2012 teaching work summary essay

For a long time, I like to ask students in the classroom to learn difficulties. I always think that if a class is learned, students will learn more, so let’s not learn more about the whole class.

Last week's seminar, I still asked students to learn in the classroom, which led to the use of the default teaching design. The whole class used the teachers' comments later: "This is the original classroom." Some of the problems that are generated are also very exciting, but there are still many questions worth considering. In the comments, a teacher suggested: "The new class is best to ask less students, and the review class must ask questions. The new class still allows excellent students to answer, and also gives the whole class a good effect on teaching." I have been wandering in my mind. I am still thinking about these issues for a few days.

Colleagues also have her reason. The new class needs positive guidance. It needs the sunshine to be a wonderful driving. The review class must take into account the quality of the students who are poor, but I have always been afraid that the excellent students will answer loudly, and the students who are sleepy will follow the cloud. Answer, many times I observe the mouth shape of the questions they answer, and find that the students who answer the questions are always slower than the students, indicating that they are learning to say that these situations have changed my strategy. Since then, I have asked the students to answer the questions. problem. The attention paid to students with learning difficulties makes them more motivated.

The most headache for every teacher is the students who are poor at school. They are most afraid of learning from the difficulties of students. Therefore, my class basically asks students to study difficulties, but they are used to asking students to learn difficulties. Naturally, the classroom is also much deserted. After all, it takes time for them to think about it. It needs more encouragement, no need to worry, and timely guidance is necessary. In particular, students with learning difficulties will bring some mistakes to the classroom. Sometimes it is wonderful and requires the teacher to guide and check correctly.

The answers of outstanding students are generally toward our pre-set goals. The class is very smooth and very successful. Asking excellent students will also give some inspiration to the students. This is a time when I am uncomfortable and try out excellent students. When I came to class, the students who were in a difficult position listened to the taste. At that time, I was thinking: "Sometimes the teacher 's language lacks the taste of their age, but the students do not understand." At that time, I often used excellent students to learn sleep. The way I live, I listen to it, I feel more effective than teacher counseling, because the equality between students makes children more acceptable, and the language of the students can make them accept more quickly.

From this point of view, the new class really needs to properly consider asking outstanding students, not paying too much attention to students with learning difficulties, and may also cause psychological burdens for students with learning difficulties. On the contrary, it is also a major failure in teaching. It seems that classroom questions are also an art, teachers. It must be carefully designed, patiently listened to, and evaluated correctly so that each student has a positive sense of participation and maintains a high level of learning. Paying attention to and being good at constructing effective teacher-student interaction, then we can give full play to the effective role of this teaching strategy, which will help us achieve better teaching results and achieve the desired teaching goals.