论文部分内容阅读
作为一名有多年教学经验的山区中学的英语教师,在学习和借鉴前辈、同行教学经验的基础上,我经常参加英语教研讨论,交流教学经验和方法,想尽一切办法来提高学生的英语成绩。但是每次考试以后,面对学生试卷上反映出来的单词写不上、对课文当中出现的一些重点短语、句子不熟悉这一系列普遍存在问题,促使我不断反思和总结,寻找解决这些问题的方法。针对存在的现实问题,我充分利用学校安排的30分钟早读和20分钟的晚读这两段宝贵时间,指导和督促学生对
As an English teacher in mountain middle school with many years of teaching experience, I often attend English teaching and research discussions and exchange teaching experiences and methods based on my experiences in learning and drawing on experience of predecessors and peers. I try my best to improve students’ English scores . However, after each examination, facing the students reflected in the test paper can not write on some key phrases in the text which are not familiar with this series of ubiquitous problems, prompted me to continue to reflect on and concluded to find solutions to these problems method. In response to the existing problems, I took full advantage of the two valuable time arrangements of 30 minutes and 20 minutes of evening reading arranged by the school to guide and supervise students’