The type of teaching reflection can be vertical reflection, horizontal reflection, individual reflection and collective reflection, etc., the method of reflection can be action research method, comparative method, summarization method, dialogue method, video method, archive method and so on. Below I bring you a summary of post-course reflection, more post-course reflection summaries please click " Teaching Reflection " to see.

Post-lesson Reflection Summary 1

The teaching of this lesson embodies the spirit of the new standards, and successfully accomplished the original teaching objectives. Reflecting on this lesson, I think I have done the following:

First. Teaching objectives are reasonably designed, the breakthrough method of the key points is appropriate, the teaching level is clear, interlocking. The teacher's language is concise and emotionally engaging, which ensures the quality of the music class.

Second. This lesson focuses on the new standard of the appreciation class "listening" requirements, emphasizing the music class to improve the ability to listen to the center. Although this piece of music is long, but the teacher still designed a "whole - part - whole" listening and appreciation of the teaching steps to ensure that the students fully listen to the time, so that the students feel better The first step is to make sure that the students have enough time to listen to the music, so that they can feel the mood of the music better and complete the teaching goal more solidly.

Third. The first step is to give students the opportunity to participate in creative music activities and cultivate their sense of innovation. To this end, the teacher designed a "name for the music", "improvise lyrics to sing", "silk rods to show the changes in the elements of music," " The "New Year's Eve" scene is a lively one, and it stimulates the students' enthusiasm for learning.

Fourth. This piece of music has four thematic melodies, the teacher chose to listen to the piano by the students to familiarize themselves with the method of modeling and singing, and only choose one of them for sight-singing, which greatly reduces the burden of students' knowledge of the score, and avoids monotonous, boring knowledge-based learning.

Fifth. Infiltrated by the students to take the initiative to question the consciousness, to cultivate the ability of students to find problems.

Sixth. The choice of teaching media is simple, economical and practical.

Although the overall effect of this lesson is good, but I feel that this lesson in the answer to the improvisation of the lyrics of singing is not deep enough, because of the concern that the time is not enough.

Post-lesson Reflection Summary 2

The third unit of the second book of the fourth grade of the elementary school language, "The Way of Nature," is a close-reading text. The text describes how the author, his companions and a biologist guide, traveled in a group to the South Pacific island of Galapagos to observe how young turtles leave their nests and enter the sea. When they saw a hatchling being pecked by a mockingbird, they asked the guide to carry the hatchling to the sea despite the guide's advice. Then, the hatchlings got the wrong message and thought that it was safe to go outside, so they came out of the nest, and many of the hatchlings became the food of predatory birds. Although "we" saved some of the hatchlings, we still felt very shocked and regretful. This story tells us that if we don't follow the laws of nature, we will often get the opposite result of what we want.

Teaching reflection: Each time, it is always after the completion of the teaching process, only to find their own shortcomings. For example: the rationality of the development of teaching objectives, the teaching process of the breakthrough of the key points, whether the use of specific, effective methods, strategies and so on. Now will teach this lesson after the shortcomings summarized:

1, on the questioning, which is since the victory after listening to the class back, for the actual situation of my class students, to determine the focus of this semester's language research. In the natural way of this class, also design a questioning link, there are students put forward their doubts, do not understand the place. However, I did not make timely and appropriate guidance in the classroom, but continued in accordance with my own preset lesson plan, so that the link lost its significance. I think it's mainly because I don't understand the teaching materials y enough and can't put it in and out, so I don't dare to let go of my hands to the students and can't fully mobilize their enthusiasm. I also have to learn about this information.

2, in the teaching of the natural way of this lesson, took to act to promote the reading of the way to understand the text, into the role. The "young tortoise" performance is commented on by "wanting to say something" and "hesitation", and "suddenly" and "peck" and "peck" and "peck" and "peck" and "peck" are emphasized. "The classroom atmosphere is very active and the teaching effect is good. After the lesson, I thought: the storyline described in the language and text is reduced to a vivid picture of life, the students are excited and colorful performance, such as the feeling of entry. In this way, into the student's field of vision is not an isolated static language symbols, but a group of vivid visual and palpable picture. When these active images jump in the minds of students, the students on the meaning of the words, the understanding of the article will be solved. However, after the lesson, a teacher raised the question of whether this link plays a role in the achievement of the teaching objectives, on second thought, it does, the focus of this lesson is to make students understand that things should follow the laws of nature. And this part of the design is mainly for students to grasp the key words describing the actions of the little turtle to understand and appreciate the author's characteristics in writing. But it doesn't have much to do with the teaching objectives of this lesson, and it also delays some time. Therefore, in language teaching, for the actual situation of the students in this class to develop a suitable teaching objectives is very important, teaching closely around the teaching objectives of teaching, in order to achieve the teaching effect you want. Therefore, in the future, before each lesson, I have to try to do the heart of the first class to let students learn what to achieve what requirements, each teaching objectives are clearly formulated, in their own psychological formation of a certain framework, the class will be able to focus on their own teaching objectives, there are key points in the teaching of the difficulties, so that we can really do a targeted lesson.

3, evaluation is a catalyst for student learning and development. From different perspectives with different forms of evaluation of students, will undoubtedly arouse students' self-confidence, motivate students' desire to learn. But in the classroom, my evaluation language is quite boring, can not motivate students' interest. This is the main reason why the students' active participation in this class is not high.

There are many other shortcomings like this. Careful reflection, it is not difficult to find, these are usually understand the reason, but often in the heart and failed to become in the line.

Post-lesson Reflection Summary 3

The main content of this lesson is the problem of meeting, the requirements will use the line graph to analyze the quantitative relationship of simple practical problems, improve the ability to solve simple practical problems with equations, the focus is to be able to solve the problem of meeting the problem of meeting the time of meeting with the equation, the difficulty is the meeting of the problem of the abstraction of the equal relationship between the understanding of the The difficulty is the abstraction of the equivalence relationship of the encounter problem and the understanding of the simultaneous encounter.

After teaching some ideas:

1, the creation of the situation can attract students, guide students to life problems into mathematical problems, students are more likely to understand the "meeting", and can independently analyze and try to solve the problem, in the spirit of "start from life -Abstract into mathematical problems - try to solve the problem - the application of the knowledge generated to solve more problems "the idea of teaching. It is conducive to cultivating students' ability to discover mathematical problems from life and try to analyze and solve practical problems.

2, teaching more fully play the student's autonomy, the teacher to create a problem scenario, so that the students in the observation, thinking, clear problem, and experience to try to solve the problem of the inquiry process, so as to obtain to the success of the experience. Especially in the initial steps to solve the problem of meeting with the method of equations, I made greater use of the role of visual demonstration, students can easily understand the quantitative relationship between the "meeting", the whole process in the teacher's "lead", giving full play to the role of students' self-thinking, exploration, debate. The whole process is "led" by the teacher, giving full play to students' self-reflection, exploration, and debate. However, due to my teaching level is not high, the teaching of this lesson time there are some regrets.

1, for example, in how to guide students to find a solution to the encounter time program, students can make good use of the equation of equilibrium, but in the equation, part of the students did not write the equation of the format is good, especially the "solution and set", I noticed this problem in the evaluation, but did not focus on the evaluation, which led to the practice of the latter.

2, in addition to the teaching of this lesson, due to the time is not good enough, in the student board after the solution to the example, I did not expand to speak, the introduction of other solutions, (40 + 60) X = 40, such as arithmetic, 40 ÷ (40 + 60), etc., did not let the students better Diffusion of thought, did not let the students better understand the difference between the smooth thinking and the reverse thinking of the solution.

Post-lesson Reflection Summary 4

Learning to Paint is a story about the ancient painter Wang Coronation who learned to paint lotus flowers when he was a child. The second paragraph of the text writes about the beautiful style of the lotus after a heavy rain and the reason why Wang Coronet learned to paint the lotus, with beautiful language. In teaching this paragraph, my approach is as follows.

1. Combination of graphics and text, initial perception of the content.

First, guide the students to observe the picture as a whole: who is painted on the picture? What are you doing in what place? Then let the students read the paragraph lightly, think about how many sentences in this paragraph, and the description of the lotus sentence row down; then named five students read aloud sentence by sentence, and say what each sentence says; finally focus on reading the description of the lotus sentence, and let the students say what words write the beauty of the lotus.

2. Through imagination, stimulate aesthetic interest.

I let the students look at the picture again carefully, and imagine with the help of the relevant words in the text. First, let them say: the picture of the lotus like what? The wide lotus leaves are like what? What do the shiny water droplets on the lotus leaves look like? Then let the students close their eyes and imagine: the lake is full of pink lotus flowers and green leaves, what kind of scene will it be? Faced with so many lotus flowers, you smell what? What do you hear in the croaking? What else do you see flying around on the lotus flowers? How is the air after a heavy rain? How's the sky? How is the surrounding scenery? At this time, the students' feelings were aroused. One by one, they were as if they were there, moved by the picturesque scenery, have raised their hands to speak. The classroom atmosphere was suddenly active.

3. produce **** Ming, taste the beautiful words and phrases.

I asked the students again, the scenery is so beautiful! At this time, you want to say something? Or what else do you want to do? In the process of answering these two questions, students and Wang Coronet emotionally produced ****ming, y appreciate the inner activities of Wang Coronet. Finally, I let the students recite this paragraph, chew the beautiful words and phrases in the text, feel the mood depicted by these beautiful words and phrases, and express their pleasant feelings in reading aloud.

In this section of the teaching of the text, through the imagination, the students image perception of the text of the language; through the imagination, training the students' ability to image thinking and the ability to speak; through the imagination, the student's mind reproduced a sound and color, there is a static picture of the lotus pond after the rain, in the view of nature's beauty, in the taste of beautiful words and phrases, they have been infected by the beauty and cultivation! The aesthetic interest has been cultivated. In the teaching of this text, through the imagination, to complete a number of tasks in language teaching.

Post-lesson Reflection Summary 5

Reflection 1: When students are reading freely, should the teacher do the corresponding guidance and how? My practice is to make reading notes , excerpts. The current reading level of students can only reach the level of elementary school students, and will soon be promoted to junior high school, how terrible ah, of course, individual students' reading level may be better, but no better. These to I always think of a question: these two classes of students is my hand to bring up, from the first to the second year, how come I have not guided their reading? The language standard requires junior high school reading to reach 2.6 million words in three years, and my students' reading is far from it. I was an unqualified language teacher.

Reflection II, students do not have good reading habits. This is also my responsibility, from the time I took over these two classes, I have not cultivated their reading habits. So much so that they can't get into the state of reading, can't calm down and read seriously. Don't know how to make reading notes. Everything has to be done from scratch. I read Wu Jun's view of the big language, the current language education What's missing in the statistics, in the teacher tirelessly explaining the text, analyze the text, wasting the students' great reading time, the student's reading speed is 7 words per minute, to see me, my heart is really shocked, I feel for the first time what is the shock of the heart. This data touched my heart. I'm going to change my teaching methods and really give the classroom back to the children and give the time back to the children. Let the children read for themselves.

Reflection 3: The text is just an example, the teacher is just a helper, helping students, guiding students to self-learning. How to play the role of this example has not been well studied for me.

Reflection four: the problem of the learning plan. We are now using the guided learning program. What is the quality? There is no one testing standard. What kind of school plan is a high-quality school plan? Moreover, the students get a study case, the first do not read the book, but eager to find the answer in the reference book, which is not wrong, the problem is that the study case is completed, is not equal to this piece of literature to understand the lesson? Learned well? Learning program has become detached from the text of the classroom teaching. Separate from the student body sense of teaching. The case is done, the text did not look at a time, students and the text has no contact at all, which can not be regarded as language teaching, which can not improve the students' reading ability. The school program needs to be reformed, how to change it?

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