教育叙事英语教师故事
教育叙事案例英语老师(2篇)
第1篇In the heart of a bustling urban school, nestled among the towering skyscrapers and the hum of the city, there was a classroom that seemed to defy the chaos outside. It was a haven of learning, a place where dreams were nurtured, and where one English teacher, Mrs. Thompson, was making a significant impact on the lives of her students.The SettingThe classroom was modest, with rows of wooden desks and the familiar scent of books. The walls were adorned with colorful posters of famous English authors and phrases from classic literature. The room was filled with the sound of laughter and the murmur of discussions, a testament to the vibrant learning environment that Mrs. Thompson had created.The TeacherMrs. Thompson was a middle-aged woman with a warm smile and a passionfor teaching that was infectious. She had been teaching English for over two decades, and her dedication to her students was unwavering. Her classroom was a place where every student felt valued, and where learning was not just about academic success but also about personal growth.The NarrativeThe story of Mrs. Thompson's classroom began on a crisp autumn morning. The students, a diverse group of young individuals with varied backgrounds and interests, entered the room with a mix of excitement and trepidation. Mrs. Thompson greeted them with a smile and a welcome that immediately made them feel at ease.One of the students, Alex, was particularly quiet and reserved. He had a knack for writing, but he struggled with speaking in front of others. Mrs. Thompson noticed this and decided to take a personalized approach to help Alex overcome his fears. She began by assigning him smallwriting tasks, which he excelled at. Slowly, Mrs. Thompson encouraged Alex to share his work with the class, starting with just a fewsentences at a time. With each success, Alex's confidence grew, and his voice began to resonate more loudly in the classroom.Another student, Maria, was a visual learner. Traditional teaching methods often left her feeling disconnected from the material. Mrs. Thompson recognized this and started incorporating more visual aids into her lessons. She used diagrams, videos, and interactive whiteboards to make complex concepts more accessible to Maria. This not only helped Maria but also made the lessons more engaging for the entire class.One day, the class was studying Shakespeare's "Romeo and Juliet." Mrs. Thompson knew that many students found the language and themes of the play challenging. Instead of simply reading through the play, she decided to bring the story to life. She organized a Shakespearean play, allowing students to take on roles and perform scenes from the play. The excitement in the classroom was palpable as students prepared for the performance. The day of the play arrived, and the school hall was filled with the sound of a live performance. The students were not just actors but also directors, set designers, and stage managers. The experience was transformative for everyone involved, and it brought Shakespeare's timeless story to life in a way that no textbook could.As the year progressed, Mrs. Thompson's classroom became a place where students not only learned English but also learned about themselves. They discovered their strengths, faced their fears, and grew as individuals. Mrs. Thompson's teaching style was not just about imparting knowledge but about fostering a love for learning and a sense of community.The ImpactThe impact of Mrs. Thompson's teaching extended beyond the classroom. Students who had once struggled with English found their voices and gained confidence. They began to see the value of literature and the power of language. Alex, who had once been too shy to speak, delivered a powerful monologue in the school play. Maria, who had previously avoided group work, became an active participant in class discussions.The success of Mrs. Thompson's approach was not limited to individual students. The class as a whole demonstrated significant improvement in their understanding of English literature and their writing skills. Mrs. Thompson's passion for teaching had created a ripple effect that touched every student in the room.ConclusionThe case of Mrs. Thompson, the English teacher, is a powerful testament to the transformative power of education. Her commitment to her students, her innovative teaching methods, and her ability to create a supportive and inclusive learning environment are qualities that any educator would do well to emulate. In a world that is ever-changing, Mrs. Thompson's classroom stands as a beacon of hope, a place where students can dream, grow, and learn.第2篇In the heart of a bustling urban school, there exists a classroom where the world of words and sentences come alive. This is the classroom of Mrs. Johnson, an English teacher with a passion for literature and a heart full of compassion. This narrative explores the transformative journey of a student, Alex, and the profound impact Mrs. Johnson's dedication and innovative teaching methods had on his learning experience.BackgroundAlex, a 14-year-old boy, entered Mrs. Johnson's English class with a mixture of apprehension and curiosity. He had struggled with English for years, often feeling disconnected from the subject matter. His previous teachers had used a traditional, teacher-centered approach, where the focus was on rote memorization and passive learning. Alex's grades in English were consistently below average, and he had begun to dread the weekly classes.The First EncounterOn the first day of the semester, Mrs. Johnson greeted her students with a warm smile and an open mind. She introduced herself and her expectations for the course, emphasizing the importance of critical thinking and creative expression. Instead of launching into atraditional lesson, she asked her students to share their favorite books and why they enjoyed them. Alex, initially hesitant, found himself sharing about a science fiction novel that had captured his imagination.Mrs. Johnson listened intently, nodding and encouraging each student. She then announced that the course would be a journey through various genres of literature, with a focus on how authors use language to convey emotions, ideas, and experiences. She promised that each student would have the opportunity to explore texts that resonated with them personally.The Transformative ProcessAs the semester progressed, Mrs. Johnson's approach began to have a profound effect on Alex. She encouraged active learning by creating a classroom environment that was both supportive and challenging. Here are some key moments that illustrate the transformative process:1. Personalized Learning: Mrs. Johnson recognized that each student had unique strengths and weaknesses. She tailored her lessons to accommodate different learning styles, allowing Alex to engage with the material in ways that were meaningful to him. For instance, she provided him with additional resources on grammar and vocabulary, helping him build asolid foundation.2. Interactive Discussions: Mrs. Johnson facilitated lively class discussions, where students were encouraged to express their opinions and ask questions. Alex found himself participating more actively, not only because he was interested in the texts but also because he felt valued and respected in the classroom.3. Creative Assignments: Instead of traditional essays and quizzes, Mrs. Johnson assigned creative projects that allowed students to express themselves in different ways. Alex thrived on these assignments, writingpoetry inspired by the characters and themes of the books they studied. His writing improved significantly, and he began to take pride in his work.4. Peer Collaboration: Mrs. Johnson encouraged peer collaboration, which helped Alex to learn from his classmates and feel less isolated. He developed strong relationships with his peers, and together, they supported each other in their learning journey.5. Reflective Writing: At the end of each unit, Mrs. Johnson had students write reflective essays on the texts they had studied. This practice allowed Alex to connect the literature to his own life experiences, fostering a deeper understanding and appreciation of the material.The OutcomeBy the end of the semester, Alex's transformation was evident. His grades in English soared, and he developed a genuine love for the subject. He no longer dreaded English class but looked forward to it, eager to engage with new texts and share his thoughts with his classmates. Mrs. Johnson's innovative teaching methods had not only improved Alex's academic performance but also instilled in him alifelong love of reading and writing.ReflectionMrs. Johnson's story serves as a powerful reminder of the impact that dedicated teachers can have on their students. By adopting a student-centered approach, she was able to tap into Alex's interests and strengths, transforming his learning experience from a source of dread to a source of joy. This case study highlights the importance of personalized learning, interactive discussions, creative assignments, peer collaboration, and reflective writing in fostering a love for learning.In conclusion, Mrs. Johnson's dedication and innovative teaching methods played a crucial role in Alex's educational journey. Her approach not only improved his academic performance but also instilled in him apassion for literature that would undoubtedly serve him well in the future. This narrative is a testament to the power of education and the transformative potential of a caring and dedicated teacher.。
小学英语教育叙事故事3篇
小学英语教育叙事故事3篇小学英语教育叙事故事3篇小学英语教育叙事故事一：这一节课是我刚刚调到复兴小学上的第一节课，这节课是在星期三下午第六节，学生们在上午进行了紧张的语数学习，而第五节课则刚刚上了一节体育课，学生好像都玩得很累，一上课都在不停地擦汗水，阳光透进了教室，气氛觉得非常的沉闷。
看着这些孩子们，我觉得很无奈，新课肯定是无法很快进行的了，不能照常规的方式来进行教学了，得换一种方式让学生既觉得新鲜又便于教学的模式，而且还得找一个方法让学生们调整一下。
于是我让学生们站起来，一起说唱歌谣 Head and shoulders knees and toes 并让学生用手指了相应的身体部位，然后和学生一起做了一套简单的手指操，学生的激情慢慢地被调动起来了，注意力基本调整到了英语学习上来了，在进行复习导入的时候，我拿出了事先准备好的单词卡片，教师出示卡片，让学生快速地读出这个单词，同时快速地用动作比划出单词所展示的动词短语，并评出比较到位的活着独特的动作，并进行鼓励，学生在这个环节上参与度也很高，有的学生也创作出了许多新的动作，通过复习的游戏活动，学生进一步掌握了上一节课所学习的词汇，效果良好，也没有人再去做别的事情了。
在新授课阶段，我继续用导出单词、展示单词卡并让学生比划动作的方式来进行学习，教学也比较顺利，而在练习单词的时候，我换了一种常用的方法，即采用波浪式的练习阅读的方式，即让第一组的学生先小声地读，第二组的再大声一点，第三组的学生再大声一点的方式来进行，然后再让学生反过来进行练习。
同时还采用了另外的一种练习的方式，即大声小声的游戏，教师如果大声地读，学生就只能小声地重复地读，反之亦然。
这样进行练习的效果也不错。
在进行句型学习的时候，我给学生创设了一个教学情境，即妈妈不在家，但是下午有客人来，得收拾一下，让孩子们来当家，让孩子们用英语说说他们都会做些什么，在说英语的时候后让学生同时比划出过户动作，让后展示出要学习的对话，引导学生进行分角色操练并上台表演，学生学习的也很顺利。
中学英语教师教育叙事
中学英语教师教育叙事叙事一：我的中学英语教师教育之旅作为一名中学英语教师，在这个职业中经历了许多宝贵的教育叙事。
我始终坚信，教育不仅是传递知识的过程，更重要的是塑造学生的人格和价值观。
下面我将分享一些我在中学英语教育中的叙事体验，以及对教育的深刻理解。
叙事一：培养学生的自信心记得在我刚开始教育职业生涯的时候，我遇到了一个非常内向而缺乏自信的学生。
他对自己的英语水平没有信心，在课堂上很少敢举手回答问题。
我深刻意识到，如果我不能帮助这个学生建立自信心，他将无法展示自己的潜力。
为了解决这个问题，我决定采用一种积极的教学方法。
首先，我鼓励他在课堂上大胆发言，并肯定他的尝试。
然后，我给他提供额外的辅导时间，帮助他克服困难并提高他的英语水平。
最重要的是，我努力让他相信自己有能力。
通过这些努力，他逐渐变得更加自信，在课堂上变得活跃起来，并在英语考试中取得了很大进步。
这段经历让我意识到，培养学生的自信心对于他们的整个人生都非常重要。
叙事二：教导学生的宽容心和理解力作为中学英语教师，我深知英语不仅是一门学科，更是一种跨文化的交流方式。
我希望我的学生能够拥有宽容心和理解力，去欣赏和尊重不同国家和文化的差异。
在一次课堂上，我引导学生们讨论不同国家和地区的传统和习俗。
在这个过程中，我鼓励学生们分享自己的文化背景和经验，并尊重他人的观点。
通过这个活动，学生们学会了接受和欣赏不同文化的差异，并且认识到文化多样性的重要性。
叙事三：激发学生的学习兴趣在中学阶段，学生们常常面临许多学习上的挑战和困扰。
作为一名教师，我认为激发学生的学习兴趣至关重要。
只有当学生们对学习产生兴趣，他们才能更加专注和投入。
为了激发学生的学习兴趣，我注重创造丰富多样的教学环境。
我尝试使用多媒体教学，让课堂变得生动有趣。
我还鼓励学生们参与课堂讨论和小组活动，让他们积极主动地参与学习过程。
通过这些方法，我发现学生们的学习兴趣得到了极大的提升，他们变得更加主动地探索英语知识，并取得了显著的成绩。
教育叙事。小学英语教师教育叙事
教育叙事。
小学英语教师教育叙事As an XXX。
I am thrilled to hear my students say "Hello。
Miss Hu!" Their eager eyes fill me with n。
Every day。
I am moved by everything around me - the people。
the events。
their simplicity。
innocence。
and kindness.At first。
I found it XXX young students。
They have poorself-control。
and their ns are complex。
Some are transfer students。
while others come from rural areas with different habits and varying levels of n。
During class。
it was chaotic。
with students talking and fidgeting。
I would shout。
"Sit up straight!" but within a minute。
the classroom would be noisy again。
It felt like I had taught ten classes in one。
and I was XXX if this continued。
their academic performance would XXX I XXX。
I was a stranger to them。
and they were strangers to me。
If they didn't like me。
they wouldn't like my class。
小学英语教师教育叙事3篇
小学英语教师教育叙事3篇As a primary school English teacher。
my goal is to cultivate students' strong interest in learning English and good language habits。
XXX。
and develop their basic abilities in listening。
speaking。
reading。
writing。
XXX。
and I e you to read it.Narrative 1: Striving for ExcellenceI remember someone once said。
"I cannot change the length of life。
but I can change its width." As an educator。
I have been confused about my work。
but in the past few days。
I suddenly realized that life is not necessarily what we see。
and we actually have the ability to change it。
The key issue is whether we want to change and whether we have the ability to do so.Hello。
Miss Zhao!" Every time I hear the XXX from the children。
I am deeply moved by their eager eyes。
Every day。
I am touched by everything around me。
especially the simplicity。
初中英语教育叙事6篇_初中英语教学叙事
初中英语教育叙事6篇_初中英语教学叙事初中英语在新课程标准实行之前一直作为英语学习的开始，在英语教学中有什么事情发生呢？本文是初中英语的教育叙事，仅供参考。
初中英语教育叙事1农村中学因为学生所生活的环境不能给他们提供更多接触英语的机会，所以很多孩子在学习英语时存在很多问题，包括他们的英语基础、学习方法、对英语学习的重视程度都有一定的偏差，使得班级的整体英语成绩不高，学生的英语水平也参差不齐。
在教学过程中，我发现这个班级的孩子的自尊心是比较重的，当然在孩子的成长过程中，也没有比自尊心更重要的了。
在学习过程中，既要保护学生的自尊心，又要尽快提高学生的英语水平，这就要求教师善于通过鼓励来帮助学生建立积极的心态，建立对自己的自信心，"老师相信你可以做到的!"这也是我对学生说的最多的话中的一句。
尽量把外力变为内力，把"要我学"变为"我要学"，提高学习兴趣，提高学习效率，这样学生就能不停地前进，取得意想不到的可喜成绩。
在这个过程中，我所经历的一件事也让我坚定这一信念。
八一班有一部分在英语学习中存在很大的困难，懒于学习又不能及时完成作业，有的勉强完成作业，质量也不高。
让他们回去做背单词类似的作业就索性当成没作业。
对于他们，我除了采取一些适合他们特点的教学方法外，主要还是从"心"上着手，对他们经常采取鼓励，表扬的方式，尽可能多的给他们帮助让他们树立自信，放大他们的优点，从而使他们在学习成绩上逐渐提高。
有一天，我找来一个英语基础较薄弱的学生，在走廊上问他：本周的周清考试你打算考多少分呀?他很自信地回答说："我想考75分!"因为他的基础太差，又经常不按时完成作业，以前考过的成绩也从未超过65分。
所以当听到他有这样的想法之后.我很高兴地点了点头。
刚想开口表扬他的目标时，只听到走过的同班同学，带着嘲笑的口气说："他还能考上70多分?别到时不及格就行了!老师别相信他。
高中英语教育叙事(通用4篇)
高中英语教育叙事（通用4篇）高中英语教育叙事篇1英语作为学生学习的第二语言,有着与其他学科不同的特殊性。
从学科本身来讲,课堂上出现各种意外事件的频率比较高,再加上高中生处于强烈追求个性,突显自我的特殊时期,所以能否较为妥善地处理好课堂突发事件就显的尤为重要。
俗话说的好猝然临之而不惊,无故加之而不怒。
只有沉着,才能应战,才能将被动局面扭转。
下面我谈谈在英语教学中一次处理突发事件的案例。
每当期末到来的时候,学生的学习热情就会有所减退。
特别是在教师讲解练习题时,学生有时就会出现注意力不集中的现象。
这学期期末复习阶段,我在班级正讲解翻译练习题。
当我叫一名学生回答翻译题时,他居然站起身,想都没有想就大声地说:我认为这道题正确答案是D.这引来了全班同学的哄堂大笑。
然后,所有同学的目光都集中到我这里来,那个答错问题的学生也不好意思地看着我。
我想他们都在想老师怎么处理此事。
于是,我等大家全都安静下来后,不紧不慢地说:虽然你刚才是所答非所问,但是老师还是能感受到你对我和英语这门功课还有一分热情,我希望你能再多投入一点热情给英语。
同时,受到感动的我也愿意给你更多的关注和帮助。
请坐。
然后,我又继续讲解练习。
在这节课剩下的半小时里,我欣喜地看到不仅刚才那位上课溜号的同学格外认真地听我讲课,其他同学的注意力也变得高度集中。
从那次事情后,我在上课时就格外注意起注意力不容易长时间集中的同学来,不断给他们鼓励,信心和希望,结果发现他们在上课时的表现比以前有了很大的进步,而且我上课也更有效率了。
卡尔罗杰斯有句名言:一旦真诚、对个人的尊重、理解学生的内心世界等态度出现了,振奋人心的事情就发生了。
爱学生就要尊重学生,尊重学生的人格,理解学生的要求和想法,理解他们的幼稚和天真;用充满爱的眼睛欣赏学生即使是成绩最差,行为最随便的孩子,他们也有自尊,也要我们所说的面子。
很多课堂上的突发事情其实并不需要教师和学生对立起来,如果教师给予学生更多的爱心和肯定,那么我想教与学就将不再是心血来潮和灵感突发的过程了。
英语教育叙事案例 (2)
英语教育叙事案例故事题目：改变的力量故事梗概：这是一个关于一位名为杰克的英语教育工作者的故事。
杰克从大学毕业后，他来到一所小城市的学校担任英语教师。
然而，这所学校的教学水平相对较低，学生们对英语学习缺乏兴趣和动力。
在这样的环境中，杰克遇到了许多挑战，但他决定尝试改变这种状况。
故事情节：1. 杰克到达学校的第一天，他发现学生们对英语课程没有兴趣。
他们只是机械地背诵单词和文法，而没有实际运用的机会。
他决定改变教学方法来激发学生的兴趣。
2. 杰克组织了一次英语角活动，邀请学生们自由交流，分享自己的想法和经历。
这个活动获得了学生们的积极参与，他们愿意用英语表达自己的观点。
3. 杰克引入了一些互动的教学方法，例如学生们通过小组合作解决问题，角色扮演以及有趣的游戏。
这样的教学方法使学生们更积极主动地参与课堂。
4. 在课堂外，杰克鼓励学生们每天都阅读英文文章或故事，并组织了一次读书分享会。
学生们展示了他们的阅读成果，分享着他们喜欢的书籍及阅读心得。
5. 通过这些改变，学生们对英语学习的兴趣逐渐增加。
他们开始自己主动学习英语，找到自己的学习方法，并且取得了进步。
学生们的英语成绩也逐渐提高。
6. 不仅学生们受益于这些改变，整个学校的英语教学水平也得到了提升。
学校也成为了文化交流的平台，接待了许多国际交流项目。
7. 杰克在学校获得了教育界的认可，他的教学方法也被其他教师借鉴和应用。
他感到非常自豪，因为他看到了他的努力和改变所带来的积极影响。
结尾：通过杰克的努力，这所学校的英语教育水平得到了提高，学生们的学习兴趣和动力也得到了激发。
这个故事展示了英语教育中改变的力量，以及教师的重要作用。
杰克不仅在教育上发挥了积极的作用，同时也改变了学生们的一生。
英语教育叙事故事
英语教育叙事故事（一）教学几年来，在英语课堂教学中总是觉得学生对英语学习不感兴趣，究其原因是因为学英语需要及大量的单词太乏味太辛苦了。
是的背英语单词是很辛苦，但是如果我们能把它变得interesting了是不是可以改变这种状态呢。
带着这种想法，我最近在课堂教学中做了一点尝试，一次在教高二选修7第三单元生词时遇到particularly这个单词教了好几遍学生就是读不下来，总是有相当一部分学生有问题，我突然想到最近我正在学习研究单词速记法就说：“谁能想一个好办法把这个单词记住？”过了几秒钟，有一个学生小声地说了什么，我隐隐约约听到好像是说这个单词的，于是我就叫他起来说，于是这个学生就大声说：“party可以有你了。
”我一听，非常高兴地说：“Very good!…”经过讨论最后确定为：“Party上可以有你了就特别了。
”这样一来，即解决了读音问题又和词义有了联系，由于内容很形象所以增加了趣味性，因此就便于记忆了，这样一来课堂就活跃了起来。
看到学生这样兴奋，我顺便讲了一些记忆方面的知识，以期能起到画龙点睛的作用。
能让学生轻松地学习，这也是课标对教学的要求。
既然大多数学生记忆英语单词有困难，为什么我们不能给他们教一些记忆方法呢。
大脑，这个遍布沟回的神秘领域，普通人穷其一生能用到的却不过百分之一二；开发大脑，挖掘大脑潜能，已经成为全人类的一个梦想。
在国外，脑力运动早已兴起，由英国人“大脑先生”托尼？波赞发起的世界记忆力锦标赛更是风行十余年，成为全球最权威的记忆力赛事。
而在中国，这个领域几乎一片空白。
还好近几年来速记在我国已经越来越被关注，记忆方面的书籍也如雨后春笋层出不穷，张杰。
王茂华等记忆大师也进入了世界记忆大赛的前十名行列。
填补了世界记忆领域无中国人的空白。
下面就给大家介绍国内外记忆专家的一些理论、经验和建议。
这些都是他们对快速记忆、提高记忆力和记忆的奥秘等经过多年研究而得出的结论。
记忆法简单来说就是能够缩短我们记忆和回忆过程的技艺和技巧，包括我们常用的定桩法、地点法等等。
教育叙事案例范文10篇英语老师加班主任
教育叙事案例范文10篇英语老师加班主任全文共10篇示例，供读者参考篇1One day, our English teacher Ms. Li gave us a surprise. She told us that she and the head teacher Mr. Zhang decided to stay at school for extra classes every Tuesday to help us improve our English skills. At first, we were a little surprised because we didn't expect them to work overtime for us.During the extra classes, Ms. Li and Mr. Zhang used different teaching methods to make learning English more fun and interesting. Ms. Li would organize English games for us to play, while Mr. Zhang would tell us interesting stories in English. They also provided extra help to students who were struggling with certain topics.We were all very grateful for their hard work and dedication. Thanks to their extra classes, we improved our English grades and became more confident in speaking English. Ms. Li and Mr. Zhang's efforts not only helped us academically but also showed us the importance of hard work and dedication.In the end, we realized that our teachers were not just there to teach us, but they also cared about our growth and development. We will always remember the extra classes they gave us and the impact it had on our lives. Thank you, Ms. Li and Mr. Zhang, for going above and beyond for us!篇2Once upon a time, there was a school with a super amazing English teacher named Miss Smith. She was not only super fun and cool, but she also taught us so many cool things about English. We loved her so much that we even made a special song for her.One day, we found out that Miss Smith had to stay after school to help the students with extra work. We were so sad because we knew she had to miss her own time to help us. But then, our awesome headmaster, Mr. Brown, decided to stay after school with Miss Smith to help us too.It was the coolest thing ever! Miss Smith and Mr. Brown worked together to teach us more about English and they made it so much fun. They even played games with us and gave us candy when we did a good job.Thanks to their hard work and dedication, we all became better at English and even got better grades in class. We were so grateful to have such amazing teachers who cared so much about us.In the end, Miss Smith and Mr. Brown showed us that teachers are not just there to teach us, but they are also there to support us and help us grow. We were so lucky to have them in our school and we will never forget how much they helped us.篇3Once upon a time, our English teacher Miss Zhang and our head teacher Mr. Li worked really hard to help us with our studies. Let me tell you about it!Miss Zhang is a young and energetic teacher who always makes English class fun and interesting. She spends extra time preparing colorful slideshows and games to help us learn better. Even after class, she stays behind to answer our questions and give us extra practice exercises.Mr. Li is our head teacher and he is like a parent to us in school. He is always there to listen to our problems and give us advice. He organizes activities and events to help us bond as a class, and he is always looking out for our well-being.One day, we had a big English test coming up and everyone was feeling nervous. Miss Zhang and Mr. Li noticed that some of us were struggling, so they decided to stay late after school to help us prepare. Miss Zhang went over grammar rules and vocabulary with us, while Mr. Li encouraged us and gave us tips on how to study effectively.Thanks to their hard work and dedication, we all did really well on the test! Miss Zhang and Mr. Li were so proud of us, and we were grateful for all the time and effort they had put in to help us succeed.From that day on, we realized how lucky we were to have such amazing teachers and role models in our lives. Miss Zhang and Mr. Li showed us the importance of hard work, perseverance, and teamwork. We will always be grateful for their support and guidance. Thank you, Miss Zhang and Mr. Li, for being the best teachers and mentors we could ask for!篇4Once upon a time, there was an English teacher named Mr. Smith who was also the head teacher of our class. One day, Mr. Smith told us that he had to stay late after school to prepare for the upcoming English competition.We were all surprised and a bit worried because we knew that Mr. Smith worked really hard already and now he had to stay even later at school. We asked him why he had to work so hard, and he explained that he wanted to make sure we werewell-prepared for the competition and that he wanted us to do our best.As the days went by, we saw Mr. Smith staying late every day, preparing lesson plans, grading papers, and organizing practice sessions for the competition. We could see how tired he was, but he never complained and always had a smile on his face.Finally, the day of the competition arrived, and we were all nervous. But thanks to all of Mr. Smith's hard work and dedication, we did really well and even won some awards. We were so proud of ourselves, but we were even more proud of Mr. Smith for believing in us and pushing us to do our best.From that day on, we all had a new appreciation for our English teacher and our head teacher. We realized that they really cared about us and wanted us to succeed. Mr. Smith taught us that hard work and dedication pay off, and we will always be grateful to him for that lesson.篇5Once upon a time, our English teacher Ms. Smith and our head teacher Mr. Brown had to stay late at school for a special project. It was a rainy day and we couldn't go out for recess, so we all stayed in the classroom and watched as they worked hard together.Ms. Smith was busy marking our English homework while Mr. Brown was organizing some important school documents. They were both very focused and didn't even notice that we were watching them.After a while, Ms. Smith looked up and saw us staring at her. She smiled and asked if we wanted to help her with the marking. We all jumped at the chance and soon we were all working together, checking spelling and grammar.Mr. Brown came over to see how we were doing and was impressed with our hard work. He praised us for our efforts and told us that he was proud to have such dedicated students.As the evening went on, we all worked together to finish the tasks. Ms. Smith and Mr. Brown thanked us for our help and told us that they appreciated our support.It was a long night, but we were all happy to have helped out our teachers. We learned that teamwork and dedication can helpus achieve anything, even on a rainy day. We all went home feeling proud of ourselves and grateful for the opportunity to work with such amazing teachers.篇6Title: English Teacher and Head Teacher Working OvertimeOnce upon a time, our English teacher, Miss Smith, and our head teacher, Mr. Johnson, had to work overtime to prepare for a special event at our school. It was a big English competition that all students were excited about.Miss Smith and Mr. Johnson stayed at school until late in the evening to make sure everything was perfect. They worked together to create challenging questions for the competition and organized prizes for the winners. Miss Smith even made colorful posters to promote the event.During the preparation, they faced some challenges. Miss Smith had to rewrite some of the questions to make them easier for younger students, while Mr. Johnson had to handle logistics such as setting up the seating arrangements and preparing the awards.Despite the long hours and hard work, Miss Smith and Mr. Johnson never complained. They worked tirelessly to ensure that the English competition would be a huge success. And when the day finally arrived, all the students had a wonderful time competing and learning English together.In the end, the event was a huge success, thanks to the dedication and hard work of our English teacher and head teacher. We all learned the importance of teamwork and perseverance, and we were grateful for their efforts. Miss Smith and Mr. Johnson truly inspired us to work hard and never give up on our dreams. They are the best teachers and role models we could ever ask for!篇7Once upon a time, our English teacher, Miss Lily, and our head teacher, Mr. Tom, held a special meeting after school. They looked very serious and told us that they needed to talk to us about some important things. We all sat quietly and listened.Miss Lily started first. She said that she noticed we were struggling with our English writing tasks and she wanted to help us improve. So, she decided to stay back after school to give usextra lessons. We were so excited because we loved Miss Lily's classes and wanted to learn more from her.But then Mr. Tom spoke up and said that he would also stay back with Miss Lily to supervise the classes and make sure everything was safe and organized. We were surprised to hear that Mr. Tom was willing to do this for us, but we were also grateful for his help.For the next few weeks, we stayed back with Miss Lily and Mr. Tom every day after school. They taught us new vocabulary, grammar rules, and even helped us with our homework. We worked hard and tried our best to improve our English skills.Finally, the day of the school English competition arrived. We were nervous but also excited to show Miss Lily and Mr. Tom what we had learned. And guess what? We won the first prize! Miss Lily and Mr. Tom were so proud of us, and we were so grateful for all their help.From that day on, we knew that with hard work, dedication, and the support of our teachers like Miss Lily and Mr. Tom, we could achieve anything we set our minds to. We will always remember this special time when our English teacher and head teacher went above and beyond to help us succeed.篇8Once upon a time, there was a really awesome English teacher at my school named Mrs. Smith. She was always so patient and kind, and she really wanted all of us to do well in her class. But one day, she told us that she was going to have to stay late after school to help with a special project for the school play. She was going to be working with the head teacher, Mr. Johnson, to make sure everything was just right.At first, we were all a little bummed that Mrs. Smith wouldn't be able to stay and help us with our homework like she usually did. But then we realized how cool it was that she was willing to put in extra time and effort to make the school play amazing for all of us.So, the next day after school, a group of us decided to go and visit Mrs. Smith and Mr. Johnson to see how we could help out. They were both so surprised and grateful that we wanted to pitch in, and they quickly put us to work making props and setting up the stage.As we worked together, Mrs. Smith and Mr. Johnson taught us so much about teamwork, creativity, and problem-solving. Itwas actually really fun to be a part of making the school play come to life, and we all felt proud of our contributions.In the end, the school play was a huge success, and Mrs. Smith and Mr. Johnson were both so grateful for all of our help. But the best part was that we all realized how important it is to support each other and work together as a team.From then on, we all understood just how hard our teachers work to make school a great place for us to learn and grow. And we were grateful for all the extra time and effort they put in to help us succeed.And that, my friends, is the story of how our English teacher and head teacher became our heroes by working together to make the school play a magical experience for all of us.篇9Title: My English Teacher and the Headteacher Working LateOnce upon a time, our English teacher, Mr. Wilson, and the headteacher, Miss Brown, had to work late at school. It all started when our class had a big project due the next day and we needed extra help from Mr. Wilson. He stayed after hours to helpus with our project, even though it meant missing his dinner at home.As Mr. Wilson was helping us with our project, Miss Brown walked in to check on us. She saw how dedicated Mr. Wilson was to helping us and decided to stay and lend a hand. She helped us organize our work and even stayed late to make sure we had everything we needed.While they were working, I overheard Mr. Wilson and Miss Brown talking about how important education is and how much they care about us students. It made me realize how lucky we are to have such dedicated teachers and how much they truly care about our success.In the end, we were able to finish our project thanks to Mr. Wilson and Miss Brown's hard work and dedication. I will always remember that night and how our English teacher and headteacher went above and beyond to help us. It taught me the importance of hard work, dedication, and caring for others. I am so grateful to have such amazing teachers in my school.篇10Once upon a time, our English teacher, Mr. Smith, and our head teacher, Mrs. Thompson, stayed late at school to help uswith our upcoming exams. It was a Friday afternoon, and we were all feeling nervous about the tests next week.Mr. Smith started by going over all the grammar rules with us. He made it fun by turning it into a game where we had to identify the different tenses in sentences. We were laughing and learning at the same time.Then Mrs. Thompson sat us down and talked to us about time management and study tips. She shared her own experiences from when she was in school and gave us advice on how to stay focused and organized.After that, we all worked on practice exercises together. Mr. Smith and Mrs. Thompson walked around the classroom, helping us with any questions we had. They were so patient and encouraging, even when we made mistakes.Finally, when it was time to go home, Mr. Smith and Mrs. Thompson gave us each a high five and wished us good luck for the exams. We felt so grateful to have such dedicated teachers who were willing to stay late to help us succeed.In the end, thanks to their extra effort and support, we all did really well on our exams. Mr. Smith and Mrs. Thompson showed us that hard work and determination can lead to great results.We will always remember that special afternoon when our teachers went above and beyond for us.。
教育叙事英语教师故事
教育叙事英语教师故事作为一名英语老师，在教学中我们一定有很多的趣事发生吧，以下是小编精心准备的教育叙事英语教师故事，大家可以参考以下内容哦！英语教育叙事故事（一）教学几年来，在英语课堂教学中总是觉得学生对英语学习不感兴趣，究其原因是因为学英语需要及大量的单词太乏味太辛苦了，英语教育叙事故事。
是的背英语单词是很辛苦，但是如果我们能把它变得interesting了是不是可以改变这种状态呢。
带着这种想法，我最近在课堂教学中做了一点尝试，一次在教高二选修7第三单元生词时遇到particularly这个单词教了好几遍学生就是读不下来，总是有相当一部分学生有问题，我突然想到最近我正在学习研究单词速记法就说：“谁能想一个好办法把这个单词记住？”过了几秒钟，有一个学生小声地说了什么，我隐隐约约听到好像是说这个单词的，于是我就叫他起来说，于是这个学生就大声说：“party可以有你了。
”我一听，非常高兴地说：“Very good!…”经过讨论最后确定为：“Party上可以有你了就特别了。
”这样一来，即解决了读音问题又和词义有了联系，由于内容很形象所以增加了趣味性，因此就便于记忆了，这样一来课堂就活跃了起来。
看到学生这样兴奋，我顺便讲了一些记忆方面的知识，以期能起到画龙点睛的作用。
能让学生轻松地学习，这也是课标对教学的要求。
既然大多数学生记忆英语单词有困难，为什么我们不能给他们教一些记忆方法呢。
大脑，这个遍布沟回的神秘领域，普通人穷其一生能用到的却不过百分之一二；开发大脑，挖掘大脑潜能，已经成为全人类的一个梦想。
在国外，脑力运动早已兴起，由英国人“大脑先生”托尼？波赞发起的世界记忆力锦标赛更是风行十余年，成为全球最权威的记忆力赛事。
而在中国，这个领域几乎一片空白。
还好近几年来速记在我国已经越来越被关注，记忆方面的书籍也如雨后春笋层出不穷，张杰。
王茂华等记忆大师也进入了世界记忆大赛的前十名行列。
填补了世界记忆领域无中国人的空白。
小学英语教育叙事
小学英语教育叙事小学英语教育叙事范文（精选7篇）英语是一种西日耳曼语支，最早被中世纪的英国使用，并因其广阔的殖民地而成为世界使用面积最广的语言。
以下是店铺为大家收集的小学英语教育叙事范文（精选7篇），供大家参考借鉴，希望可以帮助到有需要的朋友。
小学英语教育叙事篇1以人为本，给学生营造一个快乐、自主、和谐的英语课堂一直是我的教学理念。
在我的英语课堂中，我经常采用多样化活动教学，激发学生的求知欲，活跃课堂气氛，使每堂英语课真正地“活”起来。
越来越相信“兴趣是最好的老师”这句话，这一点在英语教学中尤为重要。
首先在课前，我把大家熟知的歌曲和Chant及游戏加以导入。
有了好的开头，接下来最重要的事情就是要如何设计好一堂课，我们要抓住学生的心理特点，寓教于乐于课堂之中。
另外，我们在教授内容时，可以适当地对教材进行删除添补，可以把一些内容提前或者推后。
给学生更多的创作空间，更让他们能真正的做到学以致用。
我们要培养孩子的综合能力发展。
光会说几个单词、几句简单的日常用语，如“HelloMissHu。
Bye—Bye！”是远远不够的，学习也会变得僵硬不堪。
所以，我们给学生一个好的英语氛围，才能让学生真正的开口说。
例如当我走进教室开始的英语教学时，我故意踩一下某个同学，便说“I’msorry”，学生说“That’sallright”，这样就很自然地练习了所学内容。
除了平时的操练之外。
我们也可以学习“一天一词”、“一天一句子”让学生得到更多强化的训练。
此外，对于三年级的学生来说，老师可多加强学生对单词的认读、记忆等强化训练。
学习英语一定要重视词汇教学。
课后，一定要做到“一一过关”，查漏补缺。
也可以以表格形式记录，对学生情况做到心中有数。
我们的英语教学要面向全体学生，突出以学生为主体，我们的课堂教学设计既要顾全到知识接受能力较差的学生，也要满足那些有更多学习潜力的学生的需要，我们要做到因材施教。
接受能力较低的学生，简单的问题要尽量留给他们，吸引他们的注意力，逐渐培养他们的思维能力，树立英语学习的自信心。
小学英语教学故事(共5篇)
小学英语教学故事（共5篇）第一篇：小学英语教学故事小学英语教学故事——“意外”的精彩在每一次的教学工作中，总能收获着属于每一次课堂的智慧。
在一节英语课上，教学内容是What are you doing?当课堂很顺利地进行到一半时，突然进行到一半时，突然有一位同学叫起来：“老师，B同学在画画！”话音刚落，全班同学眼光一齐投向那位同学。
我一看画画的同学，原来是一位被列为“学习困难户”的学生。
当时我一看到他，心里有些许的生气。
而此时他却没放下手中的笔，还在继续画画。
我知道，当时如果一把夺过他的画纸撕掉，或是大声责骂他几句，都能让自己解气。
但转念一想，我又强压心中的怒火，走到他边上，语气平和地问：“What are you doing?（你在做什么呢？）也许他也没想到我会这样问他，或许是他根本没听懂我的问话，还是不知道怎么回答，他没做声。
我转向其他学生问道：“Who can help him?马上有同学举手做答：“He is drawing.”我请B同学说：“I’m drawing.”他轻声地跟着说了一遍，我对他点点头，加上一句：“Very good!”在我们每天的教学过程中，经常会遇到类似的事情：有些学生课前没准备好学习用品；有些学生上课喜欢搞点“小笑话”；有些学生上课注意力不集中，做小动作或干别的事情等等。
面对这些情况，我们应该怎么处理呢？如果老师采取强制的手段来制止这种纪律问题的话，就会产生不良的结果：不但无法让学生真正信服你，反而拉开了师生之间的距离，树立了老师在学生心中的强权的形象，学生无法接受老师的观点，会产生对英语产生敬而远之的态度；那样就无法培养学生学习英语的兴趣，还会狠狠地挫伤他们的积极性，为学生以后的英语学习划上了一道永不磨灭的伤痕。
英语老师在某种意义上就代表了英语的某些特征，如果英语老师不能产生对学生的亲和力，就会给学生留下“英语就像英语老师那样没意思”的印象。
确实，对学生应该严格要求，面对学生违纪要及时提醒纠正，但我们确实可以不用讽刺、挖苦、嘲笑甚至体罚的方法，因为这样做只能引起学生的逆反心理，结果适得其反。
英语教师学习教育叙事
英语教师教育叙事教育叙事传达的是教师真切的声音，是对教师平时教育的真切写照，身为英语教师会有如何的故事呢？本文是整理的英语教师教育叙事，仅供参照。
英语教师教育叙事篇一：一个后进生的转变转变后进生是教育工作中一个重要环节，展开德育工作，教师是重点。
在一个班里，后进生人数不多，但能量很大，损坏性很强，影响面很广。
后进生形成的原由是多种多样的，有客观的，也有主观的。
此刻的一些学生碰到不顺心的事或某些要求得不到知足，就会不求长进 ;一些学生因为家庭困难或许不测变故，严重影响学习，造成没心向学而成为后进生等等。
后进生的教育在教育工作中是一个重点，也是一个难点。
对他们采纳什么样的方法和技巧去做好转变工作，是教育工作者长久探究和研究的课题。
以下我就以我教育工作中的一个事例来谈谈我对后进生教育的见解。
李太子，男， 6 岁，聪慧好动，学习态度差，上课注意力不集中，东张西望，作业笔迹潦草，并且常常性跟同学打闹，但幸亏他不论在校内仍是校外一般不会做出格的事情，所以我把他定性为思想素质还可以够的后进生。
第一我开始了找寻并剖析原由经过多次与他谈话，以及从学生和班主任处认识到他之所以成为后进生最主要的原由是他很小的时候，父亲母亲离异，对孩子充耳不闻，由爷爷奶奶抚育，任其发展，所以致使他形成了自由涣散，上课不认真，爱和同学打闹，还常常说谎等陋习。
他对学习也没有兴趣，丧失学习的动力和信心 !而后我抓住闪光点，加强他的学习兴趣，培育他对学习的信心。
经过从其余同学反应来的信息，他仍是挺喜爱看书的，并且我在讲堂上也发现前 15 分钟能认真学习唱歌，并且有时还可以举手回答下列问题，于是我在每节课前会合时安排他给大家讲个小故事，比方说在学第三单元爱劳动时，我让这位同学讲三个和尚没水喝的故事，在第四单元学习小动物时，我让这位同学讲个小青蛙找家的故事。
并且我在讲堂上创建时机让他多讲话，并且实时赐予适合的必定的评论，夸奖。
此外我还和其余课任老师交流他的状况，请他们在讲堂上对他多关注。
小学英语教学故事(4篇)
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文档下载后可定制修改，请根据实际需要进行调整和使用，谢谢!并且，本店铺为大家提供各种类型的经典范文，如总结报告、合同协议、规章制度、条据文书、策划方案、心得体会、演讲致辞、教学资料、作文大全、其他范文等等，想了解不同范文格式和写法，敬请关注!Download tips: This document is carefully compiled by this editor. I hope that after you download it, it can help you solve practical problems. The document can be customized and modified after downloading, please adjust and use it according to actual needs, thank you!Moreover, our store provides various types of classic sample essays, such as summary reports, contract agreements, rules and regulations, doctrinal documents, planning plans, insights, speeches, teaching materials, complete essays, and other sample essays. If you want to learn about different sample formats and writing methods, please pay attention!小学英语教学故事（4篇）小学英语教学故事篇一这个学期我授教的是三年级，对于三年级的学生来说，英语是新奇的，英语教学小故事。
英语教师教育叙事（通用6篇）
英语教师教育叙事（通用6篇）英语教师教育叙事篇1我在走向优秀记得似乎有人说过：我不能改变生命的长度，但是我可以改变它的宽度。
作为一名教育工作者，我曾经为自己的工作而困惑过，但是就在这几天让我突然间顿悟，生活不一定就是我们看到的那个样子，我们其实有足够的能力去改变它!而问题的关键是我们想不想去改变?有没有足够的能力去改变?“hello,miss zhao!”每当听到孩子们这种真挚而稚嫩的问候，望着孩子们渴望的眼神，我心中的感动油然而生。
每天我被身边的一切感动着，特别是孩子们的朴实、纯真，还有善良……从教多年来，总是在高教部巡回任课。
高年级的孩子无论从课堂纪律，还是从课后作业都有较强的自觉性。
所以省去了很多很多苦口婆心的叮嘱。
今年初教三年级，真让我忧心重重……忧虑一：孩子们虽说是上三年级了，其实心理年龄仍然停留在八、九岁，太好动、爱闹腾。
刚开始的时候，我想用“下马威”，可是，无知者无畏呀，尽管我虎着脸，教棍敲击着桌面“梆梆响”，很多孩子仍然是不屑一顾。
整个教室乱哄哄的，有说话的;有作小动作的……，我就使劲喊：“坐端正”，还没静到一分钟，整个教室又像市场一样，我上一节课比原来给高年级上了十节课还费劲。
一节课下来，我是筋疲力尽，孩子呢，什么也没听懂，说实话，我很压抑，更是担心，像这样下去，教学成绩肯定是一塌糊涂。
课下我就反思自己，肯定是自己的方法不当，学生是生面孔，我也是生面孔，我不了解学生，学生也不了解我，学生不喜欢我，那肯定就不喜欢我的课了，我想我应该走进学生的心里,要与学生交流，与学生沟通，于是我就利用课余时间找爱讲话的爱做小动作的学生交流，问他们几岁了，家在哪里，喜欢玩什么，并告诉他们，老师也爱玩，很想和他们在课间一起玩，但上课的时候必须好好听讲……，这一着还真灵，上课的时候这些孩子坐的很端正，可是新的问题又出现了，我教他们读单词读句子时，有的捂着嘴，有的不敢张嘴，有的声音像蚊子一样，我被这一幕给逗乐了，我轻轻地走过去抚摸着孩子的头告诉他们：“咱们要对自己有信心，自信会让我们变得很帅、很美。
小学英语教育叙事故事3篇
小学英语教育叙事故事3篇篇一:教育叙事小学英语教师教育叙事小学英语教师教育叙事“Hello,miss Hu～”作为老师的我能听孩子们这么说很是开心。
望着孩子渴望的眼神，我心中的感动油然而生。
每天我就被身边的一切感动动着，这里的人，这里的事，他们朴实、纯真，还有善良……刚开始的时候，我感觉很吃力，小学生年龄小，自控力差，另外学生的情况也比较复杂，有分流过来的;有转学过来的;还有相当一部分来自农村，他们的习惯不一样，基础也有很大的差别，特别是上课的时候，我简直受不了，整个教室乱哄哄的，有说话的;有作小动作的……，我就使劲喊:“坐端正”，还没静到一分钟，整个教室又像市场一样，我上一节课就如同上了十节课，我是筋疲力尽，孩子呢，什么也没听懂，说实话，我很压抑，更是担心，像这样下去，教学成绩肯定是一塌糊涂。
课下我就反思自己，肯定是自己的方法不当，学生是生面孔，我也是生面孔，我不了解学生，学生1也不了解我，学生不喜欢我，那肯定就不喜欢我的课了，我想我应该走进学生的心里,要与学生交流，与学生沟通，我就利用课下专门找爱讲话的爱做小动作的学生，问他们几岁了，家在哪里，喜欢玩什么，并告诉他们，老师也爱玩，很想和他们在课间一起玩，但上课的时候必须好好听讲……，这一着还真灵，上课的时候这些孩子坐的很端正，可是新的问题又出现了，我教他们读单词读句子时，有的捂着嘴，有的不敢张嘴，我被这一幕给逗乐了，我轻轻地走过去抚摸着孩子的头告诉他们:“咱们要对自己有信心，自信会让我们变得很帅、很美。
”孩子们笑了……日子久了，师生间的情感在升华，现在走在学校里，总能听到孩子甜美的英语问好声，我感动他们带给我的快乐和幸福。
偶然在一次下课的时候，我习惯性地走进一堆孩子的中间，问道“你们喜欢上英语课吗,”“喜欢～”孩子很肯定的告诉我。
“英语很有意思。
”同学们七嘴八舌地议论开。
记得有一天上四年级的课，我刚走上楼，孩子们就亲切地和我打起招呼来，其中一名平时很腼腆、害羞的孩子突然鼓起勇气，走到我面前，“hello……”话到嘴边似乎想了很久极力记住的话语又咽了回去，过了半晌，感觉突然想起什么似的，很欣喜地从嘴里冒出一句“I’m Miss Xie.”。
小学英语教师教育叙事范文10篇
小学英语教师教育叙事范文10篇小学英语教师担任着肩负着重要责任的教师，他们不仅要对学习环境和教学效果负责，还要让学生充分了解英语，积极参与英语学习。
所以，一个优秀的小学英语老师应当有扎实的英语功底和丰富的教学经验，以及温暖的心肠，能够在教学中为学生构建一个有益的学习环境，调动学生的积极性，充分激发小学生学习英语的兴趣。
在小学教育史上，小学英语老师一直扮演着重要角色。
他们不仅要向学生传授知识和技能，还要鼓励他们去积极参与小学英语学习，开发学生的潜能，为他们创造一个充满活力的学习氛围。
小学英语教师教育叙事范文10篇，旨在为小学英语老师们提供教学参考，以及增强对英语教学内容的理解和学习能力，助力他们更好的完成小学英语教学工作。
1.英语教师的作用：作为小学英语老师，要以诚实、真诚的心态热情地接纳学生，并设法创造一个良好的学习氛围，帮助学生发掘英语学习的兴趣，以及培养良好的学习习惯和态度。
2.注重语言环境：要引导学生营造良好的英语环境，让学生多说实用句子，把学习内容转化为学生自己的实际体验，使学生在英语学习中不再畏惧，能够在使用英语时达到自信的目的。
3.培养独立性：在学习过程中，应该培养学生的独立性，让学生们在学习更多的英语词汇和句子的基础上，结合自身实际情况，独立思考和表达，培养学生的自主学习能力和思维能力。
4.多交流多练习：学生在学习英语时，要多进行口语交流，并结合实际情况多加练习，以便提高英语口语水平。
5.重视学生情感：要重视学生的情感，尊重学生的个性，为学生搭建浓厚的学习氛围，让学生充分感受到老师的关心，从而培养学生的热爱学习的态度。
6.引导学生参与考试：帮助学生掌握英语考试的技巧，并引导学生参加各种英语考试，以便学生在考试中取得更好的成绩。
7.及时纠正错误：及时纠正学生的错误，增加学生的英语正确性。
同时，也要注意让学生对英语有自信，当学习中出现错误时，应多给学生正面、积极的评价。
8.积极拓展学习资源：发现学生学习英语的不足，利用多样的教学资源进行补充，例如，朗读、听力、看图、游戏等，使学生循序渐进、有清晰的目标，从而提高学生的学习热情和学习效果。
英语教师教育案例故事(2篇)
第1篇Once upon a time, in a small town named Greenfield, there was a primary school named Sunlight Primary School. Among the teachers of this school, there was a man named Mr. Smith, who was known as the most dedicated and passionate English teacher. However, there was a problem that Mr. Smith had been struggling with for years: his students were not interested in learning English.One day, during a routine English class, Mr. Smith decided to change his teaching methods to engage his students. He began by asking his students what they liked to do in their free time. To his surprise, most of them said they loved playing video games. Seeing this, Mr. Smith had an idea.He started incorporating video games into his English lessons. He would divide his students into groups and assign them a task: they had to create a short video game in English, using their own words and sentences. The students were excited and enthusiastic about this new approach to learning English. They spent hours discussing and brainstorming ideas for their video games.As the project progressed, Mr. Smith noticed that his students were becoming more confident in their English speaking and writing skills. They were no longer afraid of making mistakes, and they were eager to express themselves. The students also started helping each other, forming a strong sense of teamwork and cooperation.However, Mr. Smith faced a new challenge: some of his students were struggling with the technical aspects of creating a video game. To help them, Mr. Smith invited a local computer expert to come to the school and give a workshop on video game design. The students were fascinated by the workshop and learned a lot from the expert.After several weeks of hard work, the students finally completed their video games. They presented their games to the school's principal and other teachers, who were impressed by the students' creativity and dedication. The principal even organized a school-wide event to showcase the students' video games.The success of this project motivated Mr. Smith to continue exploring new teaching methods. He started using technology more frequently in his lessons, such as interactive whiteboards and educational apps. He also began to incorporate other subjects into his English classes, such as history, science, and art.One of Mr. Smith's students, Sarah, was particularly excited about this new approach to learning. "I never thought I could be good at English," Sarah said. "But now, I love it! I feel like I can express myself and share my ideas with others."Another student, John, also expressed his gratitude to Mr. Smith. "Mr. Smith is not just a teacher to us," John said. "He is a mentor and a friend. He has helped us discover our potential and believe in ourselves."As the years passed, Mr. Smith's students continued to excel in English and other subjects. They went on to attend prestigious universities and pursue their dreams. Many of them even credited Mr. Smith for their success, saying that he had inspired them to achieve greatness.In the end, Mr. Smith's journey of transformation as an English teacher was a success. He had not only improved his students' English skills but also helped them develop important life skills, such as teamwork, creativity, and self-confidence. His dedication and passion for teaching had a lasting impact on his students, and he will always be remembered as the teacher who made a difference in their lives.And so, the story of Mr. Smith, the English teacher, serves as an inspiration to all educators. It reminds us that with creativity, dedication, and a willingness to adapt, we can transform the lives of our students and help them achieve their full potential.第2篇Introduction:In the bustling city of Shanghai, China, there stood a public high school known for its rigorous academic standards and traditionalteaching methods. Among the teachers, Miss Wang, a dedicated and passionate English language instructor, was often seen challenging the status quo. Driven by her belief in student-centered learning, she embarked on a transformative journey to revolutionize her classroom. This is the story of how Miss Wang's innovative approach to teaching English led to a newfound love of learning among her students.The Challenge:Miss Wang's first year at the school had been a whirlwind of lectures, rote memorization, and test-driven evaluations. The students, burdened by the weight of their textbooks and the fear of failing exams, often found themselves disengaged and demotivated. Recognizing that this traditional approach was not fostering a love for the language, Miss Wang decided it was time for a change.The Turning Point:Inspired by the principles of inquiry-based learning, Miss Wang began to restructure her teaching methods. She replaced the monotonous lectures with interactive activities that encouraged students to explore and discover. The cornerstone of her new approach was the introduction of Socratic seminars, where students were prompted to ask questions, share their thoughts, and engage in thoughtful discussions.The First Seminar:The first Socratic seminar was nerve-wracking for both Miss Wang and her students. The topic was "The Role of Media in Society," and Miss Wang had chosen it to spark curiosity and critical thinking. She divided the class into small groups and provided each group with a set of guiding questions to guide their discussions.As the seminar progressed, Miss Wang watched in awe as her students began to engage with the material in ways she had never seen before. They asked insightful questions, debated passionately, and even offered personal anecdotes to support their arguments. The classroom buzzed with energy, and Miss Wang could see the transformation happening before her eyes.The Challenges:However, the journey was not without its challenges. Some students struggled to express their thoughts clearly, and others were hesitant to participate. Miss Wang realized that she needed to create a supportive and inclusive environment where every voice was valued. She encouraged peer-to-peer feedback and provided individualized support to those who needed it.The Rewards:As the weeks went by, Miss Wang noticed a remarkable change in her students. They were more engaged, curious, and confident. The fear of making mistakes had given way to a sense of empowerment, and the classroom had become a place of discovery and growth.One student, Li Wei, had been particularly reserved at the beginning of the semester. However, through the Socratic seminars, he found his voice and developed a newfound passion for English. He began to participate actively in discussions, and his writing improved significantly. In a letter to Miss Wang, Li Wei expressed his gratitude for her innovative teaching methods:"Miss Wang, your approach to teaching has changed my life. I never thought I could enjoy learning English, but now I look forward to every class. Thank you for giving me the confidence to express myself and for showing me that learning can be fun."The Impact:Miss Wang's transformational approach to teaching English had a ripple effect throughout the school. Other teachers began to observe her classes and incorporate inquiry-based learning into their own teaching. The school administration took notice of the positive impact and began to promote a culture of student-centered learning.Conclusion:Miss Wang's journey of discovery in her English classroom is a testament to the power of innovative teaching methods. By embracing inquiry-basedlearning and creating a supportive and inclusive environment, she was able to transform her students' lives and ignite a passion for learning that would last a lifetime. Her story serves as an inspiration to educators everywhere, reminding us that the key to effective teaching lies in fostering curiosity, encouraging participation, and nurturing the innate love for learning that resides in every student.。
高中英语教师教育叙事
高中英语教师教育叙事高中英语教师教育叙事篇一:英语教育叙事英语教学叙事英语作为学生学习的第二语言，有着与其他学科不同的特殊性。
从学科本身来讲，课堂上出现各种意外事件的频率比较高，再加上刚从小学进入初中的学生,他们的学习行为习惯相对差些，所以能否较为妥善地处理好突发事件就显的尤为重要。
俗话说的好“猝然临之而不惊，无故加之而不怒。
” 只有“沉着”，才能“应战”，才能将被动局面扭转。
一次在快要上完一节还算满意的课后，一个学生突然举手示意。
原本以为他要提出针对本课的疑问，没想到是向我告状。
告状的内容是他身旁的小许同学在课堂上偷偷地看了大半节课的课外书。
因为他坐的是最角落的位置上,再加上我在平时告诉学生在课堂上不许学生随便告状的规定(怕影响学生上课)，所以始终未发现他在看课外书。
正当这时下课铃声响起，为了不耽误给其他学生布置作业，我只说了句:“下课后，小许同学帮我把小黑板拿到办公室去。
”在回办公室的路上，我一边走在他身旁，一边和他进行了这样的对话:“上课看的是什么书啊,”小许:“《福尔摩斯侦探记》。
” “哦，1那这书讲的是什么故事啊,”小许:“讲福尔摩斯是如何进行侦探的故事。
”“哦,他和厉害吧,”小许:“他太厉害了。
”“那具体说说啊。
”他开始莫不做声，估计在努力回想，但似乎因为语言组织能力不是很好，没有立刻回答，这时也恰好走到了办公室。
让他放下录音机后我问:“你这节课共看了几页呢,”小许翻了翻书说:“好几十页。
”我说:“不错呢，一节课可以看那么多。
如果你一节课能学那么多知识该有多好啊(自言自语)，那你在课上有听到我讲了些什么吗,”小许:“ruler。
” (以前的旧知识，在这节课中运用于新旧知识的结合环节)我又接着说:“不错，一心能二用，边看书边还可以听课，说明你很聪明啊。
”小许不好意思地低下了头。
我立刻又问:“那你能用英语说说这ruler是什么颜色的吗,”(颜色是这节课的新授内容)小许不是很自信地回答:“red,”我竖起拇指表扬道:“Very good!”(接着便拿出了另外几种颜色的词语卡片，如我所料有大部分都读不出，我便反复耐心地教他读，耐心的纠正)不到5分钟，那孩子已经掌握的差不多了。
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教育叙事英语教师故事导读：英语教育叙事故事（一）教学几年来，在英语课堂教学中总是觉得学生对英语学习不感兴趣，究其原因是因为学英语需要及大量的单词太乏味太辛苦了，英语教育叙事故事。
是的背英语单词是很辛苦，但是如果我们能把它变得interesting了是不是可以改变这种状态呢。
带着这种想法，我最近在课堂教学中做了一点尝试，一次在教高二选修7第三单元生词时遇到particularly这个单词教了好几遍学生就是读不下来，总是有相当一部分学生有问题，我突然想到最近我正在学习研究单词速记法就说：“谁能想一个好办法把这个单词记住？”过了几秒钟，有一个学生小声地说了什么，我隐隐约约听到好像是说这个单词的，于是我就叫他起来说，于是这个学生就大声说：“party可以有你了。
”我一听，非常高兴地说：“Very good!…”经过讨论最后确定为：“Party上可以有你了就特别了。
”这样一来，即解决了读音问题又和词义有了联系，由于内容很形象所以增加了趣味性，因此就便于记忆了，这样一来课堂就活跃了起来。
看到学生这样兴奋，我顺便讲了一些记忆方面的知识，以期能起到画龙点睛的作用。
能让学生轻松地学习，这也是课标对教学的要求。
既然大多数学生记忆英语单词有困难，为什么我们不能给他们教一些记忆方法呢。
大脑，这个遍布沟回的神秘领域，普通人穷其一生能用到的却不过百分之一二；开发大脑，挖掘大脑潜能，已经成为全人类的一个梦想。
在国外，脑力运动早已兴起，由英国人“大脑先生”托尼？波赞发起的世界记忆力锦标赛更是风行十余年，成为全球最权威的记忆力赛事。
而在中国，这个领域几乎一片空白。
还好近几年来速记在我国已经越来越被关注，记忆方面的书籍也如雨后春笋层出不穷，张杰。
王茂华等记忆大师也进入了世界记忆大赛的前十名行列。
填补了世界记忆领域无中国人的空白。
下面就给大家介绍国内外记忆专家的一些理论、经验和建议。
这些都是他们对快速记忆、提高记忆力和记忆的奥秘等经过多年研究而得出的结论。
记忆法简单来说就是能够缩短我们记忆和回忆过程的技艺和技巧，包括我们常用的定桩法、地点法等等。
记忆法一般都植根于一种理念，即大脑容易记住直观的、图像的、对感观冲击力大的事物，因此只要我们将要记的内容与这些东西联系起来，就很容易记住，且十分清晰，不易遗忘。
记忆过程中有两个要素：第一是重点，第二是联想。
事物可以分为表象和本质两个层面，在记忆时，重点和非重点就是本质和表象的关系。
假如我们的大脑记忆的内容都是重点，那么效率就会高很多，但大多数时候我们看到的只是表象，真正的重点往往隐藏其中。
思维导图可以将事物之间的联系找出来，进而发现关键词，也就是重点。
找出重点后就应该用记忆法进行联想记忆。
学习外语的成功要素主要有三个，一是方法，二是愿望，三是自律。
这三个要素中任何一个的提高，都会加快目标的实现。
当然如果要在同样时间内实现目标，三个要素其中一个要素的增高，也就同时降低对其他两个要素的要求。
比如方法有效性提高，对自律和愿望的要求会降低。
如果自律极大提高，对好方法的要求会降低。
英语教育叙事故事（二）只有在阳光照耀下的小苗才能拙壮的成长。
当然，我们的孩子也是一样。
无论什么样的孩子，无论他是“优等生”还是“差生”，他都渴望得到教师给他的一片“阳光”。
这样他才可以在这片“阳光”下更好的长大，更健康的成长。
从事了十年的教学工作，在工作中遇到了很多事情。
和孩子们之间也发生过很多很多故事。
那本是一节普通的英语课。
但是，至今我都没有忘记那堂课。
因为那堂课，让我知道了我们的“差生”更需要我们教师的关注，更需要我们给他们的天空中多一份阳光，让他们可以感受到教师这个“太阳”的温暖，范文《英语教育叙事故事》。
像平时每节英语课一样，我提前到了教室，等待上课的到来，好给孩子们上课。
课前一样是让孩子们准备好了课上的用品。
但是，我发现有一个孩子他却没有这样做，这个孩子就是一个“差生”。
我强调说：“请同学们把用具准备好”。
而且也故意把这句话的语气说得很重。
但是，他依然没有反应。
这时，恰巧上课了。
所以，我也没再去说这个孩子。
但是，在上课的过程中，他的注意力却是非常的不集中。
而且，还打扰别的同学听课。
“这怎么能可以呢？这不是在扰乱课堂秩序吗？我一定要去制止”。
我这样想到。
但我马上又停住了。
我不可以这样直接去说这个孩子，那样对孩子岂不是一种很大的伤害吗？但是如果不制止又不可以进行正常的上课。
这怎么办呢？此时，我灵机一动。
我这节课讲的内容，需要孩子们来做动作。
那我何不让他来为大家做示范呢？这样他既不会扰乱课堂，而且也会把他带回到课堂中来。
好的，就这样做。
所以，我把那个所谓的“差生”叫到前面来，为大家做示范。
在他做示范的时候，真的让我很吃惊。
他没有了往日的调皮，而是变得特别认真，真的让我好惊讶。
原来他也会是一个认真的孩子。
也许，是我平时太疏忽他了吧。
这真的是我犯的一个错误。
所以，当孩子做完示范的时候，我给了他肯定。
而且也给了他鼓励。
我看到了孩子带着笑容回到了座位上。
回到座位上以后，他没有再继续去调皮，而是把书拿了出来，端正的坐在那里。
真的让我好感动。
原来他也是这样一个乖孩子，也可以在课堂上表现得这么好。
只是以前，他没有这样的机会而已。
这真的是我的一个错误，让孩子失去了很多这样的机会。
过后我一直在想，幸好当看到孩子调皮的那一刻我没有去呵斥他。
而是换了一种方法，去制止了这样的一个场面。
我最大的保护了这个孩子的自尊心。
让这个孩子同时也有了在课堂上表现的机会与勇气。
在那以后的课堂中，我尽量多的给这个孩子机会，同时，也把更多的机会给了“差生”。
我发现这些孩子们在课堂上和以前的感觉真的不一样了。
不再想着如何去调皮，而是想着如何才能完成老师教给的`任务，如何才能更好的完成老师提出的问题。
听课的状态也完全不一样了。
我真的好高兴，孩子们可以这样的努力的学习。
尤其是对于这些“差生”来说。
我把更多的机会给了他们，让这些孩子在自己的天空中，可以得到更多一份的阳光，更多一份的温暖。
我们千万不要小看这一份阳光，因为这份看似不起眼的阳光，对我们的这些孩子来说真的是太珍贵了，也太有用了。
让我们多给孩子一份关注，多给孩子一份阳光吧。
让孩子们可以在我们这份阳光的照耀下，可以更加健康拙壮的成长吧！所以，同行们，请不要吝啬我们的这份关注，因为我们真的可以改变我们的孩子。
让孩子们不再“被动”的去学习，而是“主动”的去学习。
让他们把学习不再看做是一种负担，而是一种他们乐于完成的一项工作。
这样我们的孩子才会更加的热爱学习，也才会更加的钟爱英语。
英语教育叙事故事（三）学生学习英语有两个难点：一是记英语单词；二是学习英语语法。
作为英语教师最头痛的是让学生记单词，最无奈的是让学生学习语法，而这两件事我都经历了，虽然现在有些改观，但是还不够理想。
让学生学习英语语法本应该是一件快乐的事情，可是到我那里是乎变得太难了，就像让学生上刀山下火海一样。
记得那一次，午后的阳光照着昏昏欲睡的学生们，我神采飞扬的迈进教室，学生对我的到来没有任何反应，他们是别无选择的坐那里。
我给他们讲了一个我新看的故事：传说苏格兰北部的古城堡和墓地经常闹鬼，有一个人半夜行走不小心掉进了一个新挖的墓坑里，这个坑又深又大，几经努力还是爬不出来，他索性坐在那里，等天亮再说，这时，又有一人经过也掉了进去，这个人使出混身力气也爬不出来。
先掉下来的人实在看不过去，开口道：“别费力气了，你是爬不出去的。
”那人忽然听到说话以为是遇到鬼，吓得魂不附体，手脚并用，三两下竟然爬了上去，惨叫着逃得无影无踪。
我说：“再聪明的方法也不如最笨的行动”。
学生们不语了。
每个人的潜能都是深不可测的，我们没有理由给任何人妄下断言。
你们能行，我相信你们事后想起课上发生的一切，学生做为一个现实的生动的具有创造性的生命体，带着自己的独有的知识，经验等参与课堂教学。
在教学过程中，学生必然会出现各种各样的想法，当学生采用错误的方法，得到错误的结论时。
我们首先要尊重每一个学生，不要遇制他们的想法，也不要简单否定，可以顺着学生的思维探究下去，或者带领学生换一个角度思考，这样我们可以把学生带入另一个精彩世界。
对学生的教育仅仅停留在知识的传授上，这是一个认真的老师；只有把学生的教育做到心里的老师，才是一名称职的老师。
我们教学学生要让学生主动学习，不是被动来学，学生思考没精打采的情况就会减少或没有了。
从那以后，以人为本，给学生营造一个快乐、自主、和谐的英语课堂一直是我的教学理念。
在我的英语课堂中，我经常采用多样化活动教学，激发学生的求知欲，活跃课堂气氛使每堂英语课真正地“活”起来。
我也越来越相信“兴趣是最好的老师”。
为了给学生一个充满活力的课堂，课前，我把大家熟知的歌曲和Chant 及游戏加以导入。
有了好的开头，接下来最重要的事情就是要如何设计好一堂课，我们要抓住学生的心理特点，寓教于乐于课堂之中。
另外，我们在教授内容时，可以适当地对教材进行删除添补，可以把一些内容提前或者推后。
给学生更多的创作空间，更让他们能真正的做到学以致用。
我们要培养孩子的综合能力发展。
光会说几个单词、几句简单的日常用语，如“Hello Miss Hu. Bye-Bye！”是远远不够的，学习也会变得僵硬不堪。
所以，我们给学生一个好的英语氛围，才能让学生真正的开口说。
例如当我走进教室开始的英语教学时，我故意撞一下某个同学，便说“I’m so【教育叙事英语教师故事】1.音乐教育叙事故事2.小学教育叙事故事3.小学教师教育叙事故事4.我的教育叙事故事「精选」5.教育叙事故事案例三则6.幼儿园教育叙事故事7.教师叙事案例：我的教育故事8.我的教育叙事故事精选上文是关于教育叙事英语教师故事，感谢您的阅读，希望对您有帮助，谢谢。