Teachers who appreciate and reflect on themselves are the main body of educational practice and the process of teachers' individual professional development. Reflective ability is an important symbol to measure teachers' independent development. Self-reflection has multiple effects on teachers' individual professional development, and improving teachers' self-reflection ability plays a vital role in teachers' individual professional development. Therefore, it is of great significance to explore the relevant ways for teachers to realize the independent development of individual majors in self-reflection. Keywords: self-reflection on personal professional development; Teachers' self-development is the main body of educational practice and the key to the success of educational reform. Today, with the comprehensive implementation of quality education and the promotion of curriculum reform, the improvement of teachers' professional quality has been widely concerned. Teachers' individual professional development is influenced by both external and internal factors. To some extent, teachers' internal factors play a key role in teachers' individual professional development. Teachers' individual professional development should be more independent, which requires teachers to have the ability of self-reflection, which is an important symbol to measure teachers' independent development. In view of this, the author intends to discuss the related issues of teachers' individual professional development and self-reflection ability as follows. I. Individual Professional Development and Self-reflection (I) Attention to "Reflection" in Teachers' Individual Professional Development Since the 1960s, the demand for teachers in western developed countries has changed from extreme shortage to relative depression, and the public's discussion on the decline of education quality and the low quality of teachers has aroused people's reflection on teachers' quality. Teachers' professionalization has been widely concerned. Since 1980s, teachers' professional development has increasingly become the focus of attention and one of the central themes of contemporary education reform. Judging from the historical clues of development, teachers' professional development presents a general trend from group to individual, which is embodied as follows: "from paying attention to the recognition of teachers' social status to the improvement of their internal quality;" "From paying attention to the professional development of teachers' groups to paying attention to the professional development of individual teachers; From paying attention to the external requirements of teacher development to paying attention to the internal awakening of teachers' self-reflection. " _IJ Teachers' individual professional development is divided into individual passive specialization and active specialization, that is, teachers' individual passive professional development and individual active professional development. Teachers' individual professional development in this paper refers to teachers' individual active professional development, which emphasizes the improvement of teachers' internal quality and professional practice and pays attention to teachers' internal awakening of self-reflection. The ultimate goal of teachers' individual professional development is to enable teachers to acquire the ability of self-reflection, so that teachers can constantly reflect on successful experiences and failed lessons from their own work experience and environment, and gain independent development through continuous reflection, so as to gradually improve themselves and improve themselves. (2) Self-reflection: What is the constant pursuit of teachers' individual professional development? Different people have different understandings and opinions. As early as in ancient society, human beings had a sense of reflection, and the aphorisms such as "Ask yourself and answer yourself" and "I will meet myself in three days" fully explained the ancient people's sense of reflection. As a daily concept, reflection refers to thinking about the past and summing up experiences and lessons from it. In western philosophy, "reflection" generally refers to spiritual self-activity and introspection. Pedagogy and psychology researchers often trace their answers to this question back to Dewey. As early as 1933, Dewey wrote in his monograph "How do we think? The book Reflection gives such an explanation: "Reflection is a special form of solving problems, which involves not only a series of ideas, but also its results. It is a coherent sequence of ideas, which is arranged in such a way that each observer takes his subsequent ideas as the appropriate result of his decision, and each result depends on or refers to the previous ideas. " In Dewey's view, reflection is not only a wise action, but also a responsible action. Its purpose is to find answers and inspire people to explore. As a formal term in the field of teacher education reform, "reflection" began with the book The Practitioner of Reflection: How Professionals Think in Action published by Professor Schon of Massachusetts Institute of Technology 1983. Schon thinks that reflection is a problem that professional workers can construct or reconstruct in the course of their work, and further discusses it under the background of the problem. At present, there is no conclusion about the concept of reflection at home and abroad, but it is a consensus that reflection is of great significance to teachers' professional development. In the process of teachers' professional practice, one of the conditions for teachers' active development is that teachers should have the ability of self-reflection. If teachers are nourished by continuous reflection on their own growth experiences, they can develop actively in the process of individual professional development, and the ability of self-reflection has always been the constant pursuit of teachers' individual professional development. American psychologist Posner once put forward a teacher growth formula: growth = experience+reflection. Experience without reflection is narrow experience, which can never really play a role in teachers' individual professional development. The growth of teachers is the result of the interaction of experience and reflection. Therefore, teachers need to analyze experience from multiple angles and levels, and gradually develop the habit of frequent reflection. At the same time, teachers' knowledge structure is very complicated, and there are countless connections among ontology knowledge, conditional knowledge and practical knowledge. Any teacher should organize and reconstruct his knowledge structure on the basis of reflecting on his own knowledge, so as to improve his comprehensive quality. "It can be seen that self-reflection is helpful to improve teachers' professional quality and ability, and it is also one of the indispensable conditions for teachers' individual professional growth. Second, the multiple influences of self-reflection on teachers' individual professional development In today's comprehensive implementation of quality education and the promotion of curriculum reform, teachers often have to face some new ideas, new courses and new educational methods and means. In order to meet the needs of reform, teachers must constantly update their knowledge structure and constantly adjust their emotions and will. At this time, teachers' self-reflection is particularly important. The research on teachers' reflective behavior at home and abroad shows that teachers' self-reflection can stimulate teachers' professional development potential and surpass past experience. Faced with the collision and conflict between new ideas, new courses, new educational methods and means and their own educational and teaching ideas, experiences and skills, teachers can use a variety of reflective strategies and methods to actively examine, analyze and reflect their own educational and teaching ideas and practical activities, enhance their ability to judge and think about educational and teaching practical activities, form their own profound understanding and understanding of educational and teaching activities, and understand the relationship between educational and teaching theories and subject knowledge and educational and teaching situations. In this process of self-reflection, teachers' self-reflection consciousness and self-reflection ability are further enhanced, which enables teachers to develop independently in self-reflection and continuously improve their professional quality and individual professional development level. Thirdly, the relevant ways for teachers to realize the independent development of individual majors in self-reflection. Teachers' self-reflection enables teachers to evaluate and judge the changes of the external environment from their own perspective, so as to adjust and control their words and deeds and realize the independent development of individual majors. Teachers can make efforts in the following aspects: 1 Keep a gratitude diary and keep a dialogue with yourself. Teachers can reflect their problems in life and work in their diaries, which can include life experiences, some major key events, conversations with others, their deep feelings, personal thoughts and feelings, expectations and so on. In writing a reflective diary, the most important thing is to check your own opinions, thoughts and feelings by self-analysis, so as to reach the realm of self-reflection. The process of teachers writing reflective diaries is the process of teachers summarizing, summarizing, reflecting, evaluating and re-recognizing their past teaching experience. The writing format of diary varies from person to person. You can write a theme diary, that is, give each diary a theme and analyze your understanding and thinking about related topics. You can also divide the diary into two halves, that is, a page is divided into two halves. Half is used to describe things, and the other half is used to reflect on things and express personal thoughts and feelings. No matter what form of diary is adopted, as long as teachers consciously use reflective strategies, insist on writing reflective diaries, pay attention to maintaining a dialogue with themselves and help themselves (original author: Wang Cuicui Liu Depeng) to reflect on themselves, it will help them realize their independent professional development. 2. Consciously carry out reflective action research. Among many research methods, action research is the one that can effectively promote reflection and behavioral interaction. Action research emphasizes that people who actually work conduct research in actual situations and apply the research results in the same situations. As far as the purpose is concerned, "action research aims to help practitioners check the connection between their own educational theory and their own daily educational practice;" "It is intended to integrate research behavior into the educational background, so that research can play a direct and rapid role in improving practice; It tries to eliminate the distance between researchers and practitioners by helping practitioners become researchers. " Action research is essentially a process of deep participation in practice, critical reflection on practice and constructive improvement of practice. In the practice of education and teaching, teachers reflect on the problems that appear, put forward the methods to solve the problems, and apply them to educational practice; At the same time, observe the application process, reflect on the results after applying again, and further improve the education and teaching practice. In this process of reflective action research, teachers have realized the effective interaction between reflection and behavior through the way of "practice-reflection-action", deepened their understanding of themselves and practice, made their implied ideas clear step by step, and gradually realized the independent development of individual majors in self-reflection. 3 Regularization and systematization of self-reflection In order to ensure the smooth development of teachers' individual majors, teachers' self-reflection must be regular and systematic. Therefore, teachers' self-reflection can be arranged at a fixed time (such as every weekend, etc.). ) Institutionalize self-reflection. Teachers can refer to the results of "Research on Teachers' Professional Development Stages and Effective Teacher Growth", compare their current professional development content with the level they have reached, find out the gap, and make clear the direction of further development and improvement. In addition, teachers should always reflect on the educational beliefs and teaching ideas hidden behind their daily professional behaviors, and correct inappropriate beliefs and ideas in time so as not to affect their professional independent development. Finally, teachers can also establish self-analysis files, better understand and reflect on the changes in their professional development, make corresponding adjustments and improvements in time, and ensure the correct and smooth direction of independent development. 4 Actively communicate with others Confucius said, "In a threesome, there must be a teacher." It is very important for teachers to communicate and talk with others actively in order to realize their independent development in self-reflection. Simple self-reflection activities are usually vague and not too deep, because once habitual thinking is formed, it is sometimes difficult to achieve the purpose of reflection and correction only by "introspection". If teachers want to have a deeper feeling and understanding of their own thoughts and behaviors and have greater shocking power, they must have dialogue and exchanges with others; The feedback of the communication object will cause teachers to think deeply, produce spiritual and emotional collision and response, and teachers' thinking will be clearer. Teachers can further reflect on their own consciousness and behavior and deepen their understanding with the help of their own teacher image in the eyes of others. Some people think that "colleagues are bosom friends on business issues, and only colleagues have real professional discourse space;" Colleagues are the supervisors of teachers. They know our shortcomings best and understand our teaching problems best. Colleagues are friends, and no matter how you cooperate, you can learn something valuable for your growth from them. "It can be seen that communication with others, especially colleagues, is of great significance to the growth and development of teachers. 5. Strengthening systematic theoretical study and educational theory plays a leading and guiding role in analyzing and solving teachers' teaching difficulties. It can make teachers reflect on the existing education and teaching concepts, help them analyze and criticize the hidden values in daily life, and then improve the rational level of education and teaching activities. Only by raising the problems that confuse teachers in teaching practice to the theoretical level and analyzing them, and rationally reflecting on their teaching practice under the guidance of correct theories, can teachers explore the root causes of the problems and the corresponding solutions, and then gradually improve and expand their theoretical level and problem-solving ability. Therefore, teachers must strengthen systematic theoretical study in order to awaken reflective consciousness, improve reflective ability and realize the independent development of individual majors in self-reflection. In a word, self-reflection is very important in the process of teachers' individual professional development, which has multiple influences on teachers' individual professional development. As long as teachers insist on self-reflection activities and actively participate in them as the main body, they can continuously expand their professional horizons, improve the development level of individual majors, and gradually realize the independent development of individual majors in self-reflection.