Reflective teaching theory originated from the western developed countries in 1980s, which is a comprehensive embodiment of the combination of teaching theory and teaching practice to promote the development of teacher education. Reflective teaching practice advocates teachers to recall, summarize, think and evaluate the past teaching experience under the guidance of certain teaching theories, and sort out and summarize the teaching effect through active and conscious reflection, so as to improve their comprehensive quality, teaching methods and teaching quality. First of all, reflective teaching is an innovation of traditional teaching methods.
In traditional teaching methods, teachers have absolute academic authority because of the gap between teachers and students in professional level. Coupled with "teachers teach, students learn", this educational idea is deeply rooted in the hearts of students and teachers, especially in English teaching. The professional quality gap between teachers and students limits teachers' internal motivation to further improve their own theory and teaching level. In the traditional teaching mode, teachers pay attention to students' performance in the year-end exam. Usually, teachers lack a regular theoretical summary of their own teaching, few teachers take the initiative to collect students' daily evaluations, and few teachers put forward ideas to improve their educational theoretical level. Reflective teaching has revolutionized the traditional teaching thought and practice. It requires teachers to emphasize the intervention and reflection of subjective initiative on the basis of the original teaching and students' learning.
(1) Reflective teaching requires teachers to jump out of books while teaching on the basis of books, and integrate more knowledge of humanities, sociology, relevance, etc. that are not involved in the syllabus in teaching, so as to further stimulate students' learning enthusiasm by enriching the teaching content;
(2) Reflective teaching emphasizes that teachers sum up teaching experience in time. After each class, teachers should effectively summarize the content of this class and students' feedback, analyze the gains and losses of teaching, and put forward specific improvement measures in order to improve in the next teaching activities;
(3) Reflective teaching emphasizes the internal interaction between teachers and students. The teaching interaction in the classroom is superficial, whether it is the discussion of topics between teachers and students or the argument of objective things, these are just the external communication between teachers and students in the teaching process. Reflective teaching emphasizes the internal interaction between teachers and students, and requires teachers to always pay attention to the subtle changes of students' learning in class, and evaluate the teaching effect through students' feedback. At the same time, students can get deep teaching feedback information by asking students to write lessons and putting forward opinions and suggestions on teachers' teaching methods, which lays a good practical foundation for the next summary and improvement.
Secondly, reflective teaching puts forward higher requirements for teachers.
In the traditional teaching mode, the end of each class is the end of a teaching process. Because of the subtle changes in teaching materials, teachers' teaching contents and teaching plans are used to being in a state of "changing the soup without changing the medicine". In reflective teaching practice, teachers bid farewell to the practice of "preparing lessons for several years". Every reflection and summary after class is not an end, but a new beginning. In this cycle, the teacher is always the protagonist and always in the active state, which invisibly puts forward higher requirements for the comprehensive quality of teachers.
(A) teachers should have a deeper knowledge reserve. In reflective teaching, teachers not only pay attention to the richness of classroom content, but also pay attention to the key points in teaching materials. At the same time, they should make "unconstrained" association and connection around knowledge points, answer relevant knowledge points for students, and involve more relevant background and content to present a three-dimensional knowledge system for students. In reflective teaching, we should pay more attention to targeted discussion, so that students can answer questions, master knowledge and enrich thinking channels during discussion. In this discussion, teachers are both organizers and participants. The so-called organizer means that teachers are the designers of discussion topics, create discussion atmosphere, initiate and encourage students to discuss, and participants require teachers to play a leading role in the discussion. Take the lead in throwing out ideas and guiding students to participate. However, in the preparatory stage of the discussion, teachers should master and understand the relevant knowledge as far as possible in advance, and can provide knowledge support for the discussion from both theoretical and practical aspects.
(2) Teachers should pay more attention to what they say. In the classroom, teachers are not only disseminators of knowledge, but also people who care about teaching. In addition to always paying attention to students' every move, we should pay special attention to students' mastery of knowledge points, interest in teaching content and acceptance of teaching methods, and find out the weak points in teaching through students' feedback and reaction.
(3) Teachers should become experts in teaching students in accordance with their aptitude. Every student group has a mixed phenomenon. How to "feed" the top students, how to take care of the underachievers, and how to design appropriate teaching content are directly related to the teaching quality. On the basis of full investigation and analysis, teachers should refine personalized promotion and assistance programs according to the actual situation of each student group, and strive to make students at all levels benefit from teachers' conscious optimization. Only in this way, reflective teaching has a wide range of practical and promotional significance. "
Thirdly, there are many restrictive factors in the implementation of reflective teaching.
The highlight of reflective teaching is self-evident, but in practice, due to the interweaving effect of various restrictive factors, at present, reflective teaching is more in the stage of theoretical exploration and has not been widely and well used in teaching practice. The reason why it is not widely adopted is subjective:
(A) Teachers are generally self-motivated and lazy. The complicated procedures of reflective teaching and the additional teaching tasks such as summarizing and improving make many teachers give up reflective teaching;
(2) Students' cooperation is not in place. Insufficient understanding of reflective teaching directly leads to students' uncooperative, especially in the summary and interaction of students' participation, which often affects the effect of reflection. Objectively, the school lacks corresponding system guarantee. At present, reflective teaching has not attracted the attention of school leaders, and the system and mechanism to encourage and popularize reflective teaching have not yet formed. Teachers' use of reflective teaching is still in a spontaneous state, so it is difficult to mobilize teachers' innovative enthusiasm in a limited way. In addition, the school has not set up a reflective teaching research group, and it is difficult to quickly form and popularize the exploration results only by relying on the self-summary of individual teachers.
Fourthly, my reflective teaching practice.
English teaching is in a state of teachers' coping and students' suffering in the current teaching system. There are many arguments about whether learning English is useful or not, and the view that learning English is mainly to cope with exams is rampant. In this environment, the enthusiasm of teachers is seriously frustrated, and the enthusiasm of students is affected. Therefore, it is more important and urgent for reflective teaching to break through the traditional teaching mode and give students a more relaxed learning environment and mood.
Before class, in the lesson preparation stage, I will fully understand the important knowledge points of this lesson in advance, and classify the knowledge points one by one, and start to associate with each knowledge point, collecting information related to the knowledge points, so that the knowledge points can be enriched, rich and readable, so as to introduce relevant content at any time during the lecture, stimulate students' interest in learning with content, and make their memory get twice the result with half the effort. In addition, after each class, I will arrange for students to preview the content of the next class to prepare for the targeted discussion.
Classroom is an important part of reflective teaching, and classroom is the most direct place to test the teaching effect. On the premise of students' full preview, each class throws out key questions in time, guides students to discuss problems, integrates the knowledge points and difficulties of the textbook into the discussion, dispels doubts and doubts through discussion, and makes students understand the truth of "why, why and what will happen" through discussion. During the discussion, I will always pay attention to each student's reaction at each stage and take class notes for each question reflected by the students. In particular, the way of asking questions, students' first reaction when asking questions, students' enthusiasm for solving problems and their thinking habits are the key points that need to be paid attention to and summarized. At the end of the class, I will ask students to write down their feelings about the class that day in short sentences, hoping that teachers can improve their exercises and so on, so as to provide a basis for the following reflection and summary.
After class, I will reflect and summarize the observation notes in class in time, and combine the information I collected to find out whether this open teaching method is welcomed by students; Whether this method is conducive to students to better grasp the knowledge points; This paper summarizes in detail whether the classroom discussion broadens students' horizons, and writes down the teaching feelings, students' experiences and improvement ideas at the back of each question, and makes the teaching plan for the next class.
Several aspects needing attention in reflective teaching.
After all, reflective teaching originated in the west. Due to the differences in values, educational views and social views, it is inevitable that it will conflict with China's traditional educational model in the initial stage. We should proceed step by step according to the actual situation, and we should not be rash and radical, otherwise it will arouse students' disgust and the effect will be greatly reduced.
Reflective teaching will increase teachers' work intensity invisibly, and should be adopted appropriately according to their own conditions to ensure the quality of reflective teaching, rather than reflecting for the sake of reflection.
Reflective teaching is not without defects. We should learn from its strengths and avoid its weaknesses. Reflective teaching focuses on teaching according to students' specific conditions, and the problem of goodness should be done properly, which will not hurt students' self-esteem but also improve students' learning effect invisibly.
Conclusion of intransitive verbs
2. Teaching reflection, experience, experience and general model essay
Confucius said, "Doubt is the beginning of thinking and the end of learning." Reflection is the process of thinking about people's own behavior, and it is the ability of people to consciously examine their own behavior. It makes people more clearly understand their actions and the consequences of their actions, so as to take actions more rationally and purposefully. Reflective mathematics learning means that learners reflect on the process of their own mathematics learning activities and the related information, thinking and results involved in the process. They reconstructed the knowledge network through autonomous learning and inquiry learning, promoted the assimilation and migration of knowledge, and made new discoveries. The author talks about his own views on the current reflective teaching. First, the current problems in teaching
1, the traditional teaching concept. Teachers should adhere to the concept of "student-oriented development", impart mathematical knowledge, develop basic skills and cultivate students' mathematical ability. However, influenced by the traditional concept of continuing education, some math teachers pay attention to knowledge and neglect the cultivation of students' reflective ability. First of all, some teachers review old knowledge, introduce new lessons, discuss examples, consolidate exercises and summarize homework in teaching, but they lack the link of "questioning and reflection" and ignore students' reflection, chewing and summary. Secondly, teachers lack guidance on students' reflective behavior, which leads to students' one-sided understanding of concepts and inability to master theorems and formulas. Finally, in teaching, teachers only pay attention to teachers' evaluation of students, but ignore students' self-evaluation and students' reflection activities.
2. The influence of non-intellectual factors. Dewey believes that it is very important to reflect on three attitudes, one is an open mind, the other is a sense of responsibility, and the third is dedication. The three attitudes ensure people's reflective behavior. Mathematical phenomena are abstract, and students are prone to difficulties in the process of thinking. Some students have poor self-control, lack persistent spirit and strong perseverance, and are easy to shake their beliefs. They are not good at finding reasons for the mistakes they found, and they can't correct them in time, which affects the development of students' thinking.
Second, several stages of students' mathematical reflection
1, introspection and judgment. Students should reflect on their own learning process and results and make judgments. For example, whether the learning method is appropriate, the problem-solving thinking is clear, the answer is correct, and the problem-solving scheme is correct.
2. Detect the problem. When students realize the existence of the problem, their hearts are full of doubts and puzzles, and they have a desire to solve the problem.
3. Determine the countermeasures. On the basis of searching information, students analyze, assume and explore, find out the root of the problem and determine the strategy to solve the problem.
4. Actual verification. If students can solve the current confusion by practicing strategy, it means that the test is successful and the problem is solved. If not, re-enter the reflection link.
5. Summarize and improve. Including summing up experience, refining methods and optimizing exploration. In this link, middle school students can improve their understanding from perceptual to rational by summing up their own learning experiences and lessons.
Thirdly, the cultivation strategy of reflective learning.
1. Create situations and cultivate reflective consciousness.
"Successful teaching needs not compulsion, but arousing students' desire. "In a democratic and open atmosphere, students' thinking is more active and it is easy to stimulate students' desire to learn. Teachers should create exploratory and open problem situations, generate students' thinking sparks, guide students to think independently and actively explore. Through imagination, questioning, guessing, discussion, verification and expression, we seek solutions to problems. Finally, under the guidance of reflection, students can see the essence of the problem clearly and master the correct method to find the answer.
2. Strengthen guidance and cultivate the habit of reflection.
Under the guidance of the new curriculum standards, the teacher's role has changed from a mentor to a guide, and his task is to inspire and induce. Students can experience the process of practical innovation and the fun of reflective learning by participating in thinking activities in person. In the process of guidance, teachers can neither let students reflect aimlessly, nor "arrange" students' thinking process, but give appropriate guidance when students can't solve problems.
3. Practice repeatedly and master the method of reflection.
Teachers should guide students to practice repeatedly in teaching and let students master the method of reflection.
(1) Reflect on the problem-solving process. Through reflection, we can provide students with opportunities to discover, explore and summarize, cultivate students' habit of reflection, and cultivate their ability to discover problems and build knowledge. After solving the problem, students need to reflect on the following contents: Is the meaning of the problem understood correctly? Is the calculation and reasoning process correct? What lessons have you learned in the process of thinking? Is there any other solution?
3. Teaching reflection experience general model essay
I mainly talk about two learning experiences from the aspects of effective classroom teaching strategies and reflection under the background of the new curriculum: First, start with teaching objectives: pay attention to preparing lessons before class. The effectiveness of classroom teaching first depends on the effectiveness of setting classroom teaching objectives, which restricts the progress and development of the classroom. The core of the new curriculum concept is to promote the all-round development of all students, so the teaching objectives under the new curriculum should be diversified. We should not only pay attention to the mastery of students' basic knowledge and skills, but also pay attention to students' learning process and methods, and pay attention to their emotions, attitudes and values that affect their lifelong development. I think the essence of the effectiveness of classroom teaching is the development of students. Therefore, it is the real connotation of promoting students' all-round development to organically integrate knowledge and skills, process methods and emotional attitudes and values into teaching.
Second, pay attention to after-class teaching reflection, that is, teachers re-recognize their own educational behavior and potential educational ideas in the classroom after completing a class. With the deepening of curriculum reform, in order to improve the effectiveness of classroom teaching, after-class reflection is more important and necessary. How to reflect after class? We think we can start from the following two aspects. On the one hand, it is to reflect on teachers' "teaching". Including: (1) summing up the "highlights" of this lesson and accumulating successful experience. After a class, teachers will reflect on the success in class, analyze the reasons for success and sum up experience, which will make their teaching methods more and more vivid and greatly improve their teachers' level; (2) Find the reasons for the deficiency and explore the corresponding strategies. Not every class is smooth and satisfactory. Teachers should find out the reasons of failure, find out the shortcomings, analyze and find out the coping strategies in time, and record these strategies, which is more helpful for future teaching. On the other hand, it is reflected in students' "learning". Our teaching always serves the students. When teachers reflect, they should look at students' puzzles and problems in classroom learning activities, or their whimsy and innovative ideas in a certain teaching link, and record such teaching resources, which will help us to be closer to students' reality in future teaching and further promote the effectiveness of classroom teaching.