第一篇：教學反思英文版(附教案)

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.In order to avoid the one-sidedness of comprehension, I gave students more time to read and practice.Ⅱ Students’ learning process 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.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.

第二篇：教學反思英文版(附教案)

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 Zhong Pingping December 12th, 2006 8A Unit One Main Task teaching plan Zhong Pingping from Dafeng 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.

第三篇：教學設計(附教學反思)

《答謝中書書》教學設計（附教學反思）

張洪學校 李彬

一、教學目標：

1、反復誦讀，再誦讀中體味文章的意境。背誦并默寫課文。掌握常用文言詞語，理解文意。

2、品味、積累寫景的優美語言。

3、理解作品意境，體會文中蘊含熱愛自然的思想感情。

二、教學重點：

1、背誦并默寫課文。

2、品味、積累寫景的優美語言。了解以聲襯靜、動靜結合、借景抒情的寫作方法。

三、教學難點：理解親近自然歸隱山林的志趣，體會文中蘊含的熱愛自然思想感情。

四、教學方法：

1、借助注釋工具書了解課文大意。

2、查閱資料，了解陶弘景的生平。

五、課時安排：第一課時

六、教學過程：

（一）導入新課

大自然是崇高的、卓越而美麗的。它煞費心機，創造了世界。我們無不為雄奇險拔、清幽秀色所陶醉。古人說：仁者樂山，智者樂水。高山大岳，千流百川，曾引無數文人墨客的無限情思，就請你細細品讀陶弘景的寫景小品文《答謝中書書》，讀完后你一定會覺得江南的山水真是一幅清麗的山水畫，是一首流動的山水詩呢！

（二）作者及寫作背景

1、學生交流所查到的資料，教師補充。

陶弘景——南北朝時期的思想家、醫學家和文字家。又被稱為“山中宰相”。他的《答謝中書書》，描繪山川秀美，清新簡淡，為歷代寫景名作。

“山中宰相”——齊高帝曾經召他進宮陪伴太子讀書。后來，陶弘景遠離塵世，隱居句曲山（今茅山）。他精通陰陽五行、山川地理、天文氣象。梁武帝繼位后，他“禮聘不出”。因此，每逢有兇吉、祭祀、征討大事，朝廷都要派人進山向他請教，故稱他為“山中宰相”。陶一生好松。每當輕風吹拂松枝，發出“沙沙”的聲響時，他就象聽到仙樂一樣如癡如狂。有時，他竟一人進山，專去聽山野松濤之聲，人又稱之“仙人”。

多媒體顯示：陶弘景（452～536），字通明，南朝梁時丹徒秣陵（今江蘇省江寧縣）人。他曾經擔任諸王的侍讀，因看透了混濁的人世，后隱居句曲山，可是“國家每有吉兇征討大事，無不前以咨詢，月中常有數信，時人謂為‘山中宰相’”。謝中書即謝征，字元度，陳郡陽夏人，曾作中書鴻臚，所以稱之為謝中書。陶弘景給謝征的這封回信，稱道江南山水之美，筆籠山川，紙納四時，文辭清麗，為六朝山水小品名作。

南北朝時，因政局動蕩，矛盾尖銳，不少文人往往遁跡山林，從自然美中尋求精神上的解脫。因而他們在書信中常常描山繪水，表明自己所好，并作為對友人的安慰，如吳均的《與顧章節》《與朱元思書》、陶弘景的《答謝中書書》都屬于此類。這類作品雖沒有表現積極進步的政治觀點，但卻以其高超的藝術筆力，創作了具有相當美學價值的精品，具有較高的鑒賞意義。

2、文體簡介

書，即書信，古人的書信又叫“尺牘”或曰“信札”，是一種應用性文體，多記事陳情。

（三)指導學生朗讀課文，整體感知文意

1、教師指導學生朗讀課文，要求讀準字音，讀通文句，讀出節奏、韻律、情調。

教師提示朗讀節奏： 山川/之美，古來/共談，高峰/入云，清流/見底。兩岸/石壁，五色/交輝。青林/翠竹，四時/俱備。曉霧/將歇，猿鳥/亂鳴；夕日/欲頹，沉鱗/競躍。實是/欲界之仙都。自/康樂/以來，未復有/能與（yu）其奇者。

（1）多媒體顯示優美的山水圖畫，配樂朗誦，學生聽讀，掌握字音、節奏。

（2）反復朗讀課文。（學生大聲朗讀，選一學生讀、學生齊讀，品味四字句的節奏。

2、學生自由讀課文，對照注釋，借助工具書，理解文句，整體感知文意。

（1）學生讀課文，口頭翻譯課文，畫出疑難句。

（2）班級交流，教師補充并檢查掌握情況

（3）再次朗讀課文，鞏固理解。解釋下列詞語

（1）五色交輝：這里形容石壁色彩斑斕。五色，古代以青、黃、黑、白、赤為正色。交輝，交相輝映。（2）四時：四季。（3）歇：消散。（4）夕日：夕陽。（5）頹：墜落。（6）沉鱗：潛游在水中的魚。鱗，指代魚。（7）欲界：佛教指沒有擺脫世俗的七情六欲的眾生所處的境界，即人間。（8）康樂：指謝靈運，東晉人，是謝玄的孫子，襲封為康樂公，故稱之為謝康樂。（9）與：參與，這里指欣賞。（10）奇：指奇山異水。

全文翻譯： 山川景色的美麗，自古以來就是文人雅士共同贊嘆的啊。巍峨的山峰聳人云端，明凈的溪流清澈見底。兩岸的石壁色彩斑斕，交相輝映。青蔥的林木，翠綠的竹叢，四季長存。清晨的薄霧將要消散的時候，傳來猿、鳥此起彼伏的嗚叫聲；夕陽快要落山的時候，潛游在水中的魚兒爭相跳出水面。這里實在是人間的仙境啊。自從南朝的謝靈運以來，就再也沒有人能夠欣賞這種奇麗景色了。

（四）理清思路，指導學生背誦。

明確：全文可分三部分。

（一）、“山川之美，古來共談”總領全文。

（二）、中間的寫景部分，先仰視“高峰入云”，再俯瞰“清流見底”，再平視“兩岸石壁”“青林翠竹”，最后分“曉”與“夕”兩層來

（三）、最后以感嘆總括前文。

（五）研讀書信

講解

（一）、：文章第一句起了引言的作用，看似平常，卻給人一種啟示：被世人譽為“山中宰相”的作者，對山川之美定有一番獨到的見解。作者所寫的是其隱居地——句曲山。可以想見，這里的山水，作者早已熟諳心中，而凝聚于筆端的定是反復觀賞、飽覽勝景后的精辟之見。

講解

（二）：

1、山水相映之美。山的峻峭，水的明麗。水的動勢給山增加了活力，山的倒影給水鋪上了異彩，二者相映成趣。

2、色彩配合之美。兩岸石壁，五色交輝；青林翠竹，四時俱備，藍天作背景，綠水為襯托，絢麗動人，美不勝收。

分析：這三句是寫靜景，寫得形色俱備，精彩紛呈。作者先以“入云”表示山之高峻與雄偉，以“見底”表示水之清澈與透明，一仰一俯，視野開闊，山水盡收眼底。接著移步換景，由清流而寫兩邊的景物。可寫之景物必定多不勝數，但作者抓住其色彩給人以具體的視感：五彩繽紛的石壁，郁郁蔥蔥的樹林，碧綠青翠的竹園。一年四季，景物之茂盛，色彩之斑斕，足以讓人大飽眼福。以此突出江南景物特點。

3、晨昏變化之美。清晨白霧繚繞，似煙似縷，猿啼鳥鳴生機勃勃；傍晚紅日西沉，山色蒼茫，飛鳥歸林，猿猴息樹，游魚躍水。

分析：這一句是動態描寫。所寫之動態，時有朝暮之分，地有山林水泉之別，可謂多姿多彩，豐富無比。這里有晨霧將散時的山猿啼叫，林鳥相鳴；有夕陽斜照下清流中的游魚出沒，競相跳躍。表現了萬物一派生機勃勃的景象，襯托這里大自然的無限美好。

4、動靜相襯之美。高峰為靜，流水為動（形體）。林青竹翠為靜，五色交輝為動（色彩）日出霧歇為靜，猿鳥亂史鳴為動；日落山暝為靜，游魚躍水為動（聲響）。

總之，先仰視“高峰入云”，再俯視“清流見底”，又平看“兩岸石壁”“青林翠竹”，最后又分“曉”，“夕”兩層來寫，一句一景，一景一意，次第井然。同時注意了色彩的配合、晨夕的變化，動靜的結合等。

講解

（三）、最后，作者以感慨收束，自己置身于此景——高峰、清流、石壁、翠竹、曉霧、夕陽、猿鳥、沉鱗等景物之中，能不發出由衷的贊嘆嗎?難怪作者以“人間仙境”譽之。作者似乎還意猶未盡，于是又舉出詩人謝靈運。表示自從謝靈運以來，沒有人能夠欣賞它的美妙，而作者卻能夠從中發現無盡的樂趣，帶有自豪之感，期與謝公比肩之意溢于言表。

小結：陶宏景的《答謝中書書》，寫的是普通的山川之美，他狀寫高峰清流、石壁清林，描摹日光的色彩變化和猿鳴魚游，都是一些常見之景，但寫得清麗自然，自有一股渾然天趣，表露自己居身其中的歡樂、愉悅、悠然自在之情。

（六）想想此文表達了作者怎樣的感情？

古人善于從一川一坳之中發現地理形勝之美，在對美的描述之中表達其中的適己之意。這是作者寫給梁中書鴻臚謝征的一封信。信中以清麗的文辭，極力稱道江南山水之美，表達了作者親近自然的喜悅，抒發了對這些秀麗景色的酷愛之情，（全文表達了作者沉醉山水的愉悅之情和與古今知音共賞美景的愜意之感。）為六朝山水小品名篇。

七、佳句運用

本文四字寫景句非常多，試最大化地運用或改用它們說一段話來描繪景物，看誰用得多，用得好。

高峰入云，清流見底。兩岸石壁，五色交輝。青林翠竹，四時俱備。

曉霧將歇，猿鳥亂鳴。夕日欲頹，沉鱗競躍。

兩岸連山，略無闕處。重巖疊嶂，隱天蔽日，夏水襄陵，沿溯阻絕。

春冬之時，素湍綠潭，回清倒影，懸泉瀑布，飛漱其間，清榮峻茂，良多趣味。

晴初霜旦，林寒澗肅，高猿長嘯，屬引凄異，空谷傳響，哀轉久絕

八、作業布置

1、抄寫背誦默寫

2、你最喜歡文中哪一幅畫面，寫一段賞析文字。

九、板書設計

答謝中書書

陶弘景（南朝）

總------共談山水特色：美

分------具體描繪手法、角度

山水相映之美

（靜態、形體）（仰視俯視）

動靜相襯之美

色彩配合之美

（靜態、色彩）

（平視）

晨昏變化之美

（動態、聲響）（聽覺視覺）

總------感慨收束，其與謝公（謝靈運）比肩之意

抒發親近自然的喜悅之情，古今知音共賞愜意之情

十、教學反思

1．本文是一篇山水小品文，篇幅短小，從理解到寫法總結都難度適中。2．第一課時重在引導學生理解文章，這一目標完成。

3．本節課個別學困生沒有完全參與到課堂活動中來，沒有明顯的提高。4．因為將重點放在了課文理解上，所以寫法總結有點倉促。

第四篇：教學反思怎么寫附

反思一是對自己的教學予以肯定，同時又是同自己“過不去”，挑自己的刺，使自己以后的教學更完美。下面是由學優小編為大家帶來的關于教學反思怎么寫的文章，希望能夠幫到您!

葉瀾教授曾指出：一個教師寫一輩子教案不可能成為名師，如果一個教師寫三年教學反思，就有可能成為名師。一個好的教學反思是對教育教學事件的深入剖析，傳遞給人們一種價值選擇，以期引起自己或他人的思考。所以，教學反思的寫作是提高教師素質的重要途徑。反思，是教育科研的本質，更是教師專業發展的關鍵。本期我們就如何寫好教學反思做一些探討。

一文體結構

建議把“教學反思”看成“一事一議”的實用性議論文。其寫作結構可以概括為“教學實例――得失(成敗)分析――理性思考”，第一、二部分是“反”，第三部分是“思”。第三部分是重點，應詳寫，盡量寫出深刻的切實可行的方案策略。

一般來說，首先敘述具體的教學活動(應簡略些)，接著分析在這一活動中自己的成敗得失之處，最后針對成敗得失，結合新課程、新理念談自己的思考和感悟。

二、寫作內容

大致可以從以下五個方面選擇來寫“教學反思”：

1、寫成功之處

如教學過程中達到預先設計的教學目的、引起教學共振效應的做法;課堂教學中臨時應變得當的措施;層次清楚、條理分明的板書;某些教學思想方法的滲透與應用的過程;教育學、心理學中一些基本原理有意使用的感觸;教學方法上的改革與創新等等，把他們詳細得當地記錄下來，供以后教學時參考使用，也可在此基礎上不斷地改進、完善、推陳出新。

2、寫不足之處

即使是成功的課堂教學也難免有疏漏失誤之處，對它們進行系統地回顧、梳理，并對其作深刻的反思、探究和剖析，使之成為今后再教學時的參照物。

3、寫教學機智

課堂教學中，隨著教學內容的展開，師生的思維發展及情感交流的融洽，往往會因為一些偶發事件而產生瞬間靈感，這些“智慧的火花”常常是不由自主地突然而至，若不及時利用課后反思去捕捉，便會因時過境遷而煙消云散，令人遺憾不已。

4、寫學生創新

在課堂教學過程中，學生是學習的主人，學生總會有“創新的火花”在閃爍，教師應當充分肯定學生在課堂上提出的一些獨特的見解，這樣不僅使學生的好方法、好思路得以推廣，而且對學生也是一種贊賞和激勵。同時，這些難能可貴的見解也是對課堂教學的補充與完善，可以拓寬教師的教學思路，提高教師的教學水平。

5、寫“再教設計”

一節課下來，靜心沉思：本節課摸索出了哪些教學規律;教法上有何創新;知識點上有什么新發現;組織教學方面有何新招術;解題的諸多誤區有無突破;啟迪是否得當、訓練是否到位。及時記下這些得失，并進行必要的歸類與取舍，考慮一下再教這部分內容時應該如何做，寫出“再教設計”，這樣可以做到揚長避短、精益求精，把自己的教學水平提高到一個新的境界和高度。

三、寫好教學反思的方法

1、從懷疑處反思

從懷疑處尋求問題，至少產生兩個角度以上的思考。如：教學方法的使用是否科學。從“是”與“否”兩個角度，還可以延生出怎么“更科學”，怎么才能避免“不科學”等舉一反三的思考。

2、從轉換立場處反思

一個教學細節，從教師、學生、家長的角度來看也會不同，細究之，從學生的不同層次來看也是如此。因此，反思中，要有機地尋求轉換立場，多角度來“包圍”反思主題，才能增強反思的深度與客觀性。

3、從轉換知識系統、學科領域處反思

綜合實踐、跨學科教學實踐是課程標準的新理念。因此，反思有時也應從轉換知識系統、學科領域來尋求不同的答案。

4、轉換時空處反思

環境、時間的變化影響了人們的認知。每個教學細節都有其發生、發展的時空特性，一堂課、一個教育教學過程的成功與失敗都有諸多偶然因素，不要因為成功或失敗就放過或忽略潛藏其中的問題。

5、從假設性問題處反思

注重思維的設計性是培養創新思維的要點。假設是邏輯思考的重要方式。一種假設就代表一種新思維、新概念，甚至能產生與已有的問題相悖的結果。反思中提出一個假設，就可能是在發現問題后尋找到的解決問題的一把鑰匙。

6、從聯系對比處反思

對比體現差異，聯系體現銜接，通過橫向、縱向的聯系、對比，我們就可以從中發現許多新的問題。

7、從事物本質處反思

哲學是所有科學的基礎，心理學、教育學是教育科學的基礎。要學會做更深層次的反思，就必須掌握哲學原理，學習心理學、教育學知識，才能使“反思”更全面、更科學、更客觀，才能提高“反思”的含金量。

四、寫教學反思的注意點1注意反思的“落腳點”

教師們多數處于實踐研究層面，因此要重視發揮自己的優長，找準“反思”的落腳點。首先要做好個人教學能力與教學風格的自我反思，如課堂教學設計是否過于單一，教學組織是否有序，激勵獎懲是否得法，課堂氛圍是否和諧。通過一番自我“反思”，明確自己“反思”的中短期目標、方向;其次“反思”要有結合實際教育資源意識，如學校環境、辦學條件、學生實際等，有了實際的教育資源意識，“反思”才能實事求是，才能因地制宜。

1、注意反思的“系統化”

一堂課、一個教學細節都是反思的因子，但“反思”并不是僅僅只是為了一堂課或一個教學細節，而是為了更好地改造我們整個的教學理念，教學思維，說到底是提高教育教學的生命活力。因此，要做好反思還必須具備系統化意識。所有的學科都由若干的子系統組成，都有其內在的規律特征與傳統經驗積累，只有進行“系統”的反思、實踐，才能提高整體教學能力，才能提升自己的教育思想境界。

2、注意反思的“實踐性”

新課標是一種理念，實踐是在理念的指引下進行的，理念又是在實踐的論證下發展的。“反思”的目的就是為了改造教學實踐，在實踐中體現價值。

3、注意反思的“發展性”

經驗的積累與知識能力的更新，對于新時期的老師來說，都是非常重要的。因此，反思不僅僅只是對教學實踐的反思，還應該有對“反思”的“再反思”，反思后的再學習，學習后的再反思。

【范文】

《兩只鳥蛋》教學反思

《兩只鳥蛋》是一首兒童敘事詩，講述了一個小朋友從樹上取下兩只鳥蛋到送還鳥蛋的事。在這首小詩里，我們能看到孩子在母親的啟發下，幼小的心靈里萌生出對生命的珍愛，對小鳥的關愛，對大自然的熱愛。

教學語言比較零碎，語言缺少感染力。聽了周老師老師執教的《富饒的西沙群島》，覺得周老師言簡意賅卻富有激情的教學語言非常值得自己學習，然而“冰凍三尺，非一日之寒”，自己本身語言功底不深，常常是“縱有千般深情”，通過自己的語言表述出來，卻是蒼白無力。所以，自己的教學語言，還有待錘煉。我反省了這節課自己不足的原因。

之一：讀的形式比較單一，讀的力度不夠。

在一教中，我多采用自由讀、指名讀，齊讀、男女生賽讀、分組讀這些朗讀形式，對低年級的孩子們來說，相對單一了一些。而對于“兩只鳥蛋就是兩只小鳥”這一教學難點，沒有通過各種形式的反復朗讀讓學生來領會，所以造成學生對于“小男孩送還鳥蛋就是愛鳥的體現”這一點未能完全理解。在二教中，我盡管增加了教師范讀、配樂朗讀、推薦讀得好的同學示范朗讀，而且盡量給每次的朗讀都確立了目標，效果還是不夠理想，主對學生朗讀水平估計過高，在教學第一課時時，在識字教學上花費時間多了，在初讀和再讀課文的環節花費時間少了，導致學生朗讀還沒有達到“正確、流利”的程度，就直接進入了“精讀悟情”的環節。所以，在教學中需要深入把握學生學情，抓關鍵詞語“焦急不安”、“小心地”、“連忙”、“輕輕地”等詞語反復體會來突破難點。針對學生的情況循序漸進地指導朗讀，讓學生從最初的“讀準字音、讀通課文”到讀得“正確、流利”到“讀出味道、讀出情感”乃至達到最后的“熟讀成誦，瑯瑯上口。”

之二：情境創設不到位。

我說的情境創設不到位，除了我前面說的自己語言創設情境不到位，還有方法和時機不到位。在二教中，我原本設計了在課前導入時播放小鳥破殼的視頻讓學生來理解“兩只鳥蛋就是兩只小鳥”這個問題,從而讓學生感知生命的可貴與神奇。

在課前導入時，在課件出示的小鳥快樂飛翔畫面和小鳥歡唱的音樂中讓學生圍繞三個問題交流“喜歡小鳥嗎?為什么?你知道小鳥是怎樣出生的嗎?”如此費心創設教學情境的設想在具體實施時卻遺漏了一個重要環節：問學生“喜歡小鳥嗎?”學生興致盎然地紛紛回答“喜歡!” 學生的胃口被吊起來了，我卻沒有了下文，因為我把“為什么喜歡?”這個問題漏掉了，而讓學生交流這個問題，就是為了喚醒學生對鳥兒的聲音、形態、顏色等印象，喚醒孩子們對大自然界的精靈―小鳥的喜愛之情。由此自然過渡到“小鳥是怎樣出生的?”把對小鳥的喜愛進而轉化為對鳥蛋的喜愛，為下面的朗讀作鋪墊。

還有在教學“媽媽看見了，說：‘兩只鳥蛋就是兩只小鳥，鳥媽媽這會兒一定焦急不安’”這段(第二小節)時，我讓學生結合自己的實際說說自己為什么事情焦急不安過?從而理解“焦急不安”這個詞語的含義，然后說說鳥媽媽是為了什么事情焦急不安?是因為丟失了自己最心愛的寶貝)這時我讓學生閉上眼睛想象鳥媽媽焦急不安的樣子，說一說，然后課件出示鳥媽媽丟失了寶寶凄厲慘叫的情形，再讓學生讀媽媽對小男孩說的話“兩只鳥蛋就是兩只小鳥，鳥媽媽這會兒一定焦急不安”。

倘若我在這時能抓住時機有效創設情境：“媽媽擔心鳥媽媽丟失了寶寶著急所以就對小男孩說……”(一讀媽媽說的話)“媽媽擔心鳥媽媽丟了寶寶難過所以對小男孩說……”(再讀媽媽說的話)“媽媽擔心鳥媽媽丟了寶寶傷心所以對小男孩說……”(三讀媽媽的話)這樣在反復的朗讀中不但讓學生深入理解了“兩只鳥蛋就是兩只小鳥”，也理解了鳥媽媽的焦急不安，更為學生理解下文中小男孩送還鳥蛋的愛鳥行為打下了伏筆，使教學環環相扣。我錯過了這兩個創設情境的重要時機，所以把本該入情入境的朗讀感悟變成了機械重復的朗讀。

但是在難點的突破上我課前預設不足，沒有有效達成目標。在看圖展開想象時，很多孩子都說出了圖中的景色：“看到了藍天、白云”、“看到了大樹”、“看到了鳥媽媽”……于是我提問“仿佛”可以換成什么詞，我覺得這對學生沒有難度，就把它作為一個階梯，引導學生想象。但是在實際的操作中，學生不能準確地說出它的意思，還是回答了剛才的答案。我有些著急了，說了一個句子幫助理解“仿佛”，但是很遺憾，孩子還是沒有明白意思，反復請了幾個孩子都讓我失望了，終于有一個孩子說出了“仿佛就是似乎的意思”我松了口氣，又補充了“仿佛也可以換成好像。”但是對文本內容學生還是沒有深入理解，我卻在這里停止了。直接出示畫面，代替學生說“我仿佛看見了鳥兒在花叢中歌唱，在樹上快樂地捕食，在樹枝上無憂無慮地嬉戲，在藍天上自由地飛翔。”

我覺得正是自己對學生的預設不足，課前沒有備足學生，才導致課堂生硬缺乏學生思維的火花。在學習第四節時，我可以先承接上一節引導學生想象，現在兩只鳥蛋正舒舒服服地躺在鳥窩里，你猜，在鳥媽媽的孵化下，過幾天這兩只鳥蛋會怎樣?雖然它們現在還是蛋，但我們可以想到，(放鳥叫聲)聽!――說說你仿佛聽到了什么嗎?(擊出示鳥兒在藍天中飛翔圖)看!――說說你仿佛看到了什么嗎?然后邊讀邊想象，把自己當作小男孩讀詩歌第四節，再播放幻燈展示鳥兒自由生活的畫面、人與鳥和諧相處的照片進一步激發孩子熱愛鳥類、熱愛自然的情感，從而引導有感情地朗讀。

第五篇：8.節余多少錢教學反思(附教案)

節余多少錢

教學目標

1、掌握兩位數乘一位數的口算方法，經歷多種算法的過程，并能正確計算。

2、理解乘法的意義，能用乘法知識解決簡單的實際問題。

3、在具體情境中應用乘法，感受數學在實際生活中的應用。教學重點：掌握兩位數乘一位數的口算乘法。教學難點：兩位數乘一位數（進位）口算。教學準備：教學掛圖、磁力板、圖片、膠卷 教學課時：1 教學過程： 一：激情引入。

親愛的同學們，2009年，我國進城務工人員總數約二億三千萬人，城市建設和發展離不開他們的辛勤勞動。今天我們來看看這一家人是如何節錢的。

二．探究—合作—交流

1、探索兩位數乘一位數不進位的乘法口算方法（1）引導學生觀察圖，你能發現哪些數學信息？

（2）分析數學信息，并根據這些信息提出自己最感興趣的問題，在小組之間交流。

（3）以小組形式反饋問題，有能力的同學可以幫助解決。（引出問題“八月結余了多少錢？”）

（4）探究“八月結余了多少錢？”這個問題，學生用自己喜歡的方法進行計算，之后和小組交流。

師：你會列式解答嗎? 學生先獨立列式計算800+185-745或800-745+185，再在小組里交流自己的計算方法，然后匯報。

（5）學生匯報，教師板書。交流中教師鼓勵算法不同的同學。對于帶有一般性的計算方法應引導學生予于關注。三．實踐應用，拓展延伸

1、完成“練一練”的第1、2題。（先讓學生獨立計算，再讓學生說說解決問題的不同方法）

四．評價：學生對這節課的學習，對自己、同學所學到的知識進行總結評價。課后反思：

1.在日常教學中，注重學生合作探究意識的培養，學生初步形成了小組合作 研究的能力，因此本節課我根據教學內容的特點和班級學生的學習情況，主要采用小組合作、自主探究的方式，讓學生在活動中體驗和感悟數學思想，一一對應和利用倍數關系等多種不同的解決問題的策略；整節課學生討論、操 作、總結、匯報，并及時補充、糾正，教師只從旁點撥并進行積極意義下的評價，真正把學習的主動權還給學生，使他們敢想敢做敢說，生生之間形成良性 的互動，突出了學生的主體地位，關注學生個性的發展，為學生提供了自主發 展的空間，培養學生自主探究的意識和合作學習的能力。

2.有效的“數學學習”是新課程數學教學的核心。本課在小組合作學習過程中，學生的分工合作能力還存在一定的不足，存在話語霸權，個別生不積極 參與，組長分工不夠合理等現象。解決這個問題的關鍵除了提高小組長的組織 管理能力之外，還要完善合作學習評價機制，包括評價的方式、方法、標準，教師的評價語言等。

3.本課的另一個不足之處是小組合作完成集合圖之后，進行全班匯報 時，我有意識地引導學生對小組分工方法進行了評議，花費了一定的教學時間，這樣勢必縮短學生數學思考以及自主探究的時間，影響課堂教學效率。關于小組合作能力的培訓可以放在課后充分地開展。