The so-called teaching reflection, refers to the teacher's re-cognition of education and teaching practice, rethinking, and in this way to summarize the lessons learned, and further improve the level of education and teaching. Below, I am here to bring you the teacher classroom teaching reflection 2000 words, welcome to learn reference!
Teachers classroom teaching reflection 2000 words 1
Teaching reflection activities mainly involves four aspects, namely, teaching practice activities, personal experience, teaching relationship and teaching theory, these four aspects of the problem constitute the basic orientation of teaching reflection.
(a) Reflection on teaching practice
Teachers in the course of teaching practice, to capture the events or phenomena that can cause reflection, through the rational examination and processing, and gradually form a systematic understanding, the formation of a more reasonable practice program. Reflection on teaching practice includes reflection on practice content, practice techniques and practice effects. Reflection on the content of practice means that teachers need to reflect on the content of the activity itself before the teaching activity is carried out, because any content is compiled on the basis of abstracting specific phenomena and objects, and it needs to be reorganized, transformed, added or deleted more or less in front of different times, objects and scenarios, which is the embodiment of the teacher's ability to teach the curriculum, and is also the teacher's responsibility and right. Reflection on practice techniques refers to the teacher's review of the appropriateness of the tools, methods, and timing used in the development of the activity, with the aim of retracing his or her own course of action, identifying problems and shortcomings, and searching for better solutions. Reflection on the effect of practice refers to the value judgment of the teacher on the effectiveness of the whole practice after the end of teaching activities, including the degree of satisfaction of the needs of the students' perspective and the teacher's own perspective on the value of the feelings. The former mainly examines the students' benefit status in the three aspects of knowledge and skills, process and method, affective attitudes and values, and the latter to examine the teachers' own teaching activities in the process of determining the value orientation, implementation of teaching activities, and value judgment of their own teaching activities on the students' influence status, the enhancement status of their personal experience, and the promotion of teaching concepts and theories.
(2) Reflection on personal experience
Teachers' reflection on personal experience has two levels, one is to reflect on their daily teaching experience so that it can be precipitated into a real experience, and the other is to interpret the experience so that it can be improved. If teachers don't go to dig and use the judgment, reflection and critical authority of teaching reflection, the teacher's teaching experience is longer and richer, but it is not necessarily proportional to the teacher's personal unique experience. If they do not reflect on them, then these experiences will always be ignorant, and this will happen: teachers constantly experience and forget these experiences, resulting in a lack of unique experiences in the teacher's experience system formed by his or her own reflection and owned by himself or herself, thus making the teacher's experiences with great potential significance lose their proper significance. Reflection on teaching can help the teacher to sublimate his experiences into real, personal experiences and to expand his own experience system. "Everyone who has experience of a work of art undoubtedly incorporates that experience in its entirety into himself, that is to say, into his whole self-understanding, and it is only in that self-understanding that the experience has some meaning for him." If the teacher makes only descriptive notes of personal experiences without interpretation, then these experiences cannot be interpreted at a deeper level, and the reading of the experience is meaningful only after the interpretation of the experience has been made. That is to say, the process of experience formation should be at the same time the process of interpretation and understanding, and the process of re-reading the experience is also still the process of interpretation and understanding, so that it can be always read and always new, and each reading process is a process of re-understanding and creation. In the practice of reflective teaching, the "reflective file" that is often used should be used for two purposes, one is to describe, record and analyze the kind of situation that has occurred. The first is to describe, record and analyze the situation that has occurred, so that it becomes a textual form of experience, and the second is to process and recreate the textual experience itself, so that the experience can be sublimated, improve the teacher's concept and operation system, and even form a new teaching theory from the bottom up. It seems that this second step is still insufficient.
(C) Reflection on Teaching Relationships
Usually in the practice of reflection on teaching, people tend to focus on reflection on specific matters, and invisible relationships are often neglected in reflective activities. From the perspective of the people involved, it is necessary to reflect on the relationship between teachers and students, the relationship between teachers' current selves and their past selves, the relationship between teachers themselves and other teachers, the relationship between teachers and parents, etc.; from the perspective of the teaching elements involved, it is necessary to think about the relationship between teachers and the teaching objectives, course content, teaching methods, teaching evaluation, etc.; from the perspective of the teaching support system involved, it is necessary to think about the relationship between teachers and the social culture, value system, curriculum and teaching reform. From the perspective of the teaching support system involved, it is necessary to think about the relationship between teachers and social culture, value system, curriculum and teaching reform, the spirit and philosophy of the times and so on. Reflection on the relationship between teaching and learning is quite important in the activity of teaching reflection. It can provide a basis for teaching theory reflection upward, and can sublimate practice and experience reflection downward. For each kind of relationship, reflection should be made from three perspectives: cognitive, practical and value. The cognitive perspective is an objective description of the relationship, i.e., how the state of the relationship is now and why it is so; the practical perspective is a reflection on the improvement and functioning of the relationship, i.e., how to improve the state of the relationship now and how to make the relationship work; the value perspective is a reflection on the results of the relationship changing or functioning, i.e., what direction should such a state of the relationship be changed in, and what is the effect of the change.
(D) reflection on the theory of teaching
Any teaching theory is not perfect and consistently efficient, in front of different times, value orientation, technical conditions, quality of personnel, the theory needs to be re-conceptualized and grasped. At the same time, teaching practice is the source of teaching theory, and practical activities themselves are precursors of theory and contain a rich theory of possibilities. There are three basic styles of reflection on teaching theory. The first is theoretical reflection on practice. Teachers' personal experience and the experience system formed on this basis should be constantly interpreted and constructed from the theoretical level. Through the constant observation, reflection and connection between teaching practice and teaching theory, not only the theoretical enhancement of practice can be accomplished, but also the opportunity to scrutinize and revise the pre-existing theory. The second is the reflection on the practice of teaching theory. After teachers learn and master a certain teaching theory, through the reduction in teaching practice, the various elements of the theory are tested in practice, which enables teachers to further understand the reasoning, values, programs and techniques in the teaching theory, and to make judgments and choices of the original theory on this basis. The third is theoretical reflection on teaching theory. In understanding and learning teaching theory, teachers are the masters rather than the slaves of the theory. Teachers have the right to reflect on the teaching theory according to their own knowledge background and academic expertise, to revise and recreate the theory, to find the defects of a certain theory by comparing the different teaching theories, to deduce the new theories from the pre-existing theories, and to construct the new theories from the updated conceptual categories of other disciplines, and to revise, deduce, generalize and construct the new theories based on the original theories.
Theoretical reflection on the theory of teaching is the revision, deduction, generalization and construction of the original theory.
When reflecting on teaching matters, we should try to do it from the four directions of practical activities, personal experience, teaching relationship, and teaching theory. These are also the four levels when reflecting on teaching phenomena or events. If an object of reflection can be reawakened and understood and interpreted at such four levels, then such a reflection on teaching should be profound and thoughtful, and will yield fruitful and long-lasting benefits of reflection.
In the practice of teaching reflection, people have explored a variety of ways of reflection. For example, in the time sequence, there are daily reflection, weekly reflection, monthly reflection, midterm reflection, final reflection, in terms of a lesson, there are pre-lesson reflection, in-class reflection, post-class reflection; in the main sequence, there are personal reflection, teachers collective reflection, teachers and students *** with the reflection, teachers and experts *** with the reflection, teachers and parents *** with the reflection; in the content sequence, there are individual cases of reflection, thematic reflection, disciplinary reflection, interdisciplinary reflection, specific to the content of the teacher's daily work, there are lecture reflection, homework reflection, evaluation reflection, activity organization reflection; in the sequence of the development of teaching, there are student growth reflection, teacher growth reflection, teaching philosophy reflection, teaching reform reflection; in the sequence of the form of expression, there is a reflective diary, reflective files, reflective reports, reflective contests, reflective assignments ① and so on. In teaching reflection, in addition to the above ways, teachers should give full play to their practical wisdom, for specific conditions and problems, to create more suitable ways and means. Because there is no one way or another that is suitable for everyone and everything, the creation itself is the realm of reflection on teaching.
Regardless of how to take or create a way of reflection, teachers need to adhere to these two strategies in the action of reflection on teaching.
First, teachers need to maintain a sensitive and curious mind. Teachers are often confronted with complex teaching phenomena and events and do not know which one to reflect on, and they do not know what can be the topic of reflection for their own spiritual activities. Although a theoretical framework for the selection of reflection objects can be compiled logically, it is impossible to pre-determine which phenomenon, which event, which behavior, and which feeling can or should be reflected upon in the process of teaching activities. This requires teachers to keep an open, sensitive and curious mind to capture possible objects of reflection all the time while conducting teaching. "Curious mind? evokes concern? , evokes concern for what exists or might exist now, for what is strange and odd around us. It is curiosity that causes people to reject familiar ways of thinking and to see the same thing in a different way."
Second, it is necessary to reflect frequently and repeatedly, not only on different events or phenomena frequently, but also on the same event or phenomenon continuously and consistently. The object of reflection "always gives new answers to those who ask it, and asks new questions of those who answer it. To understand a text is to make oneself understood in a kind of dialog". The process of reflection is a process of continuous interpretation, of obtaining new answers, of generating new feelings, of asking new questions. Daily reflection on teaching activities can never be done overnight; different people reflecting on different or the same object of reflection will come up with different answers and ask new questions. In different times, environments, and states of mind, reflection will also have different results. Reflecting with different subjects*** will lead to different realizations. From different perspectives, it will also suggest new answers, new questions. The essence of reflection is that teachers in the continuous reflection activities, through reflection to understand the object, understand themselves, so that they can talk to the object, talk to themselves.
Teachers classroom teaching reflection 2000 words 2
A short and long semester of senior high school has passed, cover the roll, not overwhelmed with emotion, and benefit a lot. I in addition to study the examination outline, the college entrance examination instructions, through the collective preparation, listening to classes and other ways of modest to experienced colleagues to ask for advice and learning, in order to continuously improve their own business level. Combined with their own lessons learned in the teaching process, in short, to make students develop excellent study habits, improve the quality of teaching, must do:
First, develop a practical teaching plan
No rules to become a circle. At the beginning of the new semester, I developed a practical teaching objectives. Teaching objectives, we must grasp the scale, high and low moderate. The goal is too high will make students feel high and unattainable, produce difficult psychology; not too low, or will make students feel no pressure, no motivation. What kind of goal is realistic? The goal of the development of scientific, never subjective and arbitrary, based on the textbook, the syllabus and the college entrance examination instructions. In the process of implementation in addition to the actual situation of the class should be based on the continuous fine-tuning, but also should be treated at different levels of student learning. Such as learning requirements of the whole class "on time to complete the homework", which for poor learning, playful students is simply impossible to do. What to do? You can let each person to express their views, and then take a compromise approach, leaving some room for manoeuvre. For example, "after noon", "after a day" can be. This is usually difficult to complete homework students that there is a transition, but also a certain constraints, part of the student's learning motivation greatly improved, the phenomenon of plagiarism has changed, while this part of the student's self-esteem has also been maintained.
Second, the selection of smart and capable physics class representative
Physics class representative is the backbone of the physical subject, but also the teachers to do a good job of teaching the right hand. A good physics class representative learning state can play an exemplary role for a class, on behalf of a class learning style, the whole class of students' self-restraint, self-management, as well as the ability to deal with the problem will play a good role in leading.
A good or bad atmosphere of learning physics in a class depends largely on whether the role of the representative of the physics class can be fully utilized. Therefore, I usually not only pay attention to the use of physics class representatives, but also pay more attention to the physics class representative of the work of the ability to cultivate. I asked the physics class representative of the group leader to supervise in place, the group leader to reflect the situation of group members, so that the division of labor is clear, each in its own way, responsibility, so that on the one hand, let the students manage their own, so that their ability to work in general improved; on the other hand, it can reduce the pressure of the physics class representative, does not affect the learning of other subjects.
Third, strengthen the management of learning
A round of review of the effect of how, how the development of thinking, learning ability to cultivate how, the students of the second and third round of influence. At present, a considerable part of the students have the psychology of belittling a round of study, which will affect the main tone of their senior review, affecting the effect of their review. The first thing to do is to guide, help them clear learning goals, correct learning attitude. After each model test must be held to exchange learning experience, each other's understanding of learning and some effective learning methods, in the classroom to form a good learning atmosphere and competitive state. At the same time, for some students with hobbies or specialties, it is necessary to increase the number of problems related to the college entrance examination and difficult to provide them with the opportunity to give full play to their specialties, in order to reflect their self-worth. For students with learning difficulties, we will arrange good students to help. The whole classroom has a good self-study environment, to stimulate the learning of self-consciousness and positive learning atmosphere.
Fourth, lead by example, do the students' example
The current college entrance examination clearly requires students to standardize the answer. Students' imitativeness is strong, the teacher's words and deeds, every move on the students are playing a subtle role. Teaching process I strictly require themselves, everywhere to set an example, do the students' example. Where students are required to do, I first do. Such as requiring students to write standardized, the board I have been writing standardized; requiring students to analyze standardized, every time the analysis must be and students carefully review the problem, justified, step by step, so that students form a clear idea.
To improve the performance of an ordinary class, relying solely on teachers is not enough, we must mobilize the enthusiasm of the majority of students, give full play to the role of the physics class representative of the role of the role of the model and other forces. Only in this way can an ordinary class gradually stand out.
Of course, it is easier said than done, to do a good job of these points, is not an easy thing. In the process of implementation, it is necessary for teachers and students to insist, insist, insist again; try, try, try again.
Teachers classroom teaching reflection 2000 words 3
According to the school's arrangements, this semester I am responsible for senior (9), (10), (11) three classes of physics teaching work. A semester has passed in a hurry, in the busy, constantly progressing, constantly working hard. Since this semester, in addition to down-to-earth and conscientiously do a good job in every step of the details of preparation, teaching, correction, assistance and examination, I have also actively engaged in a new round of curriculum reform trials, the level of ideological and theoretical level and the level of teaching as well as possible, so as to continue to improve themselves. In the usual teaching work, I often think about the problems in education and teaching, thinking about the growth of students, with their own clumsy penmanship to write down their feelings, with the heart to experience the life and work, feeling the joy of it. Now on this semester's teaching work to review and think, in order to promote the future work to a higher level.
First, the ideological aspect:
Seriously study the new educational theory, timely update the concept of education. The new form of education does not allow us to repeat the book in the classroom, we must have advanced educational concepts to adapt to the development of education. So I not only pay attention to the collective theoretical learning, but also pay attention to the books to learn from the nutrients, seriously study carefully to experience how to be a good teacher in the new situation.
Second, teaching:
High school physics systematic, more abstract, students generally feel difficult to learn. As a physics teacher, teaching methods are particularly important. To improve the quality of teaching, the key is a good class.
1, pre-course preparation: good preparation. Carefully study the textbook, the basic ideas of the textbook, the basic concepts, every sentence, every word is clear, understand the structure of the textbook, the key points and difficulties, master the logic of knowledge, can be used freely, know what information should be supplemented, how to teach well. How to Teach Physics,The National Curriculum Standards for Physics have put forward many new requirements for the teaching content, teaching methods, teaching assessment, educational values and other aspects of physics. In order to adapt to this new requirement, in teaching, I continue to learn so that I have a distinctive concept, a new framework, clear objectives, so that my teaching level has reached a new level.
2. In the classroom.
In the classroom teaching to highlight the basic knowledge, basic concepts, basic laws. For the key concepts and laws, I let students through the observation and analysis of physical phenomena, demonstration experiments, and strive to deduce to lead to new concepts, theorems and conclusions, so that students clearly understand the process of the formation of physical knowledge, and cultivate students' thinking ability and imagination. Organize classroom teaching, pay attention to all students, pay attention to information feedback, mobilize students' conscious attention, so that it maintains relative stability, at the same time, stimulate students' emotions, so that they produce a pleasant state of mind, to create a good classroom atmosphere, the classroom language is concise and clear, overcoming the fault of the previous repetitions, classroom questioning for all students, pay attention to the interest of the students to learn mathematics, classroom lectures combined with practice, set up a good Homework, homework is less and more precise, reduce the burden of students.
3, to improve the quality of teaching, but also to do a good job of after-school tutoring, some students can not complete their homework on time, some students plagiarized homework, in response to this problem, we have to grasp the ideological education of students, and make this work inertia to the students in the learning guidance, but also to do a good job in the learning of the students to counseling and help work, especially in the transformation of the students, the students strive to do to be friendly to the students, from the beginning to the beginning, such as, shake his hands, and the students will be able to learn from the students, but also to do a good job of learning. Start, for example, shake his hand, touch his head.
4, actively participate in listening to the class, evaluation of the class, learning from peers teaching methods, learn from the best, improve the level of teaching.
5, to do a good job in the discipline of training excellence and transfer of work to improve the overall quality of teaching. For learning ability is relatively good students focus on their deeper level of learning and exploration; for learning ability is relatively difficult for students, from the basics to start their targeted education and teaching again, so that they can gradually keep up with other students. Through a semester of unremitting efforts, the class of the best students in the exploration of the problem, pre-preparation, problem solving and other aspects of a greater improvement; students learning motivation has improved, can consciously complete the homework, the number of failed exams is gradually reduced.
6, seriously do a good job of teaching reflection work, and constantly improve their own business quality. After the lesson in time to record the success and mistakes of the lesson teaching, can be more real from the choice of teaching methods, teacher preparation, teaching objectives and the requirements of the cognitive level of students and the preparation of teaching materials and other aspects of the analysis, to find out where the problem lies.
Third, attendance:
At work, I am strict with myself, work hard, and can complete the tasks given by the school, in order to improve their own quality, I not only actively participate in the training, to all parts of the classroom to learn, usually, and often access to relevant teaching materials. At the same time, often outside the classroom with students to contact, when they care about them, of course, there are some shortcomings in the teaching work, to be further efforts in the future.
Fourth, the existence of problems and the direction of efforts:
Looking back on the work of the semester, found that there are some problems and confusion. For example, the class of the struggling students is still relatively large; usual learning is not enough, their own teaching theory is still relatively lack of; in the teaching experience in the writing of the paper is relatively less pen; the subject of the actual touching the edge; preparation for the class there is a fashion can not catch and so on.
Future efforts:
1, to strengthen the study of classroom teaching, and strive to form their own teaching style. Efforts to implement the new curriculum concepts into the classroom, to "guide students to learn to learn to prepare, learn to communicate, learn to cooperate," the subject of experiments as a basis for changing the way students learn as the subject of the beginning, and continue to explore the path of modern curriculum reform.
2, good at learning, diligent pen. Each academic year to study a monograph on education and teaching and do a good job learning experience, usually read the relevant teaching theory publications, combined with their own teaching research each semester to write a valuable teaching papers, so as to continuously improve their teaching theory and research capabilities.
The end of each semester, in fact, is the starting point of each semester, in which I constantly thinking, thinking about how they can be more artistic to educate students, to improve their own value of life. Knowledge is endless, so I have to work hard, not for anything else, just for the children's clear eyes, just for their own beating heart.
Teachers classroom teaching reflection 2000 words 4
1 set learning objectives students clear? Can it be tested?
First of all, I think it is important to make one thing clear that the objectives are set for the students rather than the teacher's objectives, affective attitudes and values objectives. Among the knowledge-based goals are mainly divided into the level of understanding, comprehension level, application of water. Teachers in the setting of objectives, the learning objectives are manipulable and testable, in order to test and consolidate the learning effect of the students in this lesson is how. For geography learning objectives set mainly divided into three stages of knowledge and ability objectives, process and method flat. In the future
2 students independent learning content layered? Time enough?
Previously, I have always had a misunderstanding of the students' independent study, and always thought that the process of independent study is simply a teacher watching the progress of the students to complete and the students simply read the book and circle the drawings. After seeing this problem, I reflected on the situation of independent learning in my classroom in the past two months. I found that I set the content in the process of student independent study is not hierarchical and set the content is relatively cumbersome.
In the time arrangement is also inappropriate, I found that the process of independent learning I give students independent learning time is too long, easy to appear the phenomenon of student fighting, but if the time is short, it will not achieve the intended learning goals.
For the above problems in my classroom and combined with the actual classroom I summarize the following approach to solve. First of all, the learning content of the module for learning, for different learning content for learning, learning content should be from shallow to deep in line with the learning habits of students. Students grasp the time independently, cultivate the degree of good students when the teacher set the content is too little to learn to carry out the next stage of learning. And for the complexity of the content of the knowledge set to pay attention to the role of the teacher's point of view.
3, the value of pair communication, discussion of the issue?
I am positive about the exchange of students to discuss, because I think the process of teaching can only be the majority of students to solve the difficult problems, but for a small portion of introverted and slightly poorer learning level of students is another way of learning. Students can communicate with each other to solve the problems they don't know. For good students, it can consolidate their memory of knowledge, and I think it can also enhance students' self-confidence and motivation to learn. But for the whole class to discuss what, whether the discussion is valuable has become a key issue. So for this problem I will mainly from the following aspects to solve: first point: the discussion of the problem should be the whole class of the key points. The second point: the discussion of the issue should ensure the participation of all.
4 What is the main thing that the teacher does when the students learn to communicate with each other independently?
The teacher's inspection is the control of each group, on the one hand, the teacher's inspection role can make students clearly understand the progress of the students in the class in order to control the whole classroom. On the other hand, teachers can play a role in the process of inspecting the students' learning, especially some of the key points of the teacher to give students a key point of guidance can make students better understand the knowledge.
5 Is student questioning effective?
First of all, we must be sure that the questioning between the students is very effective, the teacher can not be in just forty minutes to ask every student. But the power of students is strong, so the questioning between students is very necessary. But at present in my classroom exists in the status quo of our class is in the students ask questions on the hierarchy of ideas, content, time, way, nature, focus and other aspects of the huge problem loopholes.
6 Have teachers trained students to ask questions?
To be honest I haven't done any training on student questioning, which is a gaping hole in my teaching. From now on, I intend to train students to ask questions from different perspectives, and the content of the questions should be from the shallow to the deep, and the timing of the questions should also be carefully grasped appropriately. The way of asking questions should also be diversified. For example, in the geography classroom question time for the Yellow River this section of the content should be a picture of the way to ask questions, and for the natural resources of this section of the content is mainly to the problem of questioning mainly.
7 students show the process of teachers are concerned about the learning effect of listeners?
This question has been on my mind for a long time. After listening to the two geography courses in Du Langkou Middle School, I found that in the whole lesson, the displayer will master the knowledge very skillfully, but I found it is particularly easy to ignore the learning effect of most of the listeners. In fact, I think this is also the shortcomings of the teaching mode of Du Langkou, so I usually use the students to explain and then I will use a show of hands to ask whether they understand and the way to test the way to assess the learning effect of the audience.
8 Can student presentations completely replace the teacher? How do teachers lead well?
Prof. Xia has a particularly good point, if the students in the process of classroom teaching is particularly good, then why do we need teachers, then why does the state still insist on dividing teachers into different levels? For example, special grade teachers and middle pole teachers. So this sentence also proves the fact that the student's explanation is not a substitute for the teacher's lecture, in the classroom teaching, the teacher plays a leading role and the students play a main role.
Teachers should also be aware of their leading role in classroom teaching. Each classroom teaching should be treated as a stage performance to organize their own language, and teaching at different levels. After listening to my class, Mr. Jiang gave me a suggestion that teachers should build a good mind map for the class before the class starts, and to make sure that there is a knowledge network map for each paragraph in the text. I think every time you do a good job of thinking about the map to clarify the idea of teaching content and organize the language will do a good job of leading the classroom.
9 How do teachers focus on the learning outcomes of disadvantaged groups?
In a classroom, there are definitely students who are poor and introverted. For these students, I mainly take more questions in class and more tests after class to complete the attention to the poor students, and for the introverted students, I mainly use encouraging speech and reward system.
10 How do teachers appreciate and motivate?
In the classroom for students who answer questions well I will use encouraging language to evaluate them, in the students to explain the problem better I will use the language of praise, but the performance of the students I will encourage them and ask them to carefully re-examine the question to answer.
11 teachers in the teaching of how to put feelings?
First of all, for my own personal problem, I am particularly prone to teaching with emotion, which is another drawback of my lessons. In the future, I will keep an optimistic, positive and exciting attitude in my lessons. I believe that happiness can be transmitted, and the teacher's happy face can be infected with the students listening to the class.
12 How is the teaching test implemented?
The test for teaching is mainly divided into the test in class and the test after class. In the classroom is mainly board exercises and questions in class, and in the classroom is mainly a group sampling test for detection.
13 How do teachers take into account the different levels of students when checking?
The content of the test at the end of the class is divided into intermediate and basic questions, and the content of the test at different levels can be gradually improved. In the classroom, the main question is to ask students of different levels of different levels of questions.
14 How effective, efficient, and effective is student learning?
The teacher's classroom tests for students after learning can detect the learning effect. The final learning effect is to see whether the pre-set learning objectives have been met. The detection of learning efficiency is to see how long it takes for students to complete the preset objectives.
15 classroom teachers and students have how much ineffective labor?
I think the principal Jiang said a particularly good sentence, that is, in the teaching activities if the students appeared to fight the phenomenon of the reason is that there is nothing to do, you do not have to arrange for the appropriate study of the ineffective labor. At present, the main problem in my classroom teaching is that teachers teach too much, and students need to do a lot more or less. So for the above situation, I need to teach in the classroom less, fine guide so that each student to do something.