Reflection on the teaching of Dulangkou Middle School

Part 1: Reflection on Dulangkou Middle School Teaching

1. Return the class to the students.
Self-directed learning is a good way to learn, which is the focus of classroom teaching reform in recent years. The educator Ward said: "Mediocre teachers convey knowledge; level teachers explain knowledge; good teachers demonstrate knowledge; great teachers encourage students to learn knowledge." Years of curriculum reform, although it has long advocated independent teaching, has long advocated the role of students, and has long advocated giving students more opportunities to show in the classroom, but how much have we changed in actual teaching?
Du Langkou teaching mode, when listening, is really unacceptable. On the three-sided blackboard, it is a bit ridiculous to withdraw the lectures in the classroom and let the students teach new lessons. It always makes people a little surprised. With novelty and suspicion, I kept watching the video of Dulangkou and checking some information about Dulangkou teaching. I continued to attend classes and learn the teaching experience of others. With an attempt, I also took a kind of embarrassment. In his own chemistry teaching, he also boldly adopted the teaching mode of Du Langkou, no longer regards the classroom as my stage. It is no longer that I direct the students to learn this, but boldly let many students go to the stage. At the beginning, students were not very used to it. After a period of training, students were accustomed to this teaching mode. The classroom was energetic and the students’ interest in learning was obviously different. In order to get a better display opportunity, students begin to prepare before class, and they also discard the waiting for knowledge in the classroom. Instead, they actively explore the knowledge. In order to find out the answers to some difficult questions, they ask the teacher before class. In class, I have to hold their own opinions in front of the class, judged by the students, I will give them some intermittent hints. I have found that students' ability to explore knowledge is getting better and better, students' enthusiasm is improved, and their learning ability is strengthened. Because they participate in the exploration of knowledge, they have a deeper understanding of the problem. Seeing that students are becoming more and more daring and more and more able to dominate the classroom, they have to feel that this is a new teaching model that truly implements self-directed teaching, exerts the main role of students, and gives students more opportunities to show in class. A teaching model that returns the classroom to the students.
Second, reflect in practice, grow in reflection
Dulangkou classroom teaching reform has completely subverted the old classroom teaching. No matter the change of form, the change of classroom mode, the change of student role, it is a pioneering new change. Rethinking my classroom teaching, in the process of practice will inevitably appear one or the other deficiencies and confusion.
Reflection on teaching, focusing on a few points:
1. Reflection on class discussion
Group cooperative learning is the most obvious feature that is different from traditional teaching in form. The whole process of cooperation and communication is superficial, but behind the hustle and bustle is more casual and inefficient. A closer look reveals that most of the discussion is only in form. The students are still concerned about "how do I", not "how are our groups?" Obviously, this is not true cooperation.
First of all, "cooperation" should be based on the individual needs of students. Only when students think independently and have the need for communication, it is valuable and effective to start cooperative learning. Secondly, "communication" should include two aspects, one is to express their own ideas, and the other is to listen to others' opinions. Cooperation in teaching is very important, but we can't cooperate for cooperation. We emphasize group cooperation. Students will lose the ability to study independently and explore independently. There is no psychological development process such as conjecture, temptation and verification.
2, how to treat students' mistakes in the classroom
When the students in each group showed oxygen oxygenation experiments, some students had many mistakes in the operation process and the explanation of the knowledge points. This is the perfect time for other students to find errors and discuss interactions. When the classmates did not find the error in a short time, I was a little anxious. I gave the correct point directly without giving the students enough time to think.
After class, think about it, my approach is totally wrong. This was originally a good opportunity to help students correct their mistakes. It was a counterexample. It should be used well. The result was easily dialed out by me. I missed a good opportunity for correcting mistakes. I really shouldn't. Sometimes, because some people are attending classes in class, they can't see students making mistakes. When they see the situation, they are anxious, and they want to regain lost ground and return to the previous podium. In the future classroom teaching, I must face up to the mistakes made by the students, enlarge the students' mistakes and then resolve them, so as to attract more students to avoid similar mistakes.
Of course, our current teaching is still at the stage of exploration, we are not Du Lang. How to continue to learn, keep improving, and constantly integrate Du Langkou's advanced educational philosophy and teaching mode with our classroom teaching, is a difficult problem and an urgent problem before us. We participate, we look forward to, we look forward to.
In short, in the study, we must contact our own classroom, constantly reflect, practice, summarize in time, practice, learn from experience, improve our classroom teaching in a timely manner, carefully think and repeat the practice of Dulangkou Middle School classroom teaching mode. Every point, perseverance, perseverance, we will create a teaching model suitable for our school, with a bright future.

Part 2: Reflections on Dulangkou Middle School Teaching

On September 22, 20XX, we went to Shandong with 20 people. Dulangkou Middle School is located in the township of the southwestern plain of Shandong. There is an east-west road, surrounded by small poplar trees and no villages.
The quality of education and teaching in Dulangkou Middle School was very poor. It has been counted down in the county for 10 consecutive years. It is now regarded as the pioneer of rural education reform with the characteristics of “originality, pioneering and fundamental”. Since 2002, the annual comprehensive evaluation has been in the top three in the county, and the teaching results have risen linearly. The campus construction has also undergone earth-shaking changes. The entire campus is wide and flat, from 80 acres to 120 acres, with standard sports fields, new teaching buildings, magnificent school report halls, and student restaurants.
Especially when we visit the teaching building, each classroom is full of a strong learning atmosphere, students actively participate, the enthusiasm for learning is very high, there are both intense and orderly cooperation, and personal self-exploration, indeed leave me I was deeply impressed.
First, my study, I am the master
In Dulangkou Middle School, students and students really changed from “I want to learn” to “I want to learn”, from passive to active, and students truly become masters of learning. Before I went to Dulangkou Middle School, I always thought that in all subjects, English is recognized as the weakest subject in rural middle schools. Teachers do not read or explain, how do students learn? But when I walked into the classroom, I listened to each of the first and third grades, which made me open my eyes. The open classroom was not taught by the teacher, but the teacher gave less lectures and lectures, leaving more self-study for the students. time. As long as the teacher clarifies the knowledge points and explains the difficulties, the students will play their best in the cooperative study and complete the perfection. For example, when I listened to the English class in the first day of the class, when the teacher started the class and only showed the learning objectives of this section, the students began to learn the new words, divided the roles, grouped, and then performed, and then discussed the knowledge of the lesson in groups. Points, difficulties, etc., the students finally rushed to show. In the process of the students' presentation, the voice was loud and the explanation was very clear. Two to three minutes after the class was dropped, the teacher made a summary and made a simple correction to the problems that the students had. This way students learn very positively and actively. At that time, I wanted to test the effect of student learning. Then I combined the content of this section with the simple communication between the students and the students. The students also answered very well, which shows that the effect is very good.
Second, limited learning materials are fully utilized
In the classroom, we flipped through the students' desks and found that each of them had 3 or 4 learning materials, which were the same and different. Each of them was full of words, and the prep notes were equally rich. Listening to the teacher, these students are particularly self-conscious, although there are not many learning materials, some are borrowed, but they borrow from each other, not their own, they record important content on their own materials. This greatly improves the efficiency of data usage and expands the amount of information.
Third, students study in groups, effectively narrowing the gap between students
We have studied in small groups, but we have not done so. They were negotiated by the class teacher and the teachers in the department. The students were divided into six groups, each group consisting of six or seven students, and the fixed personnel were armed with soldiers, soldiers, and soldiers. Good combination, male and female. Conduct open and fair competition between people, pairs and groups, and encourage students to learn from each other and learn from each other. When you take the test, you can see the average score of the two people. The average score of the group between the group and the group is the winner. This effectively narrows the gap between top students and students with learning difficulties, and fully mobilizes students' enthusiasm for learning. In cultivating students' bold speeches, opinions, and board readings, the teachers have given them all the freedom to give them full encouragement, and they have given students full encouragement, which has better stimulated their desire for expression and established self-confidence in learning. .
Fourth, the layout of the classroom is conducive to students' ability to display their talents
When we walked by, everything in front of us surprised us. There was no podium in the classroom. There was only one multimedia teaching system. There were blackboards on three sides. The students’ desks were not like our vertical and horizontal arrangement, but they were placed back to back in six rectangles. It’s not like our uniform sitting on the podium, but sitting face to face with six rectangles. On the three sides of the blackboard, each group has a small piece and writes its own name. During the class, the students are grouped and discussed. Research, solve the problems to be solved, and display them on the blackboard, so that students can actively learn, study hard, and greatly improve the learning effect of the classroom.
5. Students' self-learning brings more pressure to teachers.
Many people think that students are independent and active in the classroom, and the teachers are relaxed and laid back. In fact, on the contrary, this kind of teaching mode not only requires teachers to prepare lessons, but also needs to prepare lessons more fully, and the information they have is richer, that is to say, the work intensity is greater and the pressure is heavier. Because there are dozens of students in each class, they can obtain relevant knowledge and information through different channels and methods. If they are not fully prepared, they will not be able to locate and guide students in the classroom. When they encounter difficulties, they may become The student’s “captive”.
According to the teacher, once, a Chinese teacher encountered such a thing. While studying Lu Xun's "Hometown", the students not only mastered the background of the times, but also the author's brief introduction. Some students also found two mourning Lu Xun's tyrannical association. At that time, the students asked the teacher about the problem, but the teacher never saw such a problem. The content was asked to be caught off guard. Another time, a math teacher showed the class, on the blackboard, a student's problem-solving method, the teacher not only did not expect, but also could not understand at first. So, she humbly said to the students: "I didn't think of this method, I didn't understand it. Please tell me again, okay?" Until the students repeated it again, the teacher completely understood, which made the teacher very embarrassed. .
All in all, the teaching mode of Dulangkou Middle School truly realized the active participation and cooperative exploration of students, and the interaction of everyone in the class. As the students said: “There is happiness in participation, confidence can be successful”, “There is no real pair in class. Wrong and wrong, as long as you dare to think and dare to speak, then you are the best." I think this is also a direction that every teacher should work hard to cultivate students' good study habits and ignite students' passion for learning.

Part 3: Reflections on Dulangkou Middle School Teaching

I really appreciate the success of the teaching reform in Dulangkou Middle School. What I appreciate most about this class is the analysis of the mistakes made by the students after the sentence is sentenced according to the sentence pattern. At the same time of various affirmations and praises, I would like to put forward some different views from the researchers' mindset for discussion by peer experts.
1. The whole class is based on group cooperation and learning. Both research and practice have a long history. As early as the 1st century AD, the ancient Roman Kunming School of Fine Arts pointed out that students can benefit from mutual education. In 1806, the concept of the cooperative study group was introduced to the United States from the United Kingdom, and was widely praised by American education Parker, Dewey and others. However, if you work in small groups at any step, do you have to take into account the different learning styles of different students, the field-dependent type, and the field-independent type? So, the exam may also cooperate?
2. Given the particularity of the English subject, it is a language skill rather than a deep knowledge. Not every blackboard requires so many blackboard books. I heard that training can not be ignored. It can be seen from this lesson that the oral English of students and even teachers is not good enough. Teachers are the objects that students imitate, and in the absence of a language environment, they should be created as much as possible. 10+35 minutes mode, how is it enough for a foreign language? How much can a student learn from the teacher in 10 minutes? Why should we stipulate death?
3. Students' active class is not just a superficial excitement. The active thinking may be more important - although the surface is quiet. In addition, in the classroom or standing or squatting, do you know whether it is a performance or a show?
4. We say "theory guides practice." It is especially important for teachers to have a wealth of theoretical knowledge. Practice without theoretical guidance is blind practice. That would simply copy the form and not learn the essence. More serious, "Drawing a tiger is not an anti-class dog." The reform of President Cui is by no means fabricated. Our Chairman Mao said that there must be analysis and critical learning, not blind learning, not all copying, and mechanical use. I believe that making yourself a research-oriented teacher with rich theoretical knowledge and innovative ability is the key to solving problems.
5. Group activities have been in my class for a long time. It has been confirmed by experts that "the concept is in sync with the times." Rethinking my group's cooperative learning in 2007, the students actively participated in the enthusiasm, grouped by “homogeneity between groups, heterogeneity within the group”. Each group successfully painted stars on the wall scale, and promoted to 10 times. The moon, then the sun. . . . . . Most of the teams successfully completed the task. I collect the results of the activities every time. Therefore, the paper I wrote won the first prize of district, city and national. Compared with the lectures, the best thing is to summarize the knowledge points in the group activities, and after the blackboard is on the blackboard, as a teacher, make necessary supplements for the students to make the students' knowledge more extensive and deeper. Insufficient, Du Langkou Middle School used small blackboards to show the results, so that the students can see at a glance. Although I asked the students to write the results of the activities on paper and circulate them to each other, if they use the display platform to display them, the effect is better.
6. I learned the concept of scientific development today. Referring to the development of the school, I believe that the development of the school must be based on the development of teachers. On the contrary, the continuous development of teachers in the school can not be developed, revealing the limitations of school development.
In short, since I was a child, I sincerely wish that our education will flourish and will work hard for it and strive for greater contributions!

Part 4: Reflections on Dulangkou Middle School Teaching

First of all, the school proposed to “return the class to the students” and establish a “10+35” classroom teaching mode – advocating “in the 45-minute classroom teaching, 10 minutes belong to the teacher and 35 minutes belong to the student”. Encourage students to study on their own, dare to ask questions and express their opinions; ask teachers to dare to innovate and implement multi-form teaching. On this basis, they continue to explore and put forward the "three three six" independent learning mode: the first "three" is three characteristics - three-dimensional, that is, around the emotional attitude values, "double base", process method three The goal is to use a variety of forms of cooperation and interaction to mobilize the initiative and creativity of students in all aspects; large capacity, that is, based on teaching materials, teachers and students jointly develop courses to achieve high efficiency of teaching; fast pace, that is, according to the characteristics of teaching content In the evolution process of student learning, teachers adjust the teaching methods in time to promote students' efficient learning. The second "three" is the three modules of self-learning - preview, display, feedback. Among them, the main task of the preview module is to understand and understand the learning content to a certain extent through self-study and cooperative learning under the guidance of teachers, to form the key points and difficulties of learning, and to clarify the learning objectives. The exhibition activities are generally displayed in individual groups, group presentations, and everyone can display them in a timely manner. Teachers are promptly dialed; the main task of the demonstration module is to display and exchange the learning results of the pre-study modules. Students interact to form a collision of thinking between students, teachers and students, and enhance the understanding of students and even teachers. The main task of the feedback module is to allow students to reflect and summarize the teaching content after the module is displayed, and to test the completion of the teaching objectives. In this module, it highlights the concern for learning “vulnerable groups” and focuses on the use of students to “teach” students' mutual cooperation and mutual help teaching, so that students with learning difficulties are inspired by cooperation, so that students with excellent learning can cooperate. Improve the level of understanding, and also improve students' ability to express and communicate, enhance friendship among students, and improve students' personality development. The "six" is the six links of the display module - pre-reading the module to pre-read the exchange, clear the goal; in the display module grouping cooperation, showing the improvement; in the feedback module interspersed and consolidated, the standard evaluation. The activity chain of the “Three-Three-Six” self-learning mode of Dulangkou Middle School is: students self-study, student display, teachers' point, teacher-student reflection, consolidation and improvement, independence, cooperation and inquiry. The core of it is to highlight the students' autonomy.
1. Building a democratic and life-like classroom culture
Self-exploration, positive, democratic equality, mutual assistance and mutual help are the characteristics of the classroom culture of Dulangkou Middle School. In the teaching, students constantly enrich themselves, show themselves, reflect on themselves and develop themselves. They understand in self-study, reflect on communication, and improve in interaction, thus forming a self-development psychological platform for me to participate in my happiness, to communicate with me, and for my self-confidence. By respecting the subjective status of students and paying attention to the continuous and harmonious development of students, teachers and students can develop in the sense of life in effective interaction.
In the classroom of Dulangkou Middle School, the personality of each student will be respected, and the personality between teachers and students is equal. Therefore, the activities of students in the classroom teaching are independent and will not be subject to any suppression or restraint. When I was listening to the lectures, I found that both male and female students, whether they are excellent students or students who have difficulties in learning, can express their opinions boldly and naturally, and do not need to raise their hands in advance, and they want to say it. Even if one classmate sometimes denies the correct answer of another classmate, it will not attract criticism or ridicule. In a mathematics demonstration class, when a stuttering student stutters to explain his own different problem-solving methods, I am not ashamed. Other students listen very seriously and have no impatient emotions. In contrast, in many school classrooms, stuttering students are always worried about being answered by teachers, and teachers are often understanding and caring for them. Generally, such students are not allowed to answer questions. This seems to be the teacher's respect and understanding of them, but in fact it is the disrespect and inequality of such students. Also, on the campus of Dulangkou Middle School, students with obvious disabilities have the same happiness as other students, and participate in activities as well, without the depression and inferiority brought about by physical disabilities.
Du Langkou's teaching organization is also an effective carrier of good classroom culture. Each class is a large class of more than 60 people, but the whole class is not a traditional row of seats, but is divided into 6 to 8 teaching groups, each group of students are relatively sitting, to facilitate students Inter-communication and mutual assistance; the platform and the desk were removed, and the blackboards were increased. The front and back walls and the north wall were all large blackboards to facilitate the presentation of representatives from various groups and other students. Students were free to leave their seats for teachers and classmates. The help, especially when the classmates showed on the blackboard, or the teacher explained the dialing on the blackboard, the whole class completely broke the original seat, together in front, sitting in the seat, sitting at the desk On the ground, sitting on the ground, there are also standing, in short, how to do it easily and listen to and participate. More importantly, in this school, the inequality brought about by the seating patterns of traditional classrooms has disappeared. The democratic and open teaching makes the students' autonomy fully exerted, and the study is full of passion and vitality, so that the teacher-student relationship is full of equality and harmony. Experts from the provincial teaching and research section said that almost no active and energetic classrooms have been seen in big cities. At the same time, the process of teacher-student interaction also left a deep impression on people. When discussing problems in the classroom, teachers and students are learning partners, discussing and communicating on an equal footing; in class life, they seem to be friends again. In a provincial meeting, the Dulangkou middle school students and their teachers headed shoulder-to-shoulder and shoulder-to-shoulder, "whispering", and their affinity was envied by many conference delegates.
Second, improve the efficiency of classroom teaching by improving students' autonomy
Giving full play to students' learning autonomy and allowing students to maximize their enthusiasm for learning and enthusiasm for creation is the core element of the classroom teaching model of Dulangkou Middle School. One of the major drawbacks of the traditional curriculum is the excessive pursuit of the transfer of factual knowledge, and the over-emphasis on rote learning. As a result, students lack autonomy in the teaching process, and students lack independence and innovation after moving to society. To this end, the new curriculum advocates autonomous, cooperative, and inquiring teaching methods. However, some classroom teaching has gone to the other extreme - students lack the teacher organization and guidance as they please, students no matter how to answer questions, teachers always give cheap encouragement and praise, the classroom is full of enthusiasm, but the students' gains are gone. The "double base" goal cannot be achieved. In the classroom teaching reform of Dulangkou Middle School, from the beginning, the "double-base" goal was placed in the "hard" position, and the realization of emotional goals was placed in knowledge learning and ability development. First of all, in the pre-study module featuring self-study, the student's autonomous text dialogue is the main content, and the teacher or the classmates are involved in the teaching content and learning objectives, but this is also based on their self-demand. Secondly, in the display module, students should fully display their learning achievements within the group. When the group representatives show the learning results of the group in the whole class, each classmates will pick the results of the exhibitors and actively control and Detect your own achievements, and then reflect on your thinking and words and deeds in the teacher's questioning and dialing. Third, in the feedback module, each student is combined with the teacher's summary, his own reflection, try his best to check for missing and improve himself. In a democratic and open classroom, creation is glorious and is encouraged by teachers and students. In the display module, if a student gives a strange solution to a mathematical problem, or presents a unique understanding of a piece of an article, etc., it will win short but warm applause. We can see from a sunny face that the applause is from the depths of the students. At the beginning, the school adopted this kind of self-learning mode of “water and fish farming”, not for pursuing advanced teaching methods, but for a “blood road” that was smashed under the condition that the teaching staff and teaching facilities were very backward. Their purpose of “watering and raising fish” is to enable students to acquire more knowledge and develop stronger abilities in the process of interaction between teachers, students and students. In fact, in the teaching process, not only students inspire and educate each other, but also teachers are also promoted and educated while guiding and ordering students. For example, the methods students ask when solving problems often surprise teachers, and the realms and visions that students display when discussing problems often make teachers feel moved, and so on. In other words, teachers have been “back-feeding” in teaching. In addition, constantly adjusting the learning style, enhancing the diversity of interaction, realizing the fast pace of learning, and always let students be excited about learning, is also a great trick for Dulangkou Middle School to improve teaching effectiveness by improving student autonomy. At the same time, the classroom teaching mode of Dulangkou Middle School is still working hard on the overall learning benefits. The feedback module is used to promote the improvement of students with learning difficulties, so that “the top is not capped and the bottom is guaranteed”, so that all students can reach the basic goal. Since 2002, Dulangkou Middle School's senior high school entrance examination and the scores of the first grade and the second grade have been stable in the top 4 of the county's 21 junior high schools, and the graduates' high school performance and development. The potential is also outstanding.
Teachers at Dulangkou Middle School also tried their best to introduce students' autonomy into the curriculum evaluation. They advocate students to design their own test subjects in the feedback module, encourage students to ask questions on the blackboard to test the whole class; on the basis of the teacher's moderate check, sometimes test the questions between the groups, sometimes after a unit of teaching Let the class and the class test each other. They recently tried to let the students design the mid-term exam questions, and the teachers chose to integrate them into complete questions. In short, the emphasis on autonomy as the main line of curriculum implementation, let students get happiness in their own participation, establish self-confidence in independent communication, and improve in independent reflection.
Third, let students get happiness and self-confidence in their own learning
"I admire the independent classroom, I dominate the classroom." In Dulangkou Middle School, because the teacher returned the class to the students, the students became the masters of the classroom, so the students' personality was fully publicized, and the classroom was full of generation atmosphere. At the same time, students' self-confidence is continuously cultivated in a happy learning life. Chinese teacher He Haiyan did not realize the true value of this "ordinary" article when preparing the teaching of "Dragon Boat Festival". He felt that the article was vulgar, relatively earthy and not elegant enough. Therefore, the "slightly read" method was adopted to allow students to "create their own ideas" on the basis of the preview. Through collecting the relevant knowledge of the Dragon Boat Festival, the students carefully studied the plot of the article. They talked about their own experiences and made many insights that made Mr. He deeply surprised. They also performed the "Dragon Boat" in groups. The table and stool are dragon boats, and the lunch boxes are made into drums. In the songs of "May, Duanyang, and Luolujiang are so lively;", the students appreciate the joyful songs of the festival, comprehend the national spirit of unity and the joy of learning. . As a result, the teacher was moved by the creation of the students, and was deeply inspired. He re-recognized this article.
Anyone who visited the Dulangkou Middle School was impressed by the generosity and confidence of the students. On campus, when you meet any student, he will kindly say to you, "Teacher is good!" All 20 classes are open, and visitors can go to any class to attend classes. During the class, the students “have no one” to the visitors; after class, the students often take the initiative to communicate with the visitors. They will fully seize the opportunity to interview the mayor, talk to the leaders of the education department about their ideas, and learn from the visiting teachers about the world outside. Once, the foreign language teacher of the provincial teaching and research section was "caught" by the students just after listening to the class. The original student saw his identity and took the opportunity to ask him questions about English learning. Many experts exclaimed that the students of Dulangkou Middle School were even more generous and confident than the children in the city, saying that this was a revolutionary change in rural schools.
The essence of education is to liberate people, make people more free, and let people exert their full potential. “Educational activities are concerned with how people's potentials are mobilized and realized to the maximum extent, and how people's internal spirituality and possibilities are generated. In other words, education is the education of human souls, not rational knowledge and understanding. Stacking.” 1 Therefore, autonomy is the pursuit of the course forever. Fully autonomous curriculum can not only cultivate students' self-learning awareness and ability, but also make students develop independent personality and ability to think independently. Students in Dulangkou Middle School are not only active in the classroom, but also good at expressing their own personalized opinions when speaking, rather than people. At the same time, due to the tolerance of teachers in students' speeches and "sitting", the democracy and equality in the teacher-student interactions make students show the calmness and generosity that rural students can hardly see. When Hong Kong universities enroll students in the Mainland, they pay special attention to the independence and openness of candidates. They not only emphasize the independence of students' life, but also emphasize the independence of their thoughts; they also value the students' cheerful feelings in interpersonal communication and face difficulties, and believe that students with independence and openness can easily relax in a stressful study life. Pleasure can become the master of life.
The new round of basic education curriculum reform also advocates the teaching methods of independent communication and cooperative inquiry. People seem to have not given high expectations for rural classroom teaching. However, the classroom teaching mode of Dulangkou Middle School tells us that as long as the classroom is taught Let go and return the autonomy to the students, and the classroom of the school can still rejuvenate the vitality.

Part V: Reflections on Dulangkou Middle School Teaching

At noon today, I watched a video of the "Ma Shuo" lesson taught by Xu Lifeng, the head of the language teaching and research section of Dulangkou Middle School. After reading, it is very inspiring and will be of great help to my future teaching.
Reflection 1: Let the classroom become a stage for students to show themselves. In the teaching, Teacher Xu is not full of talks and talks, if the right to think is returned to the students. The phrase "returning the class to the students" is easier said than done. In the classroom, students often “suddenly die and put on chaos”, which is the common experience of many teachers in the reform. Only when you first learn, that is, full preparation, will there be a colorful classroom display. To make the activities of students in the classroom meaningful, it is necessary to strengthen the preparation. The students in this class are self-study under the guidance of Teacher Xu, helping students to clarify their goals and tasks, guiding students to master the methods of learning, and completing the students within the prescribed time. After a full preparation, the students truly became the masters of the class. Therefore, in the future, I should pay attention to let students prepare for the class, and then they can be targeted in the classroom;
Reflection 2: To play the main role of students, it is absolutely inseparable from the leading role of teachers. Returning the class to the students does not mean a simple “territory transfer”. It does not mean that the teachers do nothing, but raise higher requirements for the teachers. After all, the students are students, and they are also “innocent” in all aspects. Therefore, we cannot ignore the improvement of our own quality, which in turn is led by students. In the future, I will pay attention to efforts to improve my own quality so that I can do a good job in classroom teaching.
Reflection 3: The passionate classroom is the driving force behind the students' vitality. “A school without passion is a school without hope.” The same passionate classroom is a pool of stagnant water. Teacher Xu’s class is a passionate classroom. The kind of high-spirited fighting spirit and earth-shattering slogans are all shocking, as if putting people in a world of passion and burning. Students have passion and teachers are more passionate. Therefore, in the future classroom teaching, I should pay more attention to the lectures with more passion and create a classroom atmosphere with teacher-student interaction and vitality.