English teacher teaching diary essays

English Teacher Teaching Diary Essays

In real life study and work, everyone should be familiar with essays, right? Essays are a prose genre that can also be records made while listening to lectures or reading. Want to see what kind of essays everyone is writing? The following is an English teacher's teaching diary essay that I carefully compiled. You are welcome to share it.

English Teacher Teaching Diary Essay 1

Fully understand the long-term, arduous and complex nature of promoting "bilingual" teaching, and establish the spirit of "sticking to the green hills and never relaxing"; and must be good at Highlight the key points, grasp the fundamentals, and seek new breakthroughs. Summarizing the experience of promoting "bilingual" teaching in various places in recent years, we have increasingly realized that "bilingual" teaching must "start from an early age" and start from the golden period of language learning. Experience in many places has proven that the development of preschool education plays a fundamental, overall and leading role in consolidating and improving the level of "universal nine", developing various types of education, and building a lifelong education system. In particular, learning Chinese well will greatly improve the level of education and the overall quality of the people in our region, and is of great strategic significance to the sustainable and healthy development of the autonomous region's economy and society. Similarly, "bilingual" teachers are the backbone of promoting "bilingual" teaching and have a special and important status and role. Without a team of high-quality "bilingual" teachers, it is impossible to have high-level "bilingual" teaching. Therefore, in-depth solutions The issue of "bilingual" teachers has become the central task of our district's education work. "Bilingual" teaching is a long-term task that cannot be accomplished overnight. It is necessary to enhance the sense of urgency and responsibility to promote "bilingual" teaching and increase the intensity of promotion; it is also necessary to provide classified guidance and proceed step by step.

To formulate supporting measures for "bilingual" teaching in primary and secondary schools, we must not only consider the mutual coordination between different school stages and different disciplines, but also take into account the balanced development of central cities, counties (towns) and rural schools. At the same time, we should carefully study and demonstrate carefully the issues related to the vital interests of the people such as the curriculum, teaching content, evaluation system, transition between academic stages, and further education policies of "bilingual" classes, and formulate practical measures and methods in a timely manner to guide "Bilingual" teaching reform is developing in depth. Passive waiting and eagerness for success can only hinder the development of "bilingual" teaching and affect and delay the healthy growth of one or even several generations. We will resolutely implement the overall deployment of the autonomous region, starting from the preschool education stage, and extending "bilingual" teaching to all school stages; through communication, teachers have shortened the distance and improved their teaching level; through exchanges, students have promoted cultural, Chinese teaching with extensive psychological and emotional integration will be gradually launched in other subjects according to the situation of students and teachers. English Teacher Teaching Diary Essay 2

I am responsible for teaching English to seventh grade students. According to the characteristics of seventh grade students: because most primary schools do not offer English, they do not pay enough attention to learning English, and they have an inferiority complex. , dare not speak English, and do not master the appropriate methods of learning English, which results in the inability to mobilize the enthusiasm for learning English in class. Students only passively accept knowledge and cannot achieve the expected ideal results. However, the advantages of junior high school students are that they are active and active in class, have strong manual and mental abilities, and have a sense of competition among their classmates. How to use this advantage in the teaching process! In practice, I deeply feel that setting up games in the classroom can activate the classroom, mobilize students' independent learning ability, cultivate students' interest in English learning, and make them become the main body of the classroom. Now let me talk about some of my understanding and opinions on classroom game teaching.

1. Classroom games can maximize students’ subjectivity

From the perspective of acquiring knowledge, quality education believes that students are not passive recipients of knowledge, but active acquirers of knowledge. learner. Bruner believes that students should "become independent and automatic thinkers as much as possible." From the perspective of developing abilities, the formation and development of abilities "always originates from the active process of the subject." If we leave the subject to continue active activities, there will be no intellectual power at all. This fully demonstrates that giving full play to the main role of students is a necessary condition for tapping students' maximum potential and promoting students' all-round development.

The key to implementing quality education is to awaken the subject consciousness of education and activate students’ internal driving force for learning. Because there is no subject consciousness in education, students can only be a group of lambs driven away by others. Classroom games are centered on students' own activities. Students can use their brains, hands, and mouth to exchange information extensively. They are in a conscious subjective position, providing a wide range of space and depth for students to actively explore knowledge and develop abilities.

2. Classroom games are conducive to cultivating students’ innovative consciousness and ability.

Being brave and good at innovation is another requirement of modern society for human quality. How to integrate the spirit of innovation throughout classroom teaching and make the classroom full of vitality and vitality? The key point is that teachers should create an innovative environment for students when teaching. Classroom games happen to fundamentally change the dull situation of closed teaching and allow students to participate in the teaching process.

Games enter the classroom, turning the process of teachers imparting knowledge into a process of active participation in active exploration under the guidance of teachers and with students as the center; turning the emphasis on imparting knowledge into stimulating students' thirst for knowledge, curiosity, creativity and developing students Potential learning process; transforming teachers from spokespersons of truth and supreme authority to a process in which students can express themselves democratically, equally, and freely. A loose and broad innovation environment has quietly formed, which continuously inspires and induces students to learn book knowledge while also cultivating their creative abilities. Students' individuality is respected in games, and respecting individuality means respecting creation. Facing students, we should always be full of trust and expectation, bloom every spring bud with the spring breeze of love, open the treasure house of every soul with the eyes of trust, and make innovative education reflected in English. English Teacher Teaching Diary Essay 3

In the English teaching work in our country, junior high school English teachers work hard and contribute silently to the nine-year compulsory education. At the same time, they work with high school teachers to complete the English language in the middle school. The mission of teaching is both ups and downs. It can be said that without their dedication and professionalism in the nine-year junior high school education stage, there would be no brilliant achievements in high school teaching. English teaching in junior middle schools is the foundation, and English teaching in high schools is improvement. High school English teaching cannot be separated from the foundation of English teaching in junior middle schools. However, after many years of high school English teaching, based on the learning methods and thinking methods of high school students, especially high school freshmen, I always feel that there is still something missing in junior high school English teaching. After careful thinking and communication and discussion with high school and junior high school students, I feel that there are still some flaws in junior high school English teaching. Although the flaws are not hidden, they will have a greater impact on students' studies in high school and in the future. , so I still dare to speak out and hope that junior high school English teachers will criticize and correct me.

1. Too much emphasis is placed on recitation and less on key point analysis in English teaching. After entering high school, many students can recite the texts required by teachers in junior high school textbooks, but they do not have a deep understanding of the text. The meaning is that the grammar, phrases, and sentence patterns appearing in the text are not fully understood and cannot be used. This may be related to the guidance direction of the English test paper for the high school entrance examination. Many of the questions in the high school entrance examination paper are intuitive and lack traps. Students usually only need to read more, memorize and do more questions according to the teacher's requirements, and they can get high scores in the English subject of the high school entrance examination. Many questions can be solved by just reading them in sequence. Answer, so junior high school teachers only require students to know what is happening, but do not require students to know why. The result is that even if many students achieve good results in the high school entrance examination, it is difficult for them to adapt after entering high school. Study in high school. Students have developed the habit of rote memorization, are too lazy to analyze problems, and are too lazy to remember the flexible usage of words, phrases and sentence patterns. Most of the high school questions are taboo with "shun" or you just choose it if it looks pleasing to your eyes. There are many traps in high school question types. You need to know both what they are and why they are. You need to know both their common rules and their special uses. You can't solve a question with only one or two points of knowledge. At most, you only need to know it. Certain options can be eliminated, and many questions require three or four points of knowledge to be solved. Therefore, if junior high school teachers can design more question types for students that require more thinking to solve, the above problems may be solved.

2. Too much emphasis on reading and less on pronunciation teaching. Pronunciation is the basis of English learning. Students who cannot pass pronunciation will inevitably have difficulty in word memory, listening, speaking, and reading. In the long run, they will Develop the bad habit of being shy to speak, thus turning English from a spoken language into a "dumb language". Eighty percent of the first-year students in high school cannot read or pronounce the phonetic symbols correctly, and there are even fewer students who can look at the pronunciation of words without looking at the phonetic symbols. Therefore, high school teachers have to spare a certain amount of time to tutor them on pronunciation knowledge despite the heavy teaching content and heavy course tasks. The reason is that some teachers are eager for success in junior high school teaching, and as the first grade of junior high school, the pronunciation test is not very strong in mid-term, final exams and ordinary spot tests. If more time can be spent on pronunciation teaching, so that students can spell words accurately and proficiently, and lay a solid pronunciation foundation for students, so that each student can have a golden key to spelling that he can use freely, then students will definitely be able to They will get twice the result with half the effort in their future studies and lay a good foundation for high school study.

3. Emphasis on problem solving but less on grammar explanations. In high school teaching, students often feel that they lack grammar knowledge. Many students translate Chinese to English in one-to-one correspondence, and their writing is Chinese-style English ( Chinglish), even simple sentences are mostly "subjectless sentences" without subjects, "meaningless sentences" without predicates, transitive verbs without objects, no one knows how to add an article before singular countable nouns, and they are even more confused about verb tenses. , only use the base form of the verb in writing. For example, when students translate "Study hard, day day up", they translate it into "Good good study, day day up", and when they translate "I want to give you some color to see!" they translate it into "I want to give you some!" Color see see." When translated as "horse horse tiger tiger", it is also translated as "Horse horse, tiger tiger." Facts have proven that once students form incorrect English thinking patterns in their minds, it is difficult to change them. Many high school students will keep these wrong patterns after studying English for three years.

We say that English grammar is the simplest among many languages. As long as you give more guidance and pay attention to pointing out the differences in expression between English and Chinese, it is not difficult to nip those childish wrong habits in the bud at an early stage. of.

4. There is not enough emphasis on the writing standards of basic words. This is more obvious in high school English teaching. Many students have too little vocabulary and do not know how to form words. For example, there are many students who cannot write the past tense and past participle of go and see when they are in high school. The students' handwriting is so sloppy that it is difficult to read. A few teachers believe that in today's information society, everything must be pursued at speed, not to mention that now that we have the most advanced writing tools - computers and typewriters, it doesn't matter whether the writing is good or bad, as long as it can be read. But I have to say that although computers and typewriters are advanced, they cannot completely replace handwriting. What's more, it will take some time for computers to become popular in our country. A large amount of information exchange still needs to be completed by handwriting. Although everyone does not need to become a calligrapher. (Of course there is no calligrapher in English), but beautiful English calligraphy can also reflect a person's good character and mental outlook to a certain extent. In high school teaching, I have always emphasized the standardization of students' writing. However, some students have developed the habit of scribbling, so the results are not ideal. Of course, these students always have to suffer in the scoring of the essay in the English test paper. A little loss.

The above is just a personal opinion, not out of malice or derogation. The starting point is to hope that middle school English teaching can be more perfect, and that middle school and high school English teachers can communicate with each other and have the same vision. To cultivate more and better talents who understand foreign languages ​​for the future of the motherland, if there is anything wrong, we hope to criticize and correct it. English Teacher Teaching Diary Essay 4

In recent years, more and more kindergartens have begun to try to carry out English activities. With the deepening of theoretical research and practical exploration, Laigang was the first kindergarten to carry out bilingual teaching in government kindergartens. First, through the practice of English teaching in recent years, I have explored some teaching systems and gained some experiences and gains.

1. Design of activity goals: Put forward teaching requirements based on the characteristics of children

Children are young and their development mechanisms have not yet been finalized. According to this characteristic, in the initial teaching, first Let them apply the 26 English letter symbols to the images of various things. By imitating actions, telling children's songs, etc., they can imitate and perform actions to arouse children's interest and make boring letters easier to remember. For example, a can be said to be , I am a cobra, wearing colorful clothes, being civilized, polite, etc... Then these letters are combined into words, such as cat, and the children are asked to tell which letters cat is composed of. They also learn the Chinese character "cat". On this basis, they put forward teaching requirements, learn the correct pronunciation, and use the game "Find Friends" ” or “Where is _×”, let the children master the pronunciation of cat and read the Chinese character “cat”. In this way, they can apply the learned Chinese characters and English to daily educational activities, so that more children can learn to read the Chinese character “cat” on different basis. There is improvement.

2. Selection of activity modes: Grasp the personality characteristics of children

Pay attention to the characteristics and needs of children of different ages. For children in small classes, an interesting bilingual activity environment is created for children through listening, speaking, playing, singing and other activities. For example, when learning to sing the English song "Twinkle Little Star", the children will sing and perform actions at the same time. In the English story "Teletubbies", children are divided into groups to perform performances through the story of Teletubbies. Children especially like it. It not only improves children's interest in participating in English activities, but also allows children to develop positive and enterprising attitudes during the activities. Good quality and personality cultivate interest in listening, speaking and singing.

For middle-school children, develop “listening and listening skills” through designed activities. During the one-day activities, children are guided to use English to communicate and communicate emotionally when they come to the kindergarten. The children will greet their peers, teachers, and people around them enthusiastically, saying "Good morning How are you?" During snacks and lunch activities, the children They will introduce the dishes they have learned to each other in English, such as "paper, carrot, egg", etc. Regarding their dining habits, the children will remind their companions: "Don't talk, please," and during walking activities, they will also guide the children to talk about the scenery they see. . "What color is the flower?", etc., stimulate children's interest in using bilingual communication and improve children's ability to use bilingualism flexibly.

For large classes, the oral expression ability has been mainly developed, and reading is supplemented. The three abilities of "listening, speaking, and reading" are developed, such as the story "Duck and His friend", by letting the children Listening and then performing helps children understand the living habits of animals and improves children's ability to experience bilingual literary works. Therefore, different methods and methods should be adopted according to the characteristics of children of different ages, so that children can listen, speak, understand and apply in a relaxed and pleasant atmosphere.

3. Create a language atmosphere for teacher-student interaction and improve the way my children participate.

In the practice of English teaching, I deeply understand the importance of interaction between teachers and children. Only by Only by allowing them to regard themselves as a member of the activity will they develop a strong interest and curiosity in English.

For example: the familiar story "Little Rabbit" is compiled into a short fairy tale, in which the recurring dialogues and Chinese characters are easy for children to accept. The teacher and children participate together, so that each child learns " Sentences and Chinese characters such as "I am a rabbit (Rabbit)", "Who are you?", "Don't be a fraicl", etc. have greatly stimulated children's interest in learning English. Colleagues, randomly combine the Chinese characters, English, and sentence words they have learned. Apply it to your daily life. With the update of concepts, bilingual teaching is not only a teaching activity method, limited to the participation of classroom, teachers and children, but also an education model with a good spiritual atmosphere, which means mutual construction.

In 20xx, bilingual classes will still be turned into a subject that children like, and the relationship between stories, reading and English teaching will be the goal of future exploration, to stimulate and protect children's curiosity and interest in learning, Cultivate children's sensitivity to language and preliminary English oral communication skills. English Teacher Teaching Diary Essay 5

As we all know, due to the current admission system and the general situation of domestic education, for junior high school students, the quality of their English scores directly affects the junior high school admission, and also directly affects the students' future. Therefore, now all schools attach great importance to the improvement of the quality of English teaching. The majority of English teachers are highly responsible and do their best to teach. All students understand the English learning situation of students of all grades in the majors of English learning, and it is still very important. There is no room for optimism. First, most students can study hard but are not interested or persistent. They are busy learning English for a considerable part of the day, but the efficiency is relatively low, and the overall results are not satisfactory. At the same time, it also has a certain impact on the study of other subjects; second, some students The relationship between teachers and students is relatively tense. Teachers and students cannot form synergy. Teachers teach hard and students learn tiredly. It is important to pay hard and study English hard. However, the review of our school calendar is not directly proportional to the gains; third, everyone from teachers to students understands the current situation, but there has been little change, fearing that it will become a vicious cycle. These have undoubtedly become a key obstacle to the development of education and the individual development of students. Now I would like to talk about my immature thoughts from the aspects of causes and solution strategies.

1. Since our school is located in a remote and backward mountainous area, the overall English learning atmosphere is poor. From parents to people from all walks of life, few people can speak English.

2. For junior high school students who are used to communicating in Chinese, it is difficult to learn English. Especially for some English learning content that requires strengthening of memory, such as word memory and short passage recitation, students will find it boring, even if they bite the bullet. Go and learn, but the results are often poor.

3. The primary school stage should be the best time for students to learn English, because primary school students are more obedient and are easier to accept some relatively mechanical and repetitive learning activities than junior high school students. However, at this stage, due to For various reasons, although English is taught in primary school, the teachers are not professional, the school does not pay attention to it, and there are few class hours. The teacher's teaching difficulty is serious, and the efficiency is relatively low. It does not help junior high school students to learn English. They have to teach it all over again, and In a sense, it sometimes feels like a hindrance.

2. Subjective reasons:

1. The majority of English teachers attach great importance to the teaching of English subjects and the learning and mastering of students’ basic English knowledge. They are active and conscientious after get off work and pay attention to assigned extracurricular learning. The task inspection is relatively in place, but sometimes the amount of homework assigned is too large, which is not scientific and reasonable. In addition, the method or timing of the inspection is sometimes not appropriate, so that a considerable number of students cannot complete it or cannot achieve a high accuracy. At this time, some teachers are anxious , hate that iron cannot become steel, and corporal punishment is sometimes used, which dampens students' enthusiasm for learning.

2. Some English teachers are usually more strict and coercive. They lack the cultivation of English learning methods, guidance of learning interests and necessary incentives in teaching, resulting in students being unable to study English seriously for a long time. There are often good times and bad times, and the fluctuations are relatively large.

3. The vast majority of current students are only children in the family. Although they know the importance of English learning, they have poor willpower, weak self-control ability, lack of hard-working spirit, and often cannot correctly deal with failure in learning. With setbacks, students cannot correctly face the teacher's criticism and education, and their performance is not satisfactory for a while, and they become discouraged and are more likely to give up learning English.

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