最新英文版教学反思

　　教学反思

　　Teaching reflection

　　Recently, I presented a few lectures to the students of ** College. What I have learnt from the practice of teaching is of great variety. At this moment, after a lecture of English teaching, I cannot help but to reflect on my experience. First of all, my beloved students range from the first year students to junior ones, from the specialty of statistics to English teaching. That is to say, it is necessary for me to employ different teaching methods in that the background information of them is of great difference. It is rather challenging for me to appeal to the interests of all the

　　students. But, from my point of view, I have already tried my best to mobilize them to be involved into the progress of learning. Just as what the Silent Way holds, tell me and I forget; teach me and I remember; involve me and I learn. As for the students of statistics, I mainly use the

　　traditional grammar-translation approach to teach the

　　college English, partly because they are the freshmen and it is not a wise choice to impel them to reason some

　　thought-provoking statements. Why is it not a wise choice? One day, one guy asked me for the answers of the exercises at the end of the unit. He reminded me that almost all of

　　教学反思

　　them are still slaved by the exam-oriented education. The English class in their mind is that the teacher should go through the text and the exercises words by words,

　　sentences by sentences, translate the text, and show the answers to the followed questions. In order to make them feel at home, I would better explain the text in detail, but this is not what the higher education aims at. The national new English curriculum stipulate that there are five

　　objectives which are expected to achieved at the end of the lesson, and language knowledge and language skills are

　　merely two of them, the rest of which are affection, learning strategies, and cultural awareness. The rest three

　　components, however, is more vital than the first two, for the students I am teaching are college students, rather than middle school student, whose major job is to lay a solid foundation for the future development. Therefore, I used some open-questions, hoping to change their attitude towards the college English class, which no longer focuses on the language contents and skills alone, but on some

　　other more significant stuff, for instance, reasoning, arguing, debating, etc. I clearly remember the text named “why do we believe that the earth is round?”, written by George