1. Why should we conduct “teaching reflection”?

Teaching reflection is a useful thinking activity and re-learning method. The growth of every outstanding teacher is inseparable from teaching reflection. If a teacher is just satisfied with gaining experience without thinking deeply about the experience, then even if he has "20 years of teaching experience, it may only be 20 repetitions of one year's work; unless... he is good at drawing lessons from reflection on experience, otherwise There can be no improvement." He may always remain at the level of a novice teacher. Lin Chongde, a famous Chinese psychologist, also proposed the growth model of "excellent teachers = teaching process + reflection". Professor Ye Lan said: It is difficult for a teacher to become a famous teacher by writing lesson plans for a lifetime, but if he writes reflections for three years, he may become a famous teacher.

Teaching reflection can activate teachers’ teaching wisdom, explore new ways of presenting teaching materials, and build teacher-student interaction mechanisms and new ways of student learning. It is the "catalyst" for the growth of our teachers and an important foundation for teacher development. Whether they have the awareness and ability to reflect is one of the main indicators that distinguishes experience-based teachers as technicians from scholar-based teachers as researchers.

2. What does “teaching reflection” mean?

To put it simply, teaching reflection is to study how you teach and learn; how others teach and learn; how to teach and learn while teaching. There are many things that teachers need to reflect on, but the following aspects are the focus of reflection.

Reflect on what makes you proud of your success. For example, practices that cause excitement among teachers and students in teaching; some wonderful teacher-student answers and student debates in class; experiences in the application of teaching ideas, methods and teaching principles; teaching method reforms and improvised teaching measures; the deepest feelings Textbook improvements and creative approaches. These can be used as a reference for future teaching and have the effect of continuously improving and perfecting teaching.

Reflect on mistakes. Focus on examining the mistakes in your own classroom teaching, as well as methods and countermeasures to solve the problems. For example, whether the creation of problem situations gives students space to think; whether the organization of learning activities is conducive to students' independent learning; whether group cooperative learning is a mere formality; whether the development of students' emotions, attitudes, and values ??is paid attention to; students' interest in learning How to wait. Review and organize them, and make in-depth reflection, exploration and analysis, so that they can become a reference for future teaching. At the same time, we can find solutions to the problems and new teaching ideas, and write down improvement strategies and new "secondary designs". plan.

Reflect on student insights. Some unique insights of students are like sparks of wisdom, which not only inspire their peers, but also play a good role in broadening the minds of teachers in their teaching. For example, students’ unique insights, students’ wonderful answers, and students’ innovative thinking in class are all derived from students’ unique understanding of the text and students’ unique feelings about the world. They are very rich and valuable curriculum resources that teachers can use. valuable teaching materials.

Reflect on student questions and suggestions. Students will definitely encounter many difficulties in their studies, and they will inevitably ask various questions, some of which are individual, some of which are general, some of which are unexpected by teachers, and some of which are innovative. There may be some questions that are difficult to answer at the moment. Teachers should record these questions in time and reflect on them in time so that they can prescribe the right medicine in future teaching. In doing so, on the one hand, you can enrich your teaching thinking and teaching experience, and on the other hand, you can also promote the improvement of your own teaching and scientific research levels. At the same time, we also pay attention to students, give full play to the main role of students in teaching and reflect the democratic consciousness of teaching. Necessary records and reflections should also be made on students’ teaching suggestions.

“There is no pure gold, and no one is perfect.” We can only reflect a lot on our teaching work, summarize and carry forward the successful experience of teaching, correct and make up for the shortcomings and deficiencies in teaching, continue to make progress and improve, Only then can oneself become an excellent teacher.

3. How to conduct "teaching reflection"?

(1) Select the right reflection object

The main objects of "teaching reflection" are: reviewing, reflecting, recording and improving one's own teaching behaviors and concepts; observing and reflecting on the teaching behaviors and concepts of colleagues , participate in group exchanges and discussions, diagnose your own or your colleagues’ teaching problems, and propose solutions to problems; analyze and reflect on the intentions and concepts of publicly published classroom records (lesson examples), compare and reflect on your own classroom teaching, and discover what other people’s achievements can be used for reference. at.

(2) Familiar with the reflection process

The reflection process generally includes the following steps: discovering problems-analyzing problems-proposing hypotheses-verifying hypotheses. Some people also divide teacher reflection into the following four links based on the experiential learning theory: concrete experience - → observation and analysis - → abstract re-summarization - → active verification. In the process, teachers’ reflective abilities are improved, thereby improving their teaching abilities.

(3) Clarify the reflection method

1. Introspective reflection, that is, reflection through self-reflection, which can be done through reflective diary, after-school lesson preparation, growth autobiography, etc. Finish.

2. Learning reflection, that is, reflection through theoretical learning or comparison with theory.

3. Communicative reflection, that is, reflection through communication with others, can use methods such as observation and communication, student feedback, expert consultation, and micro-teaching. Observation and communication means that teachers observe each other, analyze and raise problems based on the actual situation of communication and observation, and jointly study solutions to problems. Student feedback means that teachers learn about their teaching effectiveness from students and analyze and propose improvement measures to achieve the results expected by students. Expert consultation, that is, professional researchers, school leaders, and peer teachers regularly conduct consultations on teachers’ teaching behaviors to discover deficiencies in teachers’ teaching work and solve problems through collaborative research. Micro-teaching is to target a small number of students, teachers or experts, and try to conduct small classroom teaching in a short period of time, and make a video of the teaching process, watch and communicate repeatedly after class, and actively listen to other people's opinions and suggestions.

4. Research-based reflection, that is, reflection through teaching research. Engage in teaching with a research attitude, reflect on teaching from a research perspective, and improve teaching with the results of reflection.

(4) Master the reflection method

1. Self-questioning method

It means that teachers conduct self-observation, self-monitoring, self-regulation and self-evaluation of their teaching. Finally, a series of questions are asked to promote the improvement of one's own reflective ability. This method is applicable to the whole process of teaching. For example, when designing a teaching plan, you can ask yourself: "What life experience and knowledge reserves do students already have?" "How to design a teaching plan that is easy for students to understand based on relevant theories and students' actual conditions?" "What will happen to students when they accept new knowledge?" Situations", "How to deal with these situations when they occur", etc. When preparing lessons, although teachers will prepare various learning plans, in actual teaching, they will still encounter some unexpected problems, such as students unable to answer questions within the planned time, conflicts between teachers and students, and between students and students. Differences in understanding arise, etc. At this time, teachers should think about "why such problems occur, how to adjust teaching plans, and what strategies and measures are more effective" based on students' feedback information, so as to organize teaching according to students' ideas and ensure that the teaching process follows the best path. orbital movement. After teaching, teachers can ask themselves questions like this: "Is my teaching effective?" "Has there been a highlight in the teaching that surprised me? What is the reason for this highlight?" and "What aspects can be further improved?" , “What did I learn from it” etc.

2. Action research method

Action research is an effective way to improve teachers’ education and teaching abilities. For example, "cooperative discussion" is an important learning concept advocated by the new curriculum. However, in actual teaching, what we see is often a "formalized" discussion. "How to conduct discussions in an orderly and effective manner" is the question we should study. After the problem is determined, we can collect relevant literature extensively around the problem, put forward hypotheses on this basis, formulate an action plan to solve the problem, carry out research activities, and make adjustments to the research plan according to the actual needs of the research. Make necessary adjustments and finally write a research report. In this way, through a series of action research and continuous reflection, teachers' teaching ability and teaching level will be greatly improved.

3. Teaching diagnosis method

“Classroom teaching is a regretful art”, and scientific and effective teaching diagnosis can help us reduce regrets. Teachers may wish to start with the study of teaching issues and explore various issues in the teaching philosophy hidden behind them.

Teachers can collect various teaching "medical records" through self-reflection or group "brainstorming" methods, and then classify and analyze them to find typical "medical records", analyze the "pathology", and focus on discussing various factors that affect the effectiveness of teaching. teaching concepts, and finally propose strategies to solve the problem.

4. Communication and dialogue method

Full dialogue and communication between teachers is very beneficial to both the development of the group and the growth of the individual. For example, during collective lesson preparation, teachers can raise to their colleagues the doubts and confusions they encounter in teaching material interpretation, teaching material processing, teaching strategies, student learning, etc., and ask everyone to help analyze, diagnose, reflect, and brainstorm solutions. This kind of cooperative reflection and joint research can achieve the goals of mutual inspiration, resource sharing, and common growth.

5. Case study method

In classroom teaching case studies, teachers must first understand the general background of current teaching. On this basis, through reading, classroom observation, surveys and interviews Collect typical teaching cases in other forms, and then interpret the cases from multiple angles and in all directions. Teachers can not only make technical analyzes of classroom teaching behaviors, but also conduct discussions around the teaching strategies and teaching concepts reflected in the cases, and can also explain the teaching theoretical issues involved. For example, the case analysis of "A Failed Collective Lesson Preparation" published in the 2005 Issue 1 of "Primary and Secondary School Management" is a multi-angle and all-round reflection and interpretation of the causes and inspirations of a collective lesson preparation failure using the case analysis method. Typical case.

6. Observation and analysis method

"A stone from another mountain can be used to attack jade." Teachers should observe more classes of other teachers and have dialogues and exchanges with them. During the observation, teachers should analyze how other teachers organize classroom teaching and why they organize classroom teaching this way; how I organized classroom teaching when I took this class; my classroom teaching links and teaching effects are compared with theirs. What are the differences and similarities? What inspirations have I received from their teaching? If I teach this class in the future, how will I deal with it... Through such reflection and analysis, I can get inspiration and improvement from other people's teaching. For example, not long ago I observed a trainee teacher's "My Reading Life" class and encountered a situation: After the teaching was completed, the teacher asked the students to talk about their reading experience. The students all said: "I like reading because I feel Reading is endless fun. "I use a famous saying to summarize my reading experience: 'Reading is good, reading is good, reading is good'." "Although reading is hard and tiring, it must be done for future survival and development." "Studying is hard work." "I feel that studying is hard and enjoyable." When I was in the mood, a junior student in the class stood up and said loudly: "Studying is hard, studying is tiring, and I have to pay tuition." The class burst into laughter, and some students nodded in agreement, and the classroom exploded. The trainee teacher panicked and didn't know how to respond, so he had to smile and say "Is this your experience?" and hastily stopped. Don’t underestimate this little episode. Because it can test whether the teacher has teaching tact, it is related to whether the teaching objectives of the text are achieved, and it is also related to whether the teacher insists on positive guidance for students' growth. This is a failure case with great reflection and research value.

7. Summarizing and recording method

After a class is over or a day’s teaching tasks are completed, we should calm down and think carefully: Whether the teaching content presented in this class meets the requirements The age characteristics and cognitive patterns of students, whether the overall design is appropriate, whether the arrangement of teaching links is reasonable, whether the teaching methods are used appropriately, whether the students' thinking ability and practical ability have been effectively trained, whether the teaching methods are fully used, whether the key points and difficulties are Outstanding; which behaviors I did today were correct, which ones were not good enough, and which areas need to be adjusted and improved; whether the students' enthusiasm was mobilized, whether the students learned happily, whether I taught happily, and the reasons for success or failure Where is it? What else is there to be confused about? Wait. Think about these clearly and then record them. This will provide experience that can be used for future teaching. After long-term accumulation, we will surely gain a valuable teaching wealth.

(5) Develop the habit of reflection

The growth process of teachers is the process of constantly reflecting and reconstructing their basic views on education and teaching theory and practice. It is of great significance for teachers to truly realize and experience the role of reflection in their professional development, and to urge teachers to consciously reflect and develop good reflection habits.

Teachers themselves should also establish a high sense of responsibility, cultivate a spirit of perseverance, create a good atmosphere for reflection, and develop a good habit of conscious reflection.

4. Is "teaching reflection" something only done after class?

In fact, this is not the case. Teaching reflection should run through the entire teaching career of teachers, rather than being a special task at a certain stage. "Teaching reflection" is not just a summary of teaching experience and lessons, it is an activity of monitoring, analyzing and problem-solving that accompanies the entire teaching process. As far as a class is concerned, teaching reflection should be throughout the entire teaching process, rather than just something done after class. Reflection before class can clarify goals and strengthen conscious practice; reflection during class can regulate teaching and improve teaching effectiveness; reflection after class can theorize teaching experience and promote sustainable development of the teacher profession. In a word, always is a time for reflection, and everywhere is a place for reflection.

5. How to write a "reflection on teaching"?

(1) From the perspective of stylistic structure, we recommend that "reflection on teaching" be regarded as a practical argumentative essay of "one issue, one discussion". The writing structure can be summarized as "teaching examples - analysis of gains and losses (success or failure) - rational thinking", the first and second parts are "reflection", and the third part is "thinking". The third part is the key point and should be written in detail, trying to write in-depth and practical solutions and strategies.

Generally speaking, first describe the specific teaching activity (should be brief), then analyze your own successes and failures in this activity, and finally talk about yourself based on your successes and failures, combined with new courses and new concepts. thoughts and insights.

(2) From the perspective of writing content, you can generally choose topics from the following five aspects to write "Teaching Reflections":

1. Write about successes. Such as the practice of achieving the pre-designed teaching purpose and causing the stimulating effect of teaching in the teaching process; appropriate temporary measures in classroom teaching; clear and organized writing on the blackboard; the process of penetration and application of certain teaching ideas and methods; Reflections on the intentional use of some basic principles in education and psychology; reforms and innovations in teaching methods, etc., record them in detail for reference in future teaching, and can also be continuously improved and perfected on this basis , Innovate and innovate.

2. Write down the shortcomings. Even successful classroom teaching will inevitably have omissions and mistakes. Systematically review and sort them out, and conduct deep reflection, exploration and analysis on them to make them a reference for future teaching.

3. Write teaching wit. In classroom teaching, as the teaching content unfolds, the thinking development and emotional communication between teachers and students are harmonious, and instant inspiration often occurs due to some accidental events. These "sparks of wisdom" often come suddenly and involuntarily. If not in time, If you use post-class reflection to capture it, it will disappear due to the passage of time, which is regrettable.

4. Write about student innovation. In the process of classroom teaching, students are the masters of learning, and students will always have "sparks of innovation" flashing. Teachers should fully affirm some of the unique insights students put forward in class. This will not only enable students to use their good methods and ideas to promotion, but also a kind of appreciation and motivation to students. At the same time, these valuable insights also supplement and improve classroom teaching, which can broaden teachers' teaching ideas and improve teachers' teaching level.

5. Write "Teach Design Again". After a class, meditate quietly: what teaching rules have been explored in this class; what innovations are made in teaching methods; what new discoveries are made in knowledge points; what new techniques are used in organizing teaching; whether there are any breakthroughs in many misunderstandings in problem solving ;Whether the enlightenment is appropriate and the training is in place. Write down these gains and losses in a timely manner, make necessary classifications and trade-offs, consider what should be done when re-teaching this part of the content, and write a "re-teaching design", so that you can maximize your strengths and avoid weaknesses, strive for excellence, and improve your teaching level to A new realm and height.

In short, the importance of writing teaching reflections is timeliness and persistence. As soon as you gain something, write it down in time. If you have something to say, it will be long, if there is nothing to say, it will be short. Use writing to promote thinking, and use thinking to promote teaching. Long-term accumulation will surely yield the harvest of "gathering armpits into fur and sand into towers".