First, reflect on students' initiative in learning and the cultivation of study habits.
Among many factors to improve teaching quality, students' initiative in learning is the most important one. If we leave this point, all other efforts will be in vain. In reflection, we can think and observe from the following points:
1. Every time after class, students ask questions around you, so you can't leave the classroom? And the students are fighting for your answer?
2. When you get along with students, do students test you with some difficult problems? What did you do in this situation?
3. When students encounter problems in the learning process, do they ask the teacher for advice after careful consideration? Or ask the teacher questions without thinking?
4. Are students confined to textbooks in the learning process? Have you expanded your study field?
5. Good study habits can achieve the effect of "teaching" to "not teaching". These habits are mainly reflected in: 1, I can consciously control myself at home, from finishing my homework to previewing and reviewing; 2. In the self-study class, after finishing the teacher's homework, you can consciously arrange your own learning activities.
These questions can be answered by the teacher's own observation and thinking. If more than half of the answers to these questions are negative, it means that students are not active in learning, so we need to find out our own reasons from the aspects of cultivating students' interest, stimulating students' learning motivation and mobilizing students' learning enthusiasm.
Second, reflect on the cultivation of students' learning ability
The cultivation of students' learning ability is the basis of improving teaching quality and the sublimation of learning initiative. If we do not pay attention to the cultivation of students' learning ability, no matter how hard teachers try, it will be difficult to achieve the goal of improving teaching quality. How should we reflect on this?
1. What guiding ideology should be adopted for a certain problem in the teaching process of class discussion? Is it that when more than two students can't answer, the teacher is eager to tell the answer?
2. Are there any specific measures to guide students to think deeply about a problem? What should the students do when the teacher is not satisfied with their answers? Should we continue to break down the problem further or change the subject?
3. In the process of students' thinking, does the teacher take the initiative to watch or often interrupt the students' answers?
4. In the process of teaching, are students taught learning methods? Especially when assigning reciting tasks, did you tell them how to recite them?
Each of the above contents is closely related to the cultivation of students' learning ability. When you reflect on how you cultivate students' learning ability, you can refer to the above terms for self-examination.