Survey report on middle school English classroom teaching
In today's society, reports are no longer a rare thing. When we write reports, we must avoid being too long. Does procrastination and laziness come back as soon as you hear about writing a report? The following is a survey report on middle school English classroom teaching compiled by the editor for you. I hope it will be helpful to you.
Survey report on middle school English classroom teaching 1
The middle school is a window school of the city. Since its establishment, with the joint efforts of leaders and all staff, the school has achieved leaps and bounds in all aspects. But in the past three years, with the rise of brothers, English, as a key subject in middle schools, has faced severe tests, and its leading position is shaking. In order to further improve the quality of English classroom teaching and improve English teaching results, with the strong support of school leaders, the school’s English teaching and research group conducted an in-depth investigation of the English classroom teaching situation, as follows
1. The purpose and significance of the investigation.
Purpose: To understand common problems and related situations in students' English learning, and to understand students' evaluation and opinions on the quality of teaching.
Significance: Help teachers improve teaching, improve teaching quality, provide decision-making basis for teaching management, and then provide important reference materials for improving classroom teaching.
2. Investigation objects.
1,800 students in 30 classes of grade 7893 in a middle school
3. Time and place of inspection.
4. Investigation methods.
This survey is a questionnaire survey. Student questionnaires are distributed uniformly during class meetings and collected on site. A total of 1,800 questionnaires were sent out and 1,780 questionnaires were returned throughout the school, with the recovery rates being 98% and 88% respectively.
5. Investigation content
It mainly investigates students' teaching attitudes, teaching methods, teaching content and teacher-student relationship. A total of 30 multiple-choice questions were asked to students in the questionnaire. (See Appendix 1)
6. Survey results and analysis
I counted the questionnaire results in the table below, analyzed them in chunks, and found out the existing problems.
(1) Teaching attitude
Let's focus on questions 1 and 3. The first question mentioned the main purpose of teachers in English classroom teaching. Most students chose options B and C, with the proportions being 39%, 6% and 52% respectively. It shows that teachers have a very accurate grasp of the purpose of teaching in teaching activities. To a large extent, it means that the direction is right and they must have enough confidence in themselves. The third sub-item is that most students choose C and D when organizing teaching, the proportions are 20%, 7% and 50%, 2% respectively. That is to say, C’s teaching link is imperfect, has many loopholes, large blank time, unplanned teaching link, and improper time arrangement. This shows that the problem we have is in the organization of classroom teaching. The classroom is the main battlefield. Losing the classroom means absolute failure. This puts forward the most critical and important requirement for our future teaching, which is to start working hard in the classroom.
(2) Teaching methods
The following focuses on questions nine and ten. The ninth item is usually the English teacher's choice of C in the use of teaching methods, that is, the teaching method is single and mainly focused on teacher lectures, with scores of 41% and 9% respectively. This shows that we still lack teaching methods, cannot use teaching methods flexibly, and cannot fully mobilize students' enthusiasm for learning. The tenth child is usually an English teacher. Many students choose D in terms of teaching methods, that is, they use multimedia-assisted teaching unreasonably and abuse courseware. Every English teacher is equipped with various teaching courseware, including practice courseware, especially courseware from "English Weekly". Although there are abundant teaching resources, it is not necessary to use them all. The abuse of courseware will not only solve the problems existing in traditional classroom teaching, but also cause teachers to lose their teaching ability and students to lose interest in listening.
(3) Teaching content
Item 16. In your opinion, the probability of choosing C in the selection of teaching content is 46% and 6%, that is, the teaching content and examples are outdated, divorced from real life, boring, and almost account for the average level of students. Most of the English teachers in the city's second-level schools have been engaged in education for many years. Although they are very dedicated, they may be very busy at work and do not have the time or energy to accept new ideas and knowledge. The 18th sub-item is: Do you think that 37% and 5% of teachers usually choose C when guiding students’ learning activities. The answer is that they mainly focus on students’ individual learning status and pay less attention to cooperative learning? This actually shows once again that in order to reform the teaching organization form, group mutual aid is urgent. The 23rd sub-item is: In classroom teaching, some students choose B to select teaching examples or examples, that is, they usually choose examples from the textbook, and occasionally add some exciting examples, the proportion is 36%. Although the proportion is not high, it should still be relatively high on this issue. Once again, it shows the obsolescence of teachers’ teaching methods and knowledge. The 26th sub-item is: Teachers provide guidance in self-study classes. Students choose B more often, that is, they often use self-study classes to give too many lectures, which takes up students' time, with the proportions of 52% and 7% respectively. This is a number that cannot be ignored, accounting for more than half of the total, which shows that teachers occupying students’ time is a big problem. Self-study classes are designed to give students time to think independently, discover their own problems, and tutor their weak subjects. If English teachers take up too much self-study time for students, not only will they not improve their academic performance, they will even make students resent English learning, which may be counterproductive.
(4) Teacher-student relationship
Let's focus on item 29. Question 29: Do you think teachers inspire you or your classmates to learn and be confident in class? 48% and 9% chose C, and the answer is: generally. From this perspective, teachers cannot fully cultivate students' learning self-confidence in class, and their motivational role is not fully exerted, which once again reduces students' interest in English classes. This is also the first very important issue that we should pay attention to in English classroom teaching in the future. To some extent, the teacher-student relationship determines the quality of teaching. I hope teachers can correct their views, live in harmony with students, build a harmonious classroom, and let students learn with laughter.
7. Investigation experience
Through this survey, teachers in the English teaching and research group discovered many common problems, which will play an extremely important role in future English teaching and provide important reference materials for improving classroom teaching. To this end, measures and methods to solve the problem are summarized:
1. Strengthen collective lesson preparation. Comprehensively implement the group mutual aid learning model. The traditional teaching organization model can no longer be used in the classroom. Return the class to the students and let them fully express themselves and show themselves in class.
2. Courseware and other self-arranged teaching aids must be used selectively. In addition to listening materials, uniform group mutual aid learning cases must be used, and the use of other auxiliary teaching resources and materials shall not exceed 5 minutes per class.
3. Listen more, watch more, and communicate more about popular teaching lectures. Teachers should use their spare time and other time to learn more new knowledge and new things, update their concepts, and input fresh information. It is recommended that schools organize English teachers to study and exchange in other places.
4. Self-study classes do not allow any teacher to help students or teach new knowledge in any form. All teachers except the head teacher are prohibited from entering the classroom.
Survey Report on Middle School English Classroom Teaching 2
Since the establishment of the school, with the joint efforts of the leaders and all faculty and staff, the school has achieved leapfrog development in all aspects. In order to further improve the quality of English classroom teaching and improve English teaching results, with the strong support of the school leaders, the school’s English teaching and research group conducted an in-depth investigation into the situation of English classroom teaching. The details are as follows
1. The purpose and significance of the investigation.
Purpose: To understand the common problems and related situations of students' English learning, and to understand students' evaluation and opinions on the quality of teaching.
Significance: Help teachers improve teaching, improve teaching quality, provide decision-making basis for teaching management, and then provide important reference materials for improving classroom teaching.
2. Investigation objects.
There are 1,800 students in thirty classes in grades 7, 8, and 9 in a middle school.
3. Time and place of investigation.
4. Investigation methods.
This survey adopted a questionnaire survey. Student questionnaires are distributed uniformly during class meetings and collected on the spot. A total of 1,800 questionnaires were sent out across the school, and 1,780 were returned, with a recovery rate of 98.88%.
5. Investigation content
It mainly investigated students' teaching attitudes towards teachers, teaching methods, teaching content and teacher-student relationship. The questionnaire asked students a total of 30 multiple-choice questions. (See Appendix 1)
Six: Survey results and analysis
I have summarized the results of the questionnaire survey in the table below and analyzed them in sections to find out the existing problems.
(1) Teaching attitude
Let’s focus on questions 1 and 3. Question 1 mentioned what is the main purpose of teachers in English classroom teaching. Most students chose options B and C, with the percentages being 39, 6% and 52% respectively. This shows that teachers have a very accurate grasp of the purpose of teaching in teaching activities. This shows that in a big way, the direction is right and we must have enough confidence in ourselves. The third question is that when English teachers organize teaching, most students choose C and D. The ratios are 20.7% and 50.2% respectively. That is, the teaching link of C is imperfect, with many loopholes, large blank time, unplanned teaching links, and improper time arrangement. This shows that the problem we have is in the organization of classroom teaching. The classroom is the main battlefield. Losing the classroom means absolute failure. This puts forward the most critical and important requirement for our future teaching, which is to work hard in the classroom.
(2) Teaching methods
Let’s focus on questions 9 and 10. Question 9 is about the use of teaching methods by English teachers in daily life. The most common choice is item C, that is, the teaching method is single, focusing on the teacher's teaching and following the textbook, which accounts for 41.9% of the score. This shows that we are still lacking in teaching methods, cannot use teaching methods flexibly, and cannot fully mobilize students' enthusiasm for learning. Question 10 is about the teaching methods used by English teachers. Many students choose D, which is the unreasonable use of multimedia-assisted teaching and the abuse of courseware. Every English teacher has a variety of teaching courseware, including exercise courseware, especially the courseware from "English Weekly", and everyone has a copy. Although teaching resources are abundant, it is not necessary to use them all. Abuse of courseware will not only not solve the problems existing in traditional classroom teaching, but will also cause teachers to lose their teaching ability and students to lose interest in listening.
(3) Teaching content
Question 16. Do you think that when teachers choose teaching content, the probability of choosing C is 46.6%, that is, the teaching content and examples are outdated, divorced from real life, boring, and account for almost the average student. Most of the English teachers in the Municipal Secondary School have been engaged in education for many years. Although they are very dedicated, they may be busy with work and have no time and energy to accept new ideas and new knowledge. Question 18 is: Do you think teachers usually guide students’ learning activities? 37.5% of the respondents chose C. The answer is that they mainly focus on students’ individual learning status and pay less attention to cooperative learning. This actually illustrates once again the need to reform the teaching organization form, and group mutual assistance is urgent. Question 23 is: In classroom teaching, when teachers choose teaching examples or examples, some students chose B, that is, they generally choose examples from textbooks and occasionally add some exciting examples. The rate is 36%. Although the proportion is not high, it should still be relatively high on this issue. This once again illustrates the obsolescence of teachers’ teaching methods and the obsolescence of teachers’ knowledge. Question 26 is: When teachers provide tutoring in self-study classes, students most often choose B, that is, they often use self-study classes to teach and take up too much of students' time, with a ratio of 52.7%. This is a number that cannot be ignored, accounting for more than half, which shows that teachers occupying students' time is a big problem. Self-study classes are meant to give students time to think independently, time to discover their own problems, and remediate their weak subjects. If English teachers take up too much of students' self-study time, not only will they not improve their academic performance, but they will even become disgusted with English learning, which may be counterproductive.
(4) Teacher-student relationship
Let’s focus on question 29. Question 29 is: Do you think the teacher inspires you or your classmates’ learning and self-confidence in class? 48.9% chose C, and the answer is: average. From this point of view, teachers cannot fully cultivate students' self-confidence in learning in the classroom.
