实践有着诸多的含义，经典的观点是主观见之于客观，包含客观对于主观的必然及主观对于客观的必然。实践就是人们能动地改造和探索现实世界一切客观物质的社会性活动。实践的基本特征：客观性、能动性和社会历史性。实践的基本形式：经济、政治、军事、教育、科学， 以下是为大家整理的关于教育类实践总结报告范文5篇 , 供大家参考选择。
教育类实践总结报告范文5篇
教育类实践总结报告范文篇1
雅思高分作文精讲
教育类
Some people think that students should take courses that are decided by the government. Others think students should be allowed to focus on subjects that they prefer. Discuss both views and give your own opinion.
7分范文
Education has been viewed as one of the most essential elements of individual and social development. One topic now under debate is who should make the decisions on what students study.
Academically, students will gain benefits if the curriculum can be devised by the government. Learners need foundations before they acquire more advanced knowledge. Without opportunities to learn the basics, student would find it difficult to further their studies or lose interest in their studies altogether.
In terms of meeting the demand of the job market, it would be more efficient if the government plan and arrange the courses for school and university. Students’ own selections of courses may be random. Most of them do not really know what the job market expects from them, so some guidance from the government is a necessity.
However, this does not mean that the official curriculum is always productive. Educators should be aware of the fact that individuals have different characters and abilities. If all the students in a certain field take the same courses, their potential may not be fully developed. Accordingly, many talented students may feel frustrated with learning and the nation will not get the talent it needs for its advancement.
My own opinion is that students in primary and secondary schools should take courses that the governments choose for them because they do not really have the capacity to find out courses that will serve their purposes. On the university level, though, students should be allowed to participate in the decision-making process of designing the curriculum as only in this way can their academic potential be fully explored.
考官解析
本文对双方观点进行分析，并且在结尾段给出结论。文章先写出政府确定的课程能帮助学生打好基础并且更加系统的学习，然后鞋如果学生确定可能则能更好的发挥潜力。结尾的结论对于不同年龄的学生进行区分，提出对于中小学生课程应该由政府决定。大学生有了一定的专业基础和较强的判断力，完全可以参与课程决定的过程。
重点词汇
View```as``` 把···看作···= regard```as```/ think of ```as```
Element = factor 元素
Curriculum 课程的总称，集合名词，所以不能加a
Devise 设计 设置
Foundation 基础
Further 推进 固定搭配 further their studies
Altogether 完全地 彻底地
Demand 需求 固定搭配 meet the demand of ```
Selection = option 选择
Random 随意的
Guidance 指导 原型guide
Necessity 必须的事物
Productive 高效的
Aware 意识到的 固定搭配 be aware of
Accordingly 相应地＝consequently
Participate in 参与
Frustrated 沮丧的 be frustrated with
重点句子
Without opportunities to learn the basics, student would find it difficult to further their studies or lose interest in their studies altogether.
only in this way can their academic potential be fully explored.
My own opinion is that students in primary and secondary schools should take courses that the governments choose for them because they do not really have the capacity to find out courses that will serve their purposes.
教育类实践总结报告范文篇2
教育实践活动总结报告范文5篇
教育付诸实践才能取得最好的结果。下面就是给大家带来的教育实践活动总结报告范文5篇，希望大家喜欢!
教育实践活动总结范文【一】
教育实习是师范教育一个极为重要的教育教学实践活动，是理论联系实际的重要途径。在教学方面，通过实习，我们将书本学到的知识运用到教学实际中，发现了自己在教学工作方面的优缺点，积累了实践的经验，争取在以后的教育实践中发挥利用自己的长处，克服自己的不足，从而不断改进自己的教学，提高教学质量，使我们更好地胜任教师这个角色。在班主任工作方面，通过实习，我们对班主任工作有了一个初步的了解和认识，对什么是班主任工作、如何做好班主任工作有了一个朦胧的概念，这对于我们以后的工作都有着极大的帮助。实习，让我们收获，让我们成长，更让我们明白：成为一名老师，一名合格、优秀的老师，我们仍需不断地学习、不断地努力，在实践中摸索、在实践中进步!
再次进入附小，给我一种既熟悉又陌生的感觉，一种亲切的贴心。几年的时间，附小创造了飞跃性的发展。短短一个多月的实习，这里热心的老师、热情的同学，都让我体验了许多、感受了许多、成长了许多。实习第一天，带着期待，带着不安，在主任的带领下，我见到了我的实习指导老师荣老师，一位年轻、有魄力的女老师，在以后的实习中，她身上所表现出来的认真与魄力，确实深深地触动了我、影响了我。在她的指引下，我很快认识了我的实习班级四年级二班，认识了62个聪明、天真，活泼，可爱的孩子，他们充满了活力，充满了生机，一张张稚气的小脸庞给予人一种充满希望的感动。很简短甚至有些仓促的自我介绍，也让他们认识我这位新来的实习老师。在实习的最初，荣老师总是提醒孩子我的存在，我也是他们的老师。在我仍未正式站上讲台之前，在平时的课堂练习讲解与批改中，让我参与到课堂中，参与到孩子中，让我少了几分局促、少了几分隔阂，很快地融入到这个班级。实习第一天，跟班、听课、批改作业，开始了我的实习之旅。
实习的第一天的时候，我抄了一份班级名单，因为我知道，记不住学生的名字，看似小事，其实它在学生眼中是很重要的，如果记不住学生的名字，学生就会觉得自己在老师心中没有地位，觉得老师不关心自己，甚至会产生隔阂。随后，每到课间的时候，我就到班上去，同学们都围着我唧唧喳喳地问这问那的，我也借这个机会去认识他们的名字，了解他们的性格，结果不过三天我就能叫出每个学生的名字了。以后每当学生来问我问题，我叫出他们名字的时候，他们竟是那么的兴奋开心，看着他们天真无邪的笑脸，我心里也感到很安慰。这件小事也是我明白了：沟通是一种重要的技巧和能力，时时都要巧妙运用。认识一个人，首先要记住对方的名字。了解一个人，则需要深入的交流。而这些，都要自己主动去做。
一个班级就像一个大家庭，班主任工作的好坏直接关涉到这个班级的优劣，直接影响到这个班级的课堂教学质量，是保证教学质量的基础，牵涉到方方面面，是教育实习的重要组成部分。初期的学习工作，很机械、很重复，只是简单地看作业，听课，记笔记，跟值日，以旁观者的身份观察班级的活动，以及老师的工作分配与工作计划。从看的角度去学习，感悟其中的微妙之处，注意其中的细节问题，努力地记忆，努力地模仿。在看的过程中体会教师工作的琐碎，同时也感受到了作为一名老师的责任，对教师工作有了一个更直观的认识。通过看、通过做、通过想，通过问，对教师工作我有了以下几点的领悟与体会：
1、重视学生安全，安全排第一位
在小学阶段，尤其是低年段，小学生的年龄仍比较小，心智仍未成熟，仍需要老师在身边监管，而安全问题则成了首要问题，它包括了交通安全问题和校园安全问题必须严肃及时地处理好安全问题必要时会联系家长，这让他们明白什么是可以做的，什么是不该做的，保障学生的安全。
2、明确要求，让学生养成良好的生活习惯
在小学，对学生的生活要求都是很细致的，都是一些很细小的问题，然而在这些小问题上却必须明确要求，对于在这些方面表现好的要及时给予表扬鼓励，而对于违反的也必然采取一些相应的惩罚措施，让学生从小就养成良好的生活习惯。
教育类实践总结报告范文篇3
Abstract
English is an important and special tool for communication now in China. There has been a trend of teaching children at younger ages throughout the whole nation. Children’s English teaching has become the backbone of elementary education. However, primary school English teaching methods are still under exploration. A common phenomenon is that children’s interest in English is decreasing as time moves on. To cultivate children’s interest has become the most important task in English teaching. This paper is based on theories of game from home and aboard, and game is taken as research object. This research probes the definition of game, the types, characteristics and advantages of games, together with the importance of games in class teaching，and provides some advice on how to use games in the classroom. This paper guides the teachers in choosing appropriate games to arouse children’s enthusiasm, and improving the teaching effectiveness.
Keywords: children; English; teacher; learning; game
摘要
英语教育的低龄化成为我国英语教育活动的一种趋势，小学英语作为启蒙教育的基石，越来越成为社会关注的焦点和热点。但是，不容乐观的是目前少儿英语教学领域里存在着种种问题，最为令人担忧的是学生对于英语学习兴趣不足,因此培养学生学习英语的兴趣是英语教学的首要任务。本文主要是在已有的国内外游戏教学理论的基础上，以游戏教学在少儿英语课堂中的应用为研究对象，对少儿英语游戏的优点、类型、特点以及在课堂教学中的重要作用进行了初步的探讨，并对如何在少儿英语课堂教学实践中应用游戏教学提出了建议。指导英语老师如何恰当的将游戏运用到英语课堂中，激发学生学习英语的兴趣，从而达到提高少儿英语教学质量的目的。
关键词： 儿童； 英语； 教师； 学习； 游戏
Games in English Teaching for Children
Chapter Ⅰ Introduction
With China’s policy of reform and opening to the outside world, English, as an international language, has become more and more important. So people begin to pay due attention to English learning. We all know that children have the ability to learn second languages more easily than adults. For this reason, our government put special emphasis on children’s English teaching. Many new English curriculum standards have adopted by the Ministry of Education, and English has become a compulsory course in all primary schools. Although, the number of English learners has been growing rapidly, the level of English teaching had not been improved. How to teach English well is still a puzzling question.
In China, the typical teaching model is the teacher-centered class. In this kind of English class, the teachers play the main role and they explain every language points while the students just write down all the words they say. After the class, numbers of exercises is provided to make students commit the new words and expressions to memory. They think much of students’ ability of writing and listening but not speaking and reading. So it is common to see that after ten years English learning, a great deal of student still cannot communicate with foreigners.
Nowadays, people have realized the negative influence of the teacher-centered class, and ask for educational reform. Therefore, the Ministry of Education has taken out a series of measures to solve this problem, while the situation has not been improved. According to a newspaper survey on children’s attitude to English course, 70 percent of the children think English class is boring and don’t like to have it. That’s just the main reason that blocked children’s progress of English study. So what should we do to change it? After a great number of researches, educators found that one appropriate strategy to encourage language acquisition is using language games.
This study focus on the games in children’s English teaching. Though quite a lot of people know the significance of games in children’s English teaching, they still can’t figure out best ways to organize them. In order to raise the efficiency of games in the English class, this article introduces the definitions of games, different types of games, the characteristics of games. Through the right use of games, the author hopes to achieve the goal of children’s interest arousing.
Chapter ⅡGames in Language Teaching
2.1 Definition of Game
Different people have different definition for game. Spodek Bernard and Saracho Olivia demonstrated that: games are different kinds of activities; they are highly structured and include specific rules to be followed. Similarly, Jill Hadfield defined games as “an activity with rules, a goal and an element of fun.” Brown said “a game could be any activity that formulized a technique into units that can be scored in some way.”
From above, we can understand that games are structured play activities organized around specific rules.
According to Longman Dictionary of Language Teaching and Applied Linguistics, “game” in language teaching can be defined as an organized activity that usually has the following properties: a. a particular task or objective, b. a set of rules, c. competition between players, and d. communication between players by spoken or written language.
Byrne gave the definition to games as a form of play governed by rules. They should be enjoyed and fun. They are not just a diversion, a break from routine activities, but a way of getting the learner to use the language in the course of the game.
2.2 Types of Games
Game has found an increasingly wide application in language teaching. It can be used to teach children word, vocabulary, phrase and so on. It can also be used to tap the potential of the children’s ability. According to these reasons, games can be divided into different categories.
2.2.1 Classification by Teaching Content
Firstly, it can be divided into pronunciation games. Pronunciation is the basis of English specking. The progress to practice pronunciation is also boring; using games can make the learning of pronunciation full of fun and help children learn them correctly. For example, teach students the pronunciation of [εə], teachers can make the students read a short tongue twister. For instance, it’s a bear sitting on a chair, combing its hair and holding a pear.
Secondly, it can be divided into vocabulary games. Vocabulary is one of the most important parts in English learning, but to memorize vocabulary is really boring. Games can create a happy situation and make children in this happy atmosphere to memorize vocabulary.
A good method is to divide the students into four groups, and ask the students to list the vocabulary they have learned. Then, game begins. Choose one students in each group and ask one of the four students, for example, what"s the antonym of “black”? The key is “white”. If he or she gives the right answer, his or her group can get one mark. If the answer is wrong, give no mark. Finally, the group which gets the highest mark win, the lost three groups should have a performance, such as sing songs, dancing and so on.
Thirdly, it can be divided into number games. In the class of number teaching, children’s response is very important. Just teach students how to read and how to write will make them tired of number. In the meanwhile, it will also decrease their interest in English. Here is a game that can arouse children’s interest. Have a student say a number, for example: two. Then the next students should use body language to show the other students this number.
Fourthly, it can be divided into sentence games. Sentence is difficult to learn. Children’s English teaching is not just enable the children grasp the grammar but let them speak English formally. Through games to develop children’s ability of creation, stimulate them to use the vocabulary and phrase that they have learned to express their thought. Write down some English sentence on several pieces of paper, and ask student A takes one of them, for example, if the paper says: “eat a banana”, this student should act like that. Then another student B can guess: “Are you eating something?” the student who is acting can just say “Yes” or “No”. Trough these questions he asked, student B tell the other students what the phrase is.
2.2.2 Classification by Function
Games can be used to develop children’s language skills. According to their different functions, games can be divided into four aspects.
Firstly, it is the memory games. Memory is the foundation of learning. It’s necessary to use games to improve children’s memory. So when teachers teach vocabulary and pronunciation, they can organize a game called “What’s missing?”
Write down a vocabulary on the blackboard, but one letter of it is missing, such as “ap_le”. Then the teacher ask like that “What’s missing?” students will answer “p” is missing. Through this kind of game, children’s memory can be improved a lot.
Secondly, it is the response games. When the teacher asks something, children usually have a very quick response. According to this, the scholars designed such kind of games, named response games. For example, a teacher make an instruction, under the teacher’s instruction, the students should do a right action. For intense, the teacher makes an order like: “put up your hands.” Then the students put up their hands.
Thirdly, it is the observation games. In this kind of game, teachers usually provide two kinds of materials to the students, one is pictures, and another is texts. For the pictures, students should have an observation of it, and then use their own word to descript it. For the texts, it means in one piece of text, students should find out one word or one sentence that the teacher have said.
2.2.3 Classification by Nature
In Elementary Communication Games, Jill Hadfield collected just two kind of games：competitive games and co-operative games．
Cesar Klauer applied four types of games as cooperative games，competitive games, communication games and code-control games，which has been greatly adopted and will be stressed as following：
Firstly, it is the cooperative games. In this type of game, the main purpose is to develop a sense of cooperation. Players work together to finish a common task. All the members of the team are involved in this type of game, including the shy students. The typical cooperative game is through the given instructions, the team work together to complete a drawing.
Secondly, it is the competitive games. As the name shows, there is a competition in this kind of games. In this type of games, players or teams compete to be No.1 to complete the task. It can be the competition between teams or the individual against other individuals. Through competitions, players have the opportunity to improve themselves. It forces them to reach the goal in the shortest time but with the best result. While in this type of games, due attention must be paid to the winners and losers. Guide them to have a right attitude on the results.
Thirdly, it is the communication games. In this type of games, players exchange information through dialogues or pass messages to other players. For instance, two players talk to each other and get the information of his partners, like name, age, hometown, hobby, etc. Another form is one of the players give an instruction, another must follow it and do exactly what he is asked, such as drawing a cat, open the door, put up your right hand, etc.
Fourthly, it is the code-control games. This type of games demands the students have a good skill of the language. They must produce correct structures, spelling, pronunciation, etc. All of these can help the players or the whole team gets high marks.
2.3 Characteristics of Games
In order to pursuit good grades, English teaching has become an activity of memorizing vocabulary, which made the students lose interest in it. In order to solve this problem, games are applied in English teaching. According to Fredercken, game creates “a bridge between learning and doing”. No matter in per-school education or high school education, games are known as a way to delight students who are tired of the class.
While the application of game is not an easy work, it requires the teachers have a careful planning. If they want to use games in an efficient way, they must know well of the characteristics of games.
The first characteristic of games is novelty. Different from the traditional and serious class, game is a novel way to direct the students to grasp the knowledge points. It can also teach the students social skills in a natural way.
The second characteristic of games is flexibility. According to the different students, the teachers can organize different games. To the withdrawn children, it’s good to develop a cooperative game. Through this kind of game encourage them to participate in, and force them to communicate with others. To the poor students, it’s good to play something easy, which can help them build confidence. So the application of games is very flexible.
The third characteristic of games is motivation. Studies show that competitive environments are easy to stimulate students’ motivation. In order to win, they will put their attention on study. The reward or the praise from the teachers and their parents can also arouse their motivations.
The fourth characteristic of games is fun. That’s the basic characteristic of the games. Games create a free and relaxed environment for the students, which can remove the threat of new and difficult material. In this playful atmosphere, students can also work effectively.
Games contain many factors, such as rules, competition, and entertainment and learning, in particular, Cesar Klauer summarizes the characteristics of games as the following:
Firstly, a game must have rules. Through rules, students know how to play and the teacher judge the players win or lose.
Secondly, a game must have goals. This goal stimulates students to play. It can be something like making points or completing the task first.
Thirdly, a game is a closed activity. Games must have beginning and an end. It must be clear to the students or the teachers, who is first one to reach the goal.
Fourthly, a game is a child-centered activity. Different from the traditional teaching model, in the game-based teaching, teachers no longer in the center of the class, they just become the judge or scorer of the games.
2.4 The Importance of Games in English Teaching
Before 300 years ago, the great educator John Amos Comenius had emphasized the importance of games in his first work School of Infancy. And Friedrich Frobel, the great German educator, also spoke highly of the value of games. Game is a typical form that life took in childhood. Games can arouse the interest of children and lower their stress. In English class, games create an English situation, in this happy situation, children can learn English easier.
2.4.1 Stimulating Children’s Interest of English Learning
As we all know interest is the best teacher. It plays the main role in language learning. All the children have the natural disposition to play, if games can be used in English teaching, it will help to arouse children’s interest. Through the fascinating games, children will not only enjoy themselves, but also acquire knowledge in this free and happy atmosphere. And in the meanwhile, it will make children have sense that English learning is an interesting activity. It is good for children’s English learning and can help to raise the efficiency of English teaching.
2.4.2 Lowering Children"s Burden on English Learning
In the games, children grasp the language point quickly. It can help children ease their anxious on English study, thus make them got the confidence to learn. When children combine games and study together, they will have a sense of “I would like to learn” instead of “I should learn”. For this reason, they begin to pay a lot of attention on the English study and enjoy themselves. All of these clearly show us that games can lower children’s burden on English study.
2.4.3 Making Children Have a Better Understanding of the Knowledge
In the English class, if the teachers just explain every language point to the students, but do not encourage them to think and have their own opinion, the students can never hold the essence of the knowledge point. While in the game-based class, teachers create a real-life situation, and in this situation children can change the abstract ideas into concrete ideas. Therefore, they will have a better understanding of the teaching context and flexi ably use whatever they have learned.
2.4.4 Improving the Relationships between Teachers and Students
In the tradition teaching model, teachers play the role in the class, they hold the administration. All the students should follow their orders. If there is someone who infringed the discipline of the class, he or she would be punished by the teacher. So in the eyes of the students, teachers are very grave and fearful. While in the game-based teaching, teachers are no longer the center of the class, they become positive. They play games with students, just like their elder brothers or sisters. All of these make students change their attitude towards the teachers. The harmony relationships will instead the tension one.
Cheaper Ⅲ Design and Methodology
3.1 Design
3.1.1 Characteristics of games’ design
Children’s English teaching must in accordance with children’s characteristics of psychology. Many studies show that the satisfaction of the children’s psychology decides the game is succeeding or not. The more satisfaction the game creates, the easier the game succeeds. As a conclusion, the characteristics of children’s psychology are the basis of the game design. Therefore, special attention should be paid as following on games design.
Firstly, it is purposiveness. Before designing a game the teacher must set an object, according to the different teaching context organize different games. Make full use of games to help the students learn English effectively. For example, in order to improve students’ memory, teacher can organize a spelling game.
For example, have a student say a word, such as, “apple”. Then have the next student say a word that begins with the last letter of this word. (such as：apple, elephant, tea…)．
Secondly, it is appropriateness. Games can be divided into difficult ones and easy ones. During the organization of the games, the teacher should take children’s ability into consideration, taking the suitable measures to local conditions. If the game is too difficult to the students, it will make them to be unsure of themselves. On the contrary, if the game is too easy, it can not arouse students’ interest. So the teacher must go hand and hand with practice, select the most suitable game for different students and class. For example, in one class, if the number of boys is one time of the girls, it will not suitable to organize a competitive game between boys and girls. It is not follow the principle of fair.
Thirdly, it is speculation. Children are always full of curiosity. The speculation of the game can stimulate heir interest of learning, set the magic guess for example. The teacher writes down a word on the paper but do not tell the students, and then let them guess. The one who give the right answer can be crown as he has magic eyes. This type of game is beneficial to encourage the shy students or the students who can no acquire knowledge very quickly to take part in. And it is also good for the students to build confidence.
Fourthly, it is Competition. All the children would like to be No.1. For this reason, the competitive game is designed. When children compete to be first to complete the task, they can focus their attention on the learning. That is a good way to increase the efficiency of the study. For example, high and low voice is game that students compete to the teacher. In this type of game, students read after the teacher, but in an opposite way. That’s means, if the teacher reads in a high voice, the students will read in a low voice; if the teacher reads in his seat, the students will read with standing. Someone who failed will be punished. Through the competition between the teacher and the students, the language points have been reviewed for many times, and students" memories have also been consolidated.
The last one is interest. The main purpose of children’s English teaching is to stimulate their interest. Game is very funny. It can make an interesting and relaxed atmosphere. Also, it can encourage the students to participate in the activity and work effectively. So when teachers organize the games, they must make sure that the game is interesting, novelty and can give full play to children’s initiative.
3.1.2 Points for Attention in Games’ Design
The first point is the preparation for the games. That’s the necessary condition of a successful game. The preparations for the games are in two aspects. The first one is the preparation of the teaching aids. Before the teacher organizes the game, he must make sure that all the teaching aids are ready, which include record, tape, cards, and so on. The second one is the preparation of the knowledge. All the games require the students have basic knowledge. So before a game is played, it’s necessary for the teacher to make the students have a review of the knowledge points.
The second point is Fairness. Competition is good for children to improve themselves. In the competitive games, all the children care about the final result. If the result is not fair, it will dampen their enthusiasm or make them have an exclusive attitude to the teacher. So a good game must encourage all the students to participate in. Teachers should organize more corporation games, which can promote the mutual learning between students and cultivate their spirit of cooperation. And then teachers should also have an equal treatment to all students. They can never show discrimination against the poor students. To the poor students, some of the games are difficult for them playing. So when the teacher organizes the game, they can let the poor students answer the easy question, help them build confidence. Teachers should also avoid choosing the games which are too difficult or too easy. All of these are not good for the students.
The third point is the disciplines of the games. All the games need rules. Before a game is organized, rules should make clear to the students. According to the rules, the teacher makes judge on the final result. Reward and punishment can keep the discipline of the class.
The fourth point is the time of the games. In the game-based teaching, teachers should have a good control of the time. If the playing time is too long, it will decrease children’s interest in study. On the contrary, if the playing time is too short, the teaching result will not be obtained. So the time of the games must in accordance with the characteristics of the children’s psychology and cognize.
The last point is the variety of the games. Different from the common games, games in the class is to arouse student’s interest and make them acquire the knowledge easier. So the teachers cannot just organize only one kind of game in the class. Otherwise, students will tired of it and lose interest in it.
3.2 Methods of Choosing Appropriate Games
There are many factors to consider while discussing games，one of which is appropriateness. Teachers should be very careful about choosing games if they want to make them profitable for the learning process. If games are to bring desired results，they must correspond to either the student"s level, or age, or to the material that is to be introduced. Not all games are appropriate for all students irrespective of their age. Different age groups require various topics, materials, and modes of games. For example, children benefit most from games which require moving around, imitating a model, competing between groups and the like.
Furthermore, structural games that practice or reinforce a certain grammatical aspect of language have to relate to students’ abilities and prior knowledge. Games become difficult when the task of the topic is unsuitable or outside the student’s experience. Another factor influencing the choice of a game is its length and the time necessary for its completion. Many games have a time limit, but according to Sick-Piskozub, the teacher can either allocate more or less time depending on the students’ level, the number of people in a group, or the knowledge of the rules of a game etc.
3.3 The Time to Choose Games
Games are often used as short warm-up activities or when there is some time left at the end of a lesson. Yet, as Lee observes, a game “should not be regarded as a marginal activity filling in odd moments when the teacher and class have nothing better to do”. Games ought to be at the heart of teaching foreign languages. Rixon suggests that games should be used at all stages of the lesson. And at different stages of the lesson, the teacher’ aims connected with a game may vary.
3.4 A Sample Lesson
Here is a sample lesson, some games and activities are use in this class.
Teaching content: What color is it?
Teaching aids: Tape, a box and different colors of balls and cards;
Time: 45 minutes
Objective:
1. Learn and master the following words and phrases: color, red, black, green, pink, yellow, blue, orange, etc.
2. Learn and master the sentences: “What color is it? It is ...”, “What color are you in? I’m in ...”
3. Can use these expressions in daily life.
Teaching procedure:
Step 1. Warming up
T: Good morning, boys and girls.
S: Good morning, Miss Li.
T: How are you?
S: Fine, thank you, and you?
T: I"m fine, too.
T: OK! Everybody, let’s sing an English song, OK？
S: OK! Let’s do it.
The students sing “Hello song” following the tape.
Step 2. Lead-in
T: Now, everybody, let’s play a game. I say, you do. Be quiet, listen to me carefully.
T: Stand up, please!
Put up your right hand.
Point at your left eye.
Point at your black left eye.
Point at your mouth.
Point at your red mouth.
The students do actions following the teacher’s instruction.
T: Well done! Site down, please!
The teacher writes down the new words on the blackboard and asks the students read after her.
Step 3. Presentation
The teacher takes out a blue card.
T: Look! What color is it?
It’s blue.
T: Read after me.
What color is it?
S: What color is it?
T: It’s blue.
S: It’s blue.
Repeat it for three times. Then take out a red card.
T: Look! What color is it?
S: It’s red.
T: What color is it? (Ask different students)
S1: It’s red.
S2: It’s red.
The teacher takes out a green card.
T: What color is it?
S1: It’s green.
S2: It’s green.
S3: It’s green.
T: Very good. Now, let"s listen to the tape and read after it.
Students read after it.
T: Well done, everybody. Now, let’s play a game, OK?
S: OK!
T: I have a box here, in the box, there are many colored balls, and I will take one out, and you guess the color. Someone who gives the right answer will get this ball. Are you clear?
S: Yes, we are.
Teacher takes out one ball from the box, and holds it in her hand.
T: What color is it?
S1: It’s red.
T: No, it isn’t.
T: What color is it?
S2: It’s pink.
T: No, it isn’t.
T: What color is it?
S3: It’s blue.
T: Yes, it is. Look, it’s blue. You can get the blue ball.
...
Repeat this game for several times.
T: Today, we learned the expression of different colors. Are you happy?
S: Yes, I’m happy.
T: That’s all for today. Class is over. Thank you, everyone, goodbye, see you next time.
S: Thank you, Miss Li, see you.
In this lesson, the teacher makes full use of all kinds of games. The children are given the opportunity to sense, experience and use the language, so their interest in learning English is aroused. The children receive comprehensible input through the teacher’ simplified input such as short length of utterances, exaggerated intonation, and modified interaction like a lot of repetitions, visual aids(cards, pictures, body languages and gestures). At the same time, the teacher organizes the games well.
Firstly, the games fit the teaching aim of the content of the class and games in every stage integrate into learning. The purpose of this class is to learn the color. The teacher designs the learning of the color in a series of tasks with games to be finished, such as singing a song to warm up, play the game of say and do to give the students an impression of the new words.
Secondly, considering the psychological and physiological characteristics of the children, as well as in terms of task-based learning combined with the teachers’ experience, the teachers use different games at all stages of the class. And the children’s interest in learning is aroused. Children collaborated quite actively in games that require group work, even shy children. They say that they like the relaxed atmosphere, the competitiveness and the motivation that games bring to the classroom. This is because students have a chance to use their imagination and creativity during activities like games in the classroom; therefore they are motivated to learn.
Chapter Ⅳ Conclusion
The New English Curriculum Standard says that the aim of primary English teaching is to foster students’ interest in leaning English. But the survey shows that children’s interest in English is decreasing as their English level goes up. Based on fruitful findings on games, this paper has proved that using games in the English class can cultivate the children’s interest. Adopting some methods including classroom observation, the author investigates the effectiveness of game teaching in children’s English classes. The results of the research indicate that games are playing an important part in children’s English teaching particularly in the activation of children’s interest.
It is important for teachers to make games interesting and at the same time to integrate game-teaching with other approaches in order to make children become more interested in English learning. Any game to be used in teaching would not always be suitable unless it is challenging, purposeful and involves real language, visuals, materials, sounds, mime, actions and so on．Competitive games are popular with students and teachers．When using competitive games in English class, teachers should pay attention to children’s group spirit development in these games. Besides, in the process of teaching, teachers should help develop children’s overall intelligence. Offering pupils necessary help and praise can strengthen children’s self-confidence, improve their interest in participating in the game, and help them keep their interest in learning English. Children are participant rather than passive followers of the teacher’s instructions and orders. Games cannot be successful if the teacher does not organize them well. What teachers should do is to organize games well and make game-teaching objective, meaningful, enjoyable and full of practice.
Works Cited
[1] Arnold, Jane. Affect in Language Learning [M]. Cambridge: Cambridge University Press, 1999
[2] Bachman L. Fundamental. Consideration in Language Testing [M]. Cambridge: Cambridge University press, 1999
[3] Harmer, Jeremy. How to Teach English [M]. Beijing: Foreign Language Teaching and Research Press, 2000
[4] Jill Hadfield. Elementary Communication Games [M]. London: London Nelson, 1990
[5] Lee Su Kim. Creative Games for the Language Class [J]. Hong Kong: Forum.Vol.33, 1995
[6] Mc Callum George P. 101 Word Game [M]. New York: Oxford University Press, 1980
[7] Phillips Sarah. Younger Learners [M]. New York: Oxford University Press, 2001
[8] 丁海东. 学前游戏论 [M]. 济南：山东人民出版社, 2001
[9] 洪子锐. 小学英语教学法 [M]. 广州：广东人民出版社, 1999·
[10] 胡春洞. 英语教学法 [M]. 北京：北京高等教育出版社, 1990
[11] 贾冠杰. 外语教学心理学 [M]. 南宁：广西教育出版社, 1996
[12] 李争. 小学英语案例卷 [M]. 郑州：大象出版社, 2004
[13] 刘道义. 小学英语教学特点与消息英语课面临的挑战 [J]. 南昌：江西教育出版社, 2001
[14] 唐雪梅. 浅谈教师激励的策略 [J]. 成都：成都教育学院学报, 2004
教育类实践总结报告范文篇4
——教学资料参考参考范本——
【教育类】最新学校工作实用文档：高中军训总结报告范文
______年______月______日
____________________部门
进入高中，就意味着必须接受军训考验。对我们这些一直生活在父母羽翼下的人来说，无疑是一种挑战------一种自我挑战。在这短短的军训期间，我们要与原本不认识的同学相互认识，并且要做到互帮互助，团结一致，我们要从原本懒懒散散的暑期生活中脱离出来，参加严格训练，接受阳光的洗礼，面对种种的考验。
给我们训练的教官是一个二十多岁的年轻人，他身材不高，在他那稚气未脱的脸上写满了严肃和认真。他还很爱笑，而且笑的时候原本就不大的眼睛变得更小了。但是，教官在军训的时候对我们的要求还是很高的。只要大家不努力，他就会批评我们;只要大家动作不规范，他就会一而再，再而三地示范给我们看。这可是我第一次与军人接触。
军训一开始，同学们个个神采飞扬，对军训充满了好奇。可是到了第二天、第三天、第四天，问题来了。有的同学开始发牢骚，抱怨声便连声四起，一些同学向教官提出意见、有的甚至想逃避训练。这些都体现了我们平时的生活太顺畅，几乎是衣来伸手，饭来张口，缺少了那份同龄人应有的能力。这正是我们必须提高的自身素质。
军人也许真的是那么一丝不苟。抱着在军训中混的我，六天后，才认识到严谨的时间意识和坚忍不拔的意志。哪怕是一个最简单的动作，在训练场上，我们无数次地重复着，用自己的心去真真切切的体会军人的英伟。军姿的纹丝不动，跨步的整齐有力，使我们真正体会到军人的一丝不苟。
高中的第一堂课—军训，就在今天，圆满结束了。回想起这些日子，我感慨良多。“宝剑锋从磨砺出，梅花香出苦寒来”是军训的体会。“千磨万击还坚劲，任尔东南西北风”是军训的结果。军训的感悟是需要用心去体会的，它教会了我们对别人的关爱，它加深了我们理解保卫祖国的责任，它告诉了我们面对困难应有的态度。我们至少是我不再是娇滴滴的孩子，不再是好哭的小姑娘，我知道面对高峰，我们须自己去搭造阶梯;遇到山崖，我们要自己去连结绳索。我们的命运在自己的手中，只是看是否去把握!
教育类实践总结报告范文篇5
教育类开题报告范文参考开题报告，就是当课题方向确定之后，课题负责人在调查研究的基础上撰写的报请上级批准的选题计划。以下是为大家推荐的教育类开题报告范文参考，希望能帮到大家，更多精彩内容可浏览。
第三次全国教育工作会议提出了新的教育发展的主题，那就是以提高民族素质和创新能力为重点，全面实施素质教育。中共中央、国务院《关于深化教育改革，全面推进素质教育的决定》进一步明确了实施素质教育要以培养学生的创新精神和实践能力为重点，以培养创新精神和实践能力为核心的创新教育成为教育发展的主题，把素质教育推向一个崭新的阶段。
创新教育是以培养人的创新精神和创新能力为基本价值取向的教育，着重研究和解决基础教育如何培养中小学生的创新意识、创新精神和创新能力的问题。创新是有层次的，这里的创新，指的是通过对小学生施以教育和影响，使他们作为一个独立的个体，能够善于发现和认识有意义的新知识、新事物、新方法，掌握其中蕴涵的基本规律，并具备相应的能力，为将来成为创新型人才奠定全面的素质基础。
期间我校开展的《发展小学生五自能力的实验研究》，通过培养学生的五自能力，促进学生自主、和谐地发展。突出对学生
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主体性的关怀，正是创新教育的基本理念。随后进行的子课题自主教学的初步探索，把学生的主体性落实到课堂中，重点研究教师如何促进学生自主地学习，自主地发展，从而把教学的过程变为学生主动探究，以获取知识、发展能力的过程，教学进程随之得到优化。这一系列研究为创新教育的研究作了很好的理论和实践上的准备。
眼下，创新教育的研究还刚刚开始，目前迫切需要回答的问题是怎样把创新教育落实到实践中?如何培养学生，尤其是在课堂教学中培养学生的创新精神和实践能力?我们认为探究是创新的前提，没有探究就没有创新。小学生的创新是从好奇开始的，由好奇到探究，由探究逐步走向创新，在整个过程中充分体现了学生的自主精神和能力。通过总结前一阶段的研究，结合对学生身心发展特点的认识，我们把自主探究作为培养学生创新能力的着眼点，以课堂为主阵地，提出构建小学自主探究型课堂教学模式的研究，希望通过研究，来探讨通过自主探究，提高课堂学习效益，优化教学进程，培养学生创新和实践能力的途径和方法。
本课题中的自主探究，指的是围绕一定的学习任务，通过开展积极主动的探讨和研究活动，从而发现问题、提出问题直至解决问题的学习活动。在整个自主探究学习过程中，教师遵循教育教学规律，运用各种科学的方法和手段，引发学生独立思考、自
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行探索、相互研讨、提出见解，在掌握知识的过程中，提高解决问题的能力，进而强化和发展创新精神和实践能力。
小学自主探究型课堂教学模式，是指在上述理念的指导下，在小学课堂教学中，学生在教师的帮助下，通过自主探究活动达成教学目标的比较典型的、稳定的教学结构和程式。
本课题研究将以行动研究法为主要研究方法，在一定的教育理念指导下，形成研究假设，选择研究对象，实施教育行为，以验证假设。在此基础上聘请各方面专家进行行为诊断，提出改进意见，再进行新的教育教学实践，多次反复，不断推进课堂教学向着自主探究的理想境界发展。
课题研究最终将形成小学自主探究型课堂教学模式(例说，小学自主探究型课堂教学模式操作方案，小学自主探究型课堂教学模式评价方案，并将出版一本自主探究研究专著。
目前，课题组经过紧张的工作，已经基本完成课题研究的先期准备工作，制订了课题研究方案和课题研究计划，确定了实验班级。课题组一致认为研究的基本条件已经成熟，现正式向市、省申报，争取立项为市、省十五课题。
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