strategy.However, there are still some teachers stick to the traditional grammar teaching idea, will be a lot of class time is used to teach grammar knowledge, ignore students subjective initiative. The above approach to the demands of the new curriculum is the opposite.Correctly understand new course spirit, therefore, optimizing grammar teaching method, avoiding extreme, grammar teaching is an important aspect of English grammar teaching reform. Here I will combine English grammar lesson to talk about a little inspiration.III、A case and reflection of grammar teaching 1Teaching background（1）Type of lesson: GrammarContents: Grammar: The Present Continuous Tense expresses future actions（2）：Analysis of the teaching materials：New Senior English For China Students Book 1 Unit3 is the topic of Travel Journal, reading class Journey Down the Mekong tells the story of Wang kun and Wang weis bike Travel dreams and plans, describes what they have done For the tour, to select the Travel route and their understanding of the Mekong river is by looking at map. And Learning about language is divided into two parts, and the second part is the grammatical items, which are mentioned in the present continuous tense of Warming - up, said the use of the future. The first item, let students pay attention to the verb in the sentence, let students experience for further usage in the future. The second item, through completion dialog to let the students can apply what they have learned in practice grammar. The third item lets the student in the absence of provisions of free application, to master the grammar.（3）Design of teaching goal： Teaching content：New Senior English For China Students Book 1 Unit3, Grammar: The Present Continuous Tense expresses future actionTeaching objectives：1. Instructional objectives At the end of this lesson, students should be able to1) Language knowledge:A. Be familiar with The Present Continuous Tense for future useB. Use structures:a) To use The Present Continuous Tense to describe a future action b) To use The Present Continuous Tense to make a plan2. Educational objectives 1) Arouse students interest by using pictures 2) Help them to build confidence by encouraging them to communicate with others in pair work or group work.3. Personal objectives 1) Use some simple English words to guide students. 2) Teach grammar using a lot of pictures and tasks.（4）Analysis of the students：This is the first semester for freshman. My students English foundation is weak; the average score is 50 points or so, and few students can speak English, but the enthusiasm of students learning English are relatively high. 2A case of grammar teachingTeaching method: Presentation, Practice, ProductionTeaching procedure: All in the given teaching plan(详见教案)IV、Self-reflectionI prepared enough for this class; also asked for the advice of peers in the group. I deeply feel: students creativity is unlimited, and they are fully capable of using English to express their thoughts or opinions. Teachers should do everything possible to create situations for students, so that they strive to good English class thinking well, saying easily, doing actively.The public class follows the task-based teaching in the principle of learning by doing, give students more class time, fully exert students initiative and creativity, make them through experience, practice, and explore the way of cooperation, comprehensive development of students listening, speaking, reading and writing and other language skills; Class content is close to the students learning and life, which can greatly improve the students enthusiasm and desire; Class design of each task has a clear purpose, layer upon layer propulsion; Classroom activity form is varied, including performance task, display task and observation, etc.; From the effect of classroom, students can improve the practical ability to use language, to achieve the ultimate goal of teaching.At the same time in the teaching practice, I gradually realized that grammar teaching should deal with the following three relationships:1. The teachers teaching and the relationship between the students learning. Teachers should pay more attention to teach students learning method, not only taught language knowledge.2. The relationship between the happiness and learning. Designing activity is to give full consideration to the students emotional attitude, try to let students learn in joy, but moderation.3. The relationship between the process and result. Task-based teaching requires teachers in teaching should not only focus on the results of the study, but also pay attention to the learning process. Process is found that the problem students, students complete the task to analyze and solve problems. I think to do the above three points, the key is: design content need to be able to arouse the enthusiasm of them; Let them in their spare time to prepare for certain; Make them form the habit of mutual aid and cooperation. Teachers should always carry out the teaching need art at the same time, to wit, requires innovation, based on the teaching material and not constrained by materials of the new teaching idea.I thought the above design changed the traditional classroom teaching mode, not only the attention to guide students to master the language knowledge, but also pay more attention to the students ability of language use, which can let students use the language form in specific occasions and situations to achieve communicative purposes; Neither from the teaching material, and is not limited to the teaching material. But, in the practice of teaching but there have been some inefficient phenomenon, worthy of reflection.1. The attention to the underachieverTwo students of cooperative learning activities and group discussion to enhance the students participate in learning activities, but mostly language expression ability of the students in speech, in the report on behalf of the team; while some students used to be the audience, with little or no personal opinion, who are indifferent to the language learning activities gradually.Reflection: this phenomenon is close to teachers teaching way. Many teachers like calling good students to answer the question, but also for their affirmation and praise, gradually, the basis of poor students are used to do passer-by. A famous Japanese psychologist once said: every child in their huge