Reflection is a means for teachers to understand and evaluate teaching practice, a rational and ethical choice of what to teach and how to teach, and a reorganization and reconstruction of experience. "Visit the body three times a day", thinking is alive, thinking is deep, thinking is deep, thinking is new, thinking is new!

In order to achieve effective teaching, teachers should carefully "preset" a class before class, but there will be many results in classroom implementation: first, preset in advance will be "generated" smoothly; Second, because the guidance is illegal, there has been an embarrassing situation of "presupposition is not generated"; Third, although there was an "accident" in teaching, the teacher got an unexpected harvest of "non-default generation" through clever guidance. If teachers can record, sort out and analyze these results and processes in time after class and reflect on their own teaching behavior, they can have a regular understanding of the teaching ideas hidden behind the teaching behavior, thus improving the self-monitoring ability of teaching. In the long run, teachers' ability to control the classroom will continue to improve, the subsequent teaching behavior will become more and more reasonable, students' "active generation" will continue to replace "passive acceptance", and teachers' research awareness and ability will continue to improve.

American scholar G.J. Posner believes that experience without reflection is narrow experience and can only form superficial knowledge at most. Only after reflection can the teacher's experience rise to a certain height and have an impact on the subsequent behavior. He put forward the law of teachers' growth very concisely: "experience+reflection = growth".

Specifically, the role of educational reflection in teachers' growth is as follows:

(A) the cultivation of problem consciousness. In daily education and teaching, many of our teachers often lament that there are no subjects to learn because of their lack of problem awareness. As a result, some schools are greedy for perfection, unconventional and subject-oriented, which leads to the concept of slogans flying all over the sky, but the practical problems in the teaching field can not enter the research topic, and the real purpose of scientific research is distorted. Therefore, in order to improve teachers' professional level, primary and secondary schools must carry out educational research based on the reality of teachers' education and teaching work, so that teachers can develop a sense of problems in their own personal practice. By studying the puzzles and problems existing in daily teaching, they can remove obstacles for teaching practice and improve their scientific research literacy.

(B) the cultivation of critical thinking habits. L. Stenhouse, a famous British curriculum expert, once pointed out clearly: "Without the development of teachers, there will be no development of education, and the best means of development is not through clear objectives, but through critical practice." As a researcher, teachers' critical thinking is an indispensable basic quality. In our country, most teachers are used to thinking what experts say, doing what leaders arrange themselves, and lack critical thinking. This situation not only hinders the promotion of the new curriculum, but also goes against the professional development of teachers themselves.

As an effective carrier to promote teachers' professional development, educational reflection begins with some phenomenon or problem, but it is not just a practical thinking activity. It requires teachers to look at the teaching process from the perspective of the research subject, not blindly agree with other people's views and understanding, but to completely get rid of the passive role as curriculum follower and passive executor under the compulsory curriculum paradigm. At the same time, as a research, educational reflection has the characteristics of persistence, uninterrupted, critical and systematic; It enables teachers to form the thinking habit of "finding problems-asking questions-exploring problems-discussing problems" in practice, and makes teachers' critical consciousness and research consciousness run through daily specific teaching work. Through reflection, teachers form their own concept of problems, improve their ability of rational analysis of problems, and realize the transformation from "experience" to "research", "academic" and "creation".

(3) Rational pursuit in teaching practice. Pursuing the rationality of teaching practice is the eternal theme of school education, and teachers' pursuit of the rationality of their own teaching practice is endless. The essence of this unremitting pursuit is teachers' continuous exploration, transcendence and innovation in their own practice, which is inseparable from teaching reflection. Especially under the background of curriculum reform, every school and teacher is facing many new problems with the change of teaching concept, the change of students' learning behavior, the reconstruction of teaching mode, the optimal combination of curriculum resources, the diversification of teaching methods and the diversification of teaching evaluation. These new problems also make front-line teachers encounter many difficulties in education and teaching practice. Therefore, it is particularly important to study the problems in education and teaching practice and explore the rationality of education and teaching practice.

Educational reflection is the innovation of traditional teaching and research methods and the only way to form a research-oriented teacher. It takes the problems existing in education and teaching practice as the object of reflection, analyzes, corrects and perfects unreasonable behaviors and concepts in education and teaching practice through forward-looking, monitoring and critical reflection, so as to continuously improve the rationality level of teaching practice and improve its teaching wisdom and understanding. Therefore, educational reflection, especially reflective teaching practice, is closely related to teacher professionalization. Educational reflection can help teachers learn to discover, analyze, discuss and solve problems. Guide teachers to establish advanced educational concepts, cultivate their own problem consciousness and critical thinking habits, and cultivate teachers' comprehensive educational wisdom and ability; Provide space for teachers' professional growth and make teachers become thinkers, researchers, practitioners and creators of education.

As a scientific research paradigm aimed at promoting teachers' professional development, educational reflection can solve teachers' behavior problems in education and teaching, improve teachers' teaching ability, enhance teachers' self-confidence and eliminate job burnout, thus forming the sustainable development of education.