教师课堂进阶心得体会如何写 从课堂教学看教师成长心得(九篇)

体会是指将学习的东西运用到实践中去，通过实践反思学习内容并记录下来的文字，近似于经验总结。那么你知道心得体会如何写吗？那么下面我就给大家讲一讲心得体会怎么写才比较好，我们一起来看一看吧。

关于教师课堂进阶心得体会如何写一

一、教材内容分析

本课时的教学内容为新起点五年级下册第五单元教材第56-57页内容，即：get ready, a listen and tick, b chant and say和c let’s write. 在a部分，借助get ready图和对话录音，情境化地呈现了本课的目标词：went to the beach, drank cold drinks, swam in the sea, ate ice-cream, went to the stone forest, bought some gifts, saw flowers, took pictures等短语;让学生通过看、听、选择等途径来感知并学习这些短语。b部分通过歌谣帮助学生操练词汇并学习另外两个目标词，同时体会it was boring. 等句子在交际情境中的运用。c部分是学生根据语境，使用恰当的词语填空。

二、学生情况分析

五年级的学生在本套教材第八册的第三单元学习了travel plans学习了sea, ski, eat seafood, visit the mogao caves, west lake, row a boat, the great wall, take photos等描述旅游景点名称及相关活动的单词和短语，学生能够用we can … 初步表达在风景名胜中所从事的相关活动。这些为本节课的顺利开展打下了基础。

三、教学目标

通过本节课的学习，学生能够达到以下目标：

1. 能够听懂、会说 went to the beach, drank cold drinks, swam in the sea, ate ice-cream, went to the stone forest, bought some gifts, saw flowers, took pictures等单词和短语，尝试借助拼读规律记忆它们，并能够根据语境选择恰当的单词形式填空。

2. 能够通过说唱歌谣，以及运用谈论过去旅游情况的功能句i went to … i climbed … 等操练本单元的重点词汇。

3. 能够根据语境选择单词的恰当的形式填空。

四、教学重难点

教学重点：

能够听懂、会说 went to the beach, drank cold drinks, swam in the sea, ate ice-cream, went to the stone forest, bought some gifts, saw flowers, took pictures等单词和短语，尝试借助拼读规律记忆它们，并能够根据语境选择恰当的单词形式填空。

教学难点：

能够通过说唱歌谣，以及运用谈论过去旅游情况的功能句i went to … i climbed … 等操练本单元的重点词汇。

五、教学步骤

1. 热身(唱一唱)

t: good morning, boys and girls.

ss: good morning, miss fan.

t: look at these beautiful pictures. where is it? (点击课件，出现三亚风景图片)

ss: sanya.

t: great! is it a beautiful place?

ss: yes.

t: did you go to sanya?

ss: yes. / no.

t: when did you go sanya?

s: i went there …

t: __ went to sanya. our friend——bill went to sanya, too. what did bill do there? let’s have a look.

设计意图：开门见山，直入正题。

2. 学习(学一学，练一练)

(1)单词教学

①教学went to the beach

t: where is it? (点击课件，出现海滩)

s: 海边/沙滩

t: yes. it’s beach. (点击课件，出现beach 单词) how to read the word? (出现teach, each)

学生读单词，根据旧单词试着拼读新单词。

设计意图：用旧单词学习新单词的方法，培养学生学习能力。

t: /bi:t?/

s: /bi:t?/

t: do you like the beach?

s: yes.

t: what can you see there?

s: i can see the sea, the sand and …

t: is it beautiful?

ss: yes.

t: it’s so beautiful, so bill went to the beach. (点击课件，出现went) went to the beach

ss: went to the beach

t: look at the picture. bill went to the beach. who else went to the beach?

ss: bill’s parents.

t: you are right. you should go to the beach with your parents.

设计意图：在学习的过程中适时进行安全教育是必须的。

t: who went to the beach in our class?

s: me.

t: bill went to the beach. __ went to the beach, too. what did bill do there?

设计意图：在说周围同学的经历的时候，同时也是巩固新学的动词过去式。

②教学swam in the sea

t: the sea is blue. it’s hot. bill swam in the sea. /sw?m/

s: /sw?m/

t: bill ________. (教师引导学生说图)

s: bill swam in the sea.

t: did you swim in the sea, __?

s: yes.

t: __ ____. (教师引导学生用学过的动词过去式短语说句子)

s: __ swam in the sea.

③教学drank cold drinks

t: bill swam in the sea half an hour. he was tired. what did he do then? look! (点击课件)he ____. (教师引导学生说句子) drank hot drinks?

s: no.

t: bill drank cold drinks. /dr??k/

s: /dr??k/

t: can you drink cold drink after e_ercises?

s: no.

t: drinking cold drinks after e_ercising is not good for our body. you should drink warm water. right?

s: yes.

t: did you drink cold drinks in last summer?

ss: yes. / no.

t: after bill drank cold drinks, he swam in the sea again. he swam and swam. half an hour, he was tired again. what did he do?

④教学ate ice-cream

t: look! (点击课件) he ate ice- cream. /eit/

s: /eit/

t: what does a—e say?

ss: it says /ei/.

t: ok. was bill right?

s: no.

t: what should he do?

s: he should drink warm water.

t: clever.

⑤教学went to the forest stone

t: bill went to sanya. what about lily? where did lily go? look! (点击课件) where is it?

s: kunming.

t: good job. did lily go to kunming with her parents?

s: no.

t: who?

s: …

t: lily went to kunming with her uncle’s family. where did lily visit? look! (点击课件)where is it?

s: 石林

t: the stone forest

ss: the stone forest

t: the stone forest is very beautiful. lily went there. who went there in our class?

s: me.

t: what did you do there?

s: … (教师帮助学生用过去式表达)

⑥教学saw flowers

t: look! what are these?

s: flowers.

t: beautiful?

s: yes!

t: lily went to the stone forest. the flowers were there. lily saw flowers. /s?:/

s: /s?:/

t: i saw many flowers. did you see flowers? (手指课件上面的花儿)

s: yes. i saw flowers.

⑦教学took photos

t: what did lily do after seeing flowers? (点击课件，出现词组和旧单词)

s: took photos

t: you are so clever. who took photos for lily?

s: lily’s uncle.

t: good. did you take photos when you had a trip?

s: yes.

t: ok. we will talk about your photos.

⑧教学bought some gifts

t: when lily’s trip was over, she went to a shop. what did she do? (点击课件)

s: bought some gifts

t: right. what did she buy?

s: she bought some gifts.

t: super.

(2)listen and tick

t: now open your book and turn to p57. let’s listen and tick. take out your pencils. (点击课件)

学生听音，打勾，班内校正，及时评价。

(3)chant and say

t: look at the picture. what did bill and lily do?

s: bill swam in the sea. lily bought some gifts.

t: read the sentence by yourself.

学生自己读句子。

t: are you right? let’s listen and follow it. (点击课件)

学生听音跟读，班内展示，及时评价。

(4)let’s write

t: look here. where is it? (点击课件)

s: sichuan.

t: what can you see?

s: i can see …

t: what can you do there?

s: i can …

t: miss fan went to sichuan last summer vacation. this is my passage about my trip. can you help me finish it?

ss: yes! 学生做练习，班内展示， 及时评价。

(5)homework

1. read the dialogue on p56.

2. say chant to your parents.

3. write a short passage about your trip.

设计意图：家庭作业以说为主，检测学生是否真正掌握本节课的内容。作业实行分层，让孩子根据自己的学习能力选作，真正实现了以生为主。

六、板书设计

整个板书以本节课的教学重难点为主，辅之以教学评价。评价是这样进行的：全班分成5大组比赛，看谁得到的小红旗最多。最后用这个板书来进行整节课的小结。

关于教师课堂进阶心得体会如何写二

什么样的音乐课堂才是理想的课堂？什么样的音乐教学才是理想的教学？这是每个音乐教育者长期思考着的问题。令我们困惑不解的是：有的孩子们热爱音乐却不爱上音乐课；热爱唱歌却厌烦音乐老师。这是多么可笑而具讽刺的现象！而课堂气氛，是教师在教学过程中一种外部的、来自学生自我涌动的群体情绪，它的形成与教师的教学方法、管理水平、自身素质有关，课堂气氛的形成往往与班级纪律、求知欲望、知识内容分不开。

小学阶段的音乐课堂教学气氛往往出现两种情况：其一，全班热烈、激动，小学生被老师诱发出忘我的情绪，这样容易使班级秩序混乱，难以控制；其二，教师过于严厉，小学生产生畏惧心理，课堂情绪低落，音乐课变成了训斥课。因此，作为一名小学音乐教师，必须合理调整音乐课堂情绪，把握好音乐课堂气氛，形成良好和谐的学习环境。

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新音乐课程标准中，把培养兴趣作为重要理念之一， 兴趣对于学习的重要意义是不言而喻的， 爱因斯坦的 " 热爱，是最好的老 师 " 即是一句至理名言。常规的建立已丧失学习的动力， 这样无异于舍本求末， 况且小学音乐教学由于没有升学考试等外在压力， 兴趣就成了学习音乐的唯一动力， 如果失去兴趣， 音乐教育将毫无意义。可能许多人都认为， 音乐课唱唱跳跳， 学生当然喜欢， 其实不然。调查表明， 许多喜欢音乐的学生却不爱上音乐课，那是什么时候起学生开始不喜欢音