How should teachers reflect on teaching?

I. Why should we reflect on teaching? Teaching reflection is a useful thinking activity and re-learning, every good teacher's growth is inseparable from the teaching reflection. If a teacher is only satisfied with the experience and not to experience in-depth thinking, then, even with "20 years of teaching experience, perhaps just a year's work of 20 repetitions; unless ...... good from the experience of reflecting on the lessons learned, otherwise there can not be any improvement! ". He may forever remain at the level of a novice teacher. China's famous psychologist Lin Chongde also put forward the growth model of "excellent teacher = teaching process + reflection". Prof. Ye Lan said: It is difficult for a teacher to become a master teacher by writing lesson plans for his whole life, but he may become a master teacher if he writes reflections for three years. Teaching reflection can activate teachers' wisdom in teaching, explore new ways of presenting teaching materials, and build a mechanism for teacher-student interaction and a new way of student learning. It is the "catalyst" for our teachers' growth and an important foundation for their development. Whether or not one has the consciousness and ability to reflect is one of the main indicators that distinguish experienced teachers as technicians from scholarly teachers as researchers. Reflection is not only critical thinking, but also a process in which teachers take their own teaching practice as the object of their thinking, and examine and analyze the behaviors they have made in their teaching practice as well as the results they have produced. Teaching has its continuity, teaching over is not the end, can not be lost while teaching. We might as well go back and look at the whole teaching process and ask, "Was my teaching effective?" "Has there been more effective teaching than this?" As some teachers have said, through reflection, we can seek development in the "mistakes" of students, in the "failures" of teachers, and in the "limitations" of teaching materials. Reflection is the process of comprehensive development of teachers, teachers only comprehensive and in-depth reflection on their own teaching behavior, he can be from all aspects of teaching to review and revise the original experience, in the strengthening, negation of the processing of thinking, the experience has been refined and sublimation, so as to transform into a clear goals and advanced concepts to support the practice of behavior, so that they from a "teacher" to "teacher". This will transform oneself from a "pedagogue" to a "research-oriented" teacher, or even a "scholar-teacher". At present, our teaching reflection runs through the whole process of teaching and is divided into three stages: pre-course reflection, in-course reflection and post-course reflection. Pre-lesson reflection is the interpretation of the curriculum standards and teaching materials and the initial conception of the teaching design, so it has the anticipation, which can make teaching a conscious practice; reflection in the lesson that is timely in the course of action, it has the regulation, which can help teachers to improve the classroom control and adaptability; post-lesson reflection has the profoundness, which can rationalize the teaching experience, and is conducive to the enhancement of the teacher's ability to summarize and evaluate. Usually, this kind of reflection can be carried out by evaluating lessons, making teaching cases, writing teaching notes and so on. When it comes to reflection, many teachers think that it is writing teaching notes, but in fact, making teaching cases and evaluating lessons are also a kind of reflection. Lesson evaluation includes self-evaluation or other evaluation, the specific content can be from the perspective of the teacher's teaching and student learning. Evaluating lessons is helpful for teachers to realize the flavor and benefit greatly. Writing a journal after teaching is more important in the analysis, summarization, not only to record the success and failure, but also to write into their own feelings, additional comments, so that it will become a reference for future teaching. Teaching case is a new term that appeared in the class reform. Its most important feature is that it is a continuous reflection in practice, through some specific teaching fragments or analysis or comparison, to illustrate some truths, so that teachers can concretely understand how to do, more in line with the new concept. In this way, the teaching problem can be solved to a certain extent, the teacher's teaching level can be improved to a certain extent, and the teaching theory will be enriched to a certain extent. Second, "teaching reflection" think what? Simply put, teaching reflection is to study how they teach, how to learn; how others teach, how to learn; how to teach in the secondary school, learning to teach the problem. Teachers have to reflect on a lot of content, but the following aspects are the focus of reflection. Reflect on the success of the compliments. Such as teaching caused by teachers and students **** vibration effect of the practice; classroom some wonderful teachers and students answer, students argue, etc.; teaching ideas and methods and the use of teaching principles of experience; pedagogical reforms and temporary contingency teaching measures; the deepest feeling of the improvement of the teaching materials and creative processing. These can be used as a reference for future teaching, and have the effect of constantly improving and perfecting teaching. Reflect on the mistakes. Focused on examining their own classroom teaching mistakes, as well as ways to solve the problem, countermeasures. Such as the creation of the problem situation has not given students the space to think; the organization of learning activities is conducive to students' independent learning; group cooperative learning is not a formality; whether to pay attention to the development of students' emotions, attitudes and values; how students are interested in learning. They review, sort out, and make a deep reflection, inquiry and analysis, so that it will become the future of teaching reference, while finding solutions to the problem and new ideas for teaching, write a strategy for improvement and "two degrees of design" of the new program. Reflect on students' insights. Some of the students' unique insights are like sparks of wisdom, not only to inspire their peers, the teacher's teaching also has a good role in developing thinking. Such as the classroom students' unique insights, students' wonderful answers, students' innovative thinking, etc. are derived from the students' unique understanding of the text, from the students' unique feelings about the world, is a very rich and valuable curriculum resources, but also teachers can use the valuable teaching materials. Reflect on students' questions and suggestions. Students will certainly encounter a lot of difficulties in learning, but also inevitably put forward a variety of questions, some individual, some general, some unexpected teachers, and some innovative. There may be questions that are difficult to answer for a while, teachers should record these questions and reflect on them in a timely manner so as to prescribe the right medicine in future teaching. In doing so, on the one hand, they can enrich their teaching thinking and teaching experience, and on the other hand, they can also promote the improvement of their own teaching and research level. At the same time, it also pays attention to the students, giving full play to the role of the students as the main body of teaching and reflecting the sense of teaching democracy. There should also be necessary records and reflections on students' teaching suggestions. "No gold is red, no one is perfect", we only in the teaching work more reflection, summarize and carry forward the successful experience of teaching, correct and make up for the shortcomings and shortcomings in teaching, continuous progress, continuous improvement, in order to make themselves a good teacher. Third, how to "reflect on teaching"? (A) select the object of reflection "reflection on teaching" the main object are: review and reflection, records to improve their own teaching behavior and philosophy; observation and reflection on the teaching behavior and philosophy of colleagues, to participate in collective exchanges and seminars, diagnosis of their own teaching problems or colleagues, and put forward countermeasures to solve the problem; analysis and reflection on the public classroom records (class cases) Analyze and reflect on publicly published classroom records (lesson examples), compare and reflect on your own classroom teaching, and find out what can be learned from other people's achievements. (ii) Familiarize yourself with the process of reflectionThe process of reflection generally includes the following steps: discovering problems - analyzing problems - proposing hypotheses - verifying hypotheses. There are also people based on the theory of experiential learning, the teacher reflection is divided into the following four links: specific experience - → observation and analysis - → abstract recapitulation - → active verification. In this process, teachers' ability to reflect is improved, thus improving their teaching ability. (C) Clarify the way of reflection.1. Introspective reflection, i.e., reflection through self-reflection, which can be accomplished through reflective diary, after-class preparation, growth autobiography, etc.2. Learning reflection, i.e., reflection through theoretical learning or through checking with theories.3. Communicative reflection, i.e., reflection through communicating with others, which can be done through observing and exchanging, students' feedback, experts' meeting, and microgrid teaching, etc. The following are some of the methods that can be used. Observation exchange, that is, teachers observe each other, according to the exchange of observation of the actual situation, to analyze the problem, *** with the study of the solution to the problem. Student feedback, that is, the teacher through the students to learn from their own teaching effect situation, analyze and put forward improvement measures, so as to achieve the results expected by the students. Expert consultation, i.e., professional researchers, school leaders, and peer teachers conduct regular consultation on teachers' teaching behavior, from which deficiencies in teachers' teaching work are identified and problems are solved through ****together research. Microgrid teaching, that is, a small number of students, teachers or experts as the object, in a relatively short period of time to try to do small-scale classroom teaching, and the teaching process is made into a video recording, after the class repeatedly watched exchanges, and actively listen to the views and suggestions of others. 4. research-based reflection, that is, reflection through teaching research. To engage in teaching with a research attitude, to reflect on teaching with a research perspective, and to improve teaching with the results of reflection. (D) master reflection method 1. self-questioning method. It refers to the method in which teachers raise a series of questions after self-observation, self-monitoring, self-regulation and self-evaluation of their own teaching in order to promote the improvement of their own reflective ability. This method is applicable to the whole process of teaching. For example, when designing a teaching program, you can ask yourself: "What students already have life experience and knowledge reserves", "How to design a teaching program that is easy for students to understand based on relevant theories and students' reality", "What will happen when students accept new knowledge", "What will happen when students accept new knowledge". What situations will occur when students receive new knowledge", "How to deal with these situations", and so on. Although teachers will prepare different learning programs when preparing lessons, they may encounter some unexpected problems in actual teaching, such as students not being able to answer the questions within the planned time, or differences in understanding between teachers and students, or between students and teachers. At this time, the teacher should be based on the students' feedback information, thinking about "why such problems occur, how to adjust the teaching plan, what strategies and measures are more effective", so as to follow the students' thinking to organize the teaching, to ensure that the teaching process runs along the best track. After teaching, teachers can ask themselves questions like this: "Is my teaching effective?", "Is there a bright link in teaching that surprises me? What can be further improved", "What have I learned from this", etc. 2. Action research method. Action research is an effective way to improve teachers' teaching ability. 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 make the discussion orderly and effective" is the problem we should study. After the problem is identified, we can collect relevant literature around the problem, put forward hypotheses on this basis, formulate an action plan to solve the problem, carry out research activities, and make necessary adjustments to the research program according to the actual needs of the study, 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 surely be greatly improved.3. Teaching diagnosis method. "Classroom teaching is an art of regret", and scientific and effective teaching diagnosis can help us reduce regret. Teachers may wish to start from the study of teaching problems, digging hidden behind the teaching concept of all kinds of problems. Teachers can collect all kinds of teaching "medical records" through self-reflection or group "brainstorming" method, and then categorized and analyzed to find out the typical "medical records", "pathology". "Pathology" to analyze, focusing on the impact of teaching effectiveness of various teaching concepts, and finally put forward countermeasures to solve the problem. 4. Exchange and dialogue method. Adequate dialog and exchange among teachers is very beneficial to both the development of the group and the growth of the individual. For example, in the collective lesson planning, teachers can put forward to colleagues their own interpretation of teaching materials, teaching materials processing, teaching strategies, student learning and other aspects of the doubts and confusions encountered, and ask for help to analyze, diagnose, reflect on, and brainstorming solutions. This cooperative reflection, joint research, can achieve mutual inspiration, resources *** enjoy, *** with the purpose of growth. 5. case study method. In the classroom teaching case study, teachers should first understand the general background of the current teaching, on this basis, through reading, classroom observation, surveys and interviews and other forms of collection of typical teaching cases, and then do a multi-faceted, all-round interpretation of the case. Teachers can not only make technical analysis of classroom teaching behavior, but also around the case embodied in the teaching strategy, teaching concepts for discussion, but also on the teaching theory involved in the interpretation.6. Observation and analysis method. "The stone of other mountains can attack jade". Teachers should observe other teachers' classes and have dialogues and exchanges with them. In the observation, teachers should analyze how other teachers organize classroom teaching and why they organize classroom teaching in this way; how I organize classroom teaching when I take this class; what is the difference and what is the same between my classroom teaching sessions and teaching effect compared with theirs; what inspiration have I received from their teaching; how will I deal with it if I teach this class in the future? ...... Through this kind of reflection and analysis, we can be inspired and improved from others' teaching.7. Summarize and record method. After the end of a lesson or a day's teaching task, we should quietly and carefully think about: whether the teaching content presented in this lesson is in line with the age characteristics of students and the law of understanding, whether the overall design is appropriate, whether the teaching link arrangement is reasonable, whether the use of teaching methods is appropriate, whether the students' ability to think and hands-on ability to get fruitful training, whether the use of teaching tools is adequate, the focus, the difficulty is prominent; what I did today, what I did, what I did, what I did not do? Whether outstanding; today I have what behavior is correct, which is not good enough, what needs to be adjusted, improved; student motivation is mobilized, students learn whether it is happy, I teach whether it is happy, the success or failure of the reasons for the loss? What is the confusion? And so on. Think clearly about these, and then recorded, so that the future teaching provides a reference experience. After long-term accumulation, we will get a valuable teaching wealth. 8, questioning method. Questioning is the beginning of human thinking towards the profound. People know things initially just to comprehend the acceptance of the main, and to really understand its intrinsic value need to constantly question will have new discoveries, there will be efforts to discover, there will be efforts to develop. Teachers are advised to engage in such reflections as, "Is this right?" "Does this make sense?" "Is this the best program?" 9. The method of comparison. Although the past experience is irretrievable for us, we can firm up our attitude to face such problems in the future by reflecting on its opposites, "What would have happened in another way?" "What if I had done it this way first?" Such reflection is not an afterthought, it implies that the next time we have a similar experience, how to do. 10, cause and effect method. Things are in a state of universal connection, the development of things have their past and future, to find out the cause and effect of past experiences, can let us more clearly grasp the direction of the future development. "Why did this happen?" "What results have occurred in my church this way?" Teachers' autonomy and self-awareness will certainly be greatly improved after such reflection.11. Inductive method. Teaching experience is generally in a natural state of sporadic existence and our memory or even outside the memory, and once we link them together to find out what they **** the same, these experiences will reveal the general pattern. "Do I have these successes in common?" "What happens when I stick with this?" After such inductive reflection, find out the strategy to solve the problem.12, transposition method. The horizontal view of the peaks. People's understanding of the limitations of self-experience, will make their own understanding of the deviation, so that it is easy to produce conflict, "If I am a student will think how?" "How would I design a church if I taught it?" Often carry out this kind of shift to change the mood of reflection, for the formation of mutual assistance and equality, teaching and learning atmosphere is very beneficial. (E) to develop the habit of reflection on the growth process of teachers is also constantly reflecting on, reconstructing their basic views on the theory and practice of education and teaching process. It is important for teachers to realize and experience the role of reflection in their professional development, to urge them to reflect consciously and to develop good habits of reflection. Teachers themselves should establish a high sense of responsibility, cultivate the spirit of perseverance, create a good atmosphere for reflection, and develop a good habit of self-reflection. Fourth, "teaching reflection" is only after the class to do things? In fact, not, teaching reflection should be throughout the teacher's entire teaching career, rather than a stage of special tasks. "Teaching reflection" is not only a summary of teaching experience, lessons learned, it is accompanied by the entire teaching process of monitoring, analysis and problem-solving activities. As far as a lesson is concerned, teaching reflection should be carried out throughout the whole teaching process, not just after the lesson. Pre-lesson reflection can clarify the goal and strengthen the conscious practice; in-lesson reflection can regulate teaching and improve the effectiveness of teaching; post-lesson reflection can theorize the teaching experience and promote the sustainable development of teachers' professionalism. In a word, when it is time to reflect, everywhere is the place of reflection. How to write a good "teaching reflection"? (A) from the structure of the text, we suggest that "reflection on teaching" as "one thing at a time" practical essay. Its writing structure can be summarized as "teaching examples - gain or loss (success or failure) analysis - rational thinking", the first and second part is "anti-", the third part is "anti-", the third part is "anti-". The first and second part is "reflection", the third part is "thinking". The third part is the focus, should be written in detail, try to write a profound practical program strategy. Generally speaking, the first description of specific teaching activities (should be abbreviated), then analyze their own successes and failures in this activity, and finally for the successes and failures, combined with the new curriculum, the new concept of their own thinking and feelings. (b) from the writing content, you can choose from the following five aspects of the topic to write "teaching reflection": 1. write success. Such as the teaching process to achieve the pre-designed teaching purposes, caused by teaching **** vibration effect of the practice; classroom teaching in the temporary strain of appropriate measures; levels of clear, well-organized board; some teaching ideas and methods of penetration and application of the process; pedagogy, psychology, some of the basic principles of intentional use of feelings; teaching methods of reform and innovation, etc., they are detailed and local records for the next Teaching reference to use, but also on the basis of continuous improvement, refinement, innovation. 2. write shortcomings. Even successful classroom teaching is unavoidable omissions and mistakes, they are systematically reviewed, sorted out, and made a deep reflection, exploration and analysis, so that it becomes the future of teaching reference. 3. Classroom teaching, with the unfolding of the content, teachers and students of the development of thinking and emotional exchange of rapport, often because of some incidental events and instant inspiration, these "sparks of wisdom" often involuntarily and suddenly, if you do not timely use of post-course reflection to capture, it will be due to the passage of time and dissipate, it is regrettable! 4. Write student innovation. In the classroom teaching process, students are the masters of learning, students will always have a "spark of innovation" in the flash, teachers should be fully recognized by students in the classroom to put forward some unique insights, so that not only the students of the good methods, good ideas to be promoted, but also on the students is also a kind of appreciation and incentives. At the same time, these rare insights is also the classroom teaching of the complementary and perfect, can broaden the teacher's teaching ideas, improve the teaching level of teachers. 5. write "re-teaching design". A lesson down, meditation: this lesson to find out what the law of teaching; method of teaching what innovation; knowledge of what new discoveries; organization of teaching what new tricks; solve the problem of the misunderstanding of the breakthrough; enlightenment is appropriate, whether the training is in place. Write down these gains and losses in a timely manner, and the necessary categorization and trade-offs, consider how to teach this part of the content should be done, write "re-teaching design", so that you can do to avoid the shortcomings of the strengths and strive for excellence, and improve their own level of teaching to a new realm and a high level. In short, writing teaching reflection, timely and persistent. A gain, timely write down, have words is long, no words is short, to write to promote thinking, thinking to promote teaching. Long-term accumulation, there will be a "set of armpits into a fur, sand into a tower" harvest.