Famous sayings such as "Ask yourself and answer yourself" and "Save three times a day" prove the necessity of reflection. Nowadays, social reflection has become people's conscious behavior, what's more, as a teacher, we should constantly reflect, find problems and eliminate disadvantages, that is, "attack jade with stones."
The implementation of the new curriculum marks that the teaching reform has entered a new field. This field provides a broad space for the development of teachers, while opportunities and challenges coexist. In this context, as the implementer of curriculum reform, how to update their own education and teaching concepts, how to change their own education and teaching behavior, and how to deal with many problems encountered in subject curriculum and teaching. For example, is it "based on textbooks" or "based on standards"? How to get rid of the embarrassment of "old wine in new bottles" in textbook design is said that "knowledge is the product of self-construction", but in fact, how much has the classroom landscape dominated by "indoctrination" changed? ..... These are realistic problems worth thinking about.
The new curriculum standard emphasizes the establishment of evaluation system to promote teachers' continuous progress. Special emphasis is placed on teachers' analysis and reflection on their own teaching. The so-called teaching reflection refers to the process that teachers, under the guidance of advanced education and teaching theories, constantly think and study their own teaching behaviors and review their own problems in teaching, and pursue the rationality of the teaching process by discovering and solving problems, thus making themselves expert teachers. However, the new curriculum emphasizes that teachers are participants, builders and developers in curriculum implementation. To do this role well, the most important thing is to summarize, reflect and improve and create constantly, and teaching reflection is an effective way for teachers to summarize, reflect, improve and create.
You should reflect before class.
Reflection before teaching is forward-looking, which can make teaching a conscious practice and effectively improve teachers' teaching prediction and analysis ability. In the past teaching practice, most teachers paid attention to the reflection after teaching, but ignored or ignored the reflection before teaching. In order to understand the existing cognitive level of students, it is particularly important to organize teaching in a targeted way. Moreover, the new curriculum standards also attach great importance to students exploring new knowledge in the existing knowledge and experience. Therefore, teachers must fully understand and pay attention to students' existing knowledge and experience before teaching, and reflect on their own teaching plans and design ideas. This is not only the teacher's examination of his own teaching design, but also the concrete embodiment of the teacher's concern for students and the embodiment of the "student-oriented" teaching concept.
Teaching practice shows that the adjustment of teaching design after pre-class reflection can foresee the difficulties students encounter in learning, and the teaching content and methods are more suitable for students, and also more in line with their cognitive laws and psychological characteristics, so that students can truly become the main body of learning.
Second, classroom teaching needs reflection.
Classroom reflection refers to timely and independent reflection in the process of action. This kind of reflection is monitoring, which can make teaching work high-quality and efficient, and help improve teachers' teaching control ability and adaptability. Classroom teaching is a complex and dynamic process, especially after entering the new curriculum, the situation in teaching becomes more and more challenging and often unexpected, which requires teachers to have strong adaptability, reflect on their teaching behavior in time, always pay attention to students' learning process, pay attention to the methods and means used, be good at capturing inspiration in teaching, adjust teaching strategies in time, meet the needs of students' development, and achieve the best teaching effect. Therefore, teachers should learn to listen to students' opinions and understand students' confusion in time.
Besides, classroom teaching is dynamically generated and developed. Teachers should be good at seizing the opportunity to form lively, proactive and personalized learning activities. For example, in the teaching of Six Classics of the Analects of Confucius, when we learn that "learning without thinking is useless, and learning without learning is dangerous", we can combine the students' ideological performance to carry out timely education, and the effect is very good.
Therefore, in classroom teaching, in-class reflection is manifested in teachers' self-examination, self-correction and self-reinforcement. This process is developed and realized through "problem-attempt-reflection-new problem-adjustment-reflection", which runs through teachers' reflection all the time.
After three classes, we should sum up the gains and losses of reflection.
After-class reflection is very important, which can theorize teaching experience and help improve teachers' teaching summary ability and evaluation ability. It is important to prepare lessons carefully before class and write lesson plans, but it is not enough to know the difficulties after teaching. Therefore, it is very important to review, analyze and reflect after class, write down your own personal experience or omissions in teaching, and write down the highlights or puzzles in students' learning. Regular after-class reflection is a concrete manifestation of teachers' sense of responsibility and a good form of teachers' self-feedback in classroom teaching. More importantly, after-class reflection is conducive to further improving the quality of lesson preparation, promoting more comprehensive teaching content and more reasonable teaching design; It is conducive to strengthening the pertinence of teaching, finding problems in time and filling gaps; It is beneficial for teachers to accumulate teaching experience and improve teaching level. So what do you think after class? The author believes that we should reflect from the following five aspects.
1. Reflections on the creative use of teaching materials.
Under the new curriculum concept, the primary function of textbooks is to be a tool for teaching and learning, and it is no longer a programmatic authoritative document to complete teaching activities, but appears as a reference to show students a variety of learning methods and colorful learning reference materials. At the same time, teachers are users, builders and developers of the curriculum. Therefore, when teachers creatively use textbooks, they can record these contents in after-class reflection, which not only accumulates experience, but also provides reasonable suggestions for the use of textbooks, so that teachers, textbooks and students can become a harmonious unity in the curriculum.
2. Reflecting on teaching fragments
First of all, teachers should record the success of this class, and record in detail the pre-designed purpose, teaching vibration effect and good teaching effect (such as clever introduction of new lessons, suspense conclusion, creation of classroom teaching situation, activation of students' thinking, independent evaluation of students, etc.), and apply them to future teaching practice. On this basis, teachers will continue to improve their teaching and bring forth new ideas.
Secondly, teachers should be good at recording teaching wit. In classroom teaching, with the continuous development of teaching content, the thinking development and emotional communication between teachers and students are more harmonious, and instant inspiration is often generated because of some accidental events. These "cremation wisdom collisions" often come involuntarily and suddenly. It is a pity that after-class reflection will disappear with the passage of time if it is not used in time. When these unexpected climaxes appear, teachers should record and study them, and carry out teaching and research work under the guidance of educational theory and case analysis technology.
3. Reflection on the "failure" of teaching
No matter how successful the classroom education is, there will inevitably be omissions and mistakes. After class, teachers must examine their improper handling, arrange inappropriate teaching content, review and sort it out, and make a profound reflection, exploration and analysis on it, so that it will become a lesson to be learned in future teaching. At the same time, we should use our brains to find the best combination point, put forward rectification measures and teaching strategies, and form a new teaching link.
4. Reflect on students' views in teaching.
In the process of classroom teaching, students are the main body of learning, and they always shine with "sparks of innovation" in their learning. Teachers should fully affirm some original opinions put forward by students in class. In class, teachers often exchange what students show in class and share their joy, which stems from students' unique understanding of the text and their unique feelings about the spiritual world. It is an extremely rich curriculum resource. Teachers' appreciation and encouragement of these original ideas not only helps students to accept themselves, feel self-esteem and the joy of success, but also complements and perfects classroom teaching. Therefore, it should be recorded to supplement fresh blood for future teaching.
5. Rethink the re-education design
After a class, the teacher should meditate: is the creation of the situation effective? Is the design of teaching link reasonable and scientific? Can asking questions promote students' autonomous learning? Is teamwork valuable? Do you care about students' emotions, attitudes and values? Can students' innovative consciousness and creativity germinate? And so on, and write down these gains and losses in time, and make the necessary classification and balance, consider what to do when teaching this part again, and write a "re-teaching design." Only in this way can we foster strengths and avoid weaknesses, strive for perfection and raise our teaching level to a new realm and height.
The importance of after-class reflection lies in timeliness, persistence and persistent pursuit. It is necessary to promote thinking by remembering and teaching by thinking. After a long period of time, there will be a harvest of "gathering troops to gather wealth and gathering sand into towers".
Three-point concluding remarks
In short, after reflection and improvement again and again, the author feels more inspired by teaching reflection. Regular teaching reflection can continuously improve the teaching level and scientific research ability and help him grow.