Types of teaching reflection What are the contents of teaching reflection?
Reflection before teaching, reflection during teaching and reflection after teaching.
Meaning: Teaching reflection refers to teachers' re-understanding and rethinking of education and teaching practice, so as to sum up experiences and lessons and further improve the level of education and teaching.
Types and methods:
1, reflection types: ① vertical reflection, ② horizontal reflection, ③ individual reflection, ④ collective reflection, etc.
2. Reflection methods: ① action research method, ② comparison method, ③ summary method, ④ dialogue method, video recording method and ⑥ portfolio method.
Process: "① concrete experience → ② observation and analysis → ③ abstract generalization → ④ demonstration".
Content explanation:
1. The content of "reflection before teaching" includes students' needs, specific goals to meet these needs, and the motivation, teaching mode and teaching strategy needed to achieve these goals. When planning the teaching of this subject, this textbook, this unit and this class, we should also list the key items of reflection.
2. Reflection in teaching refers to the teacher's reflection on unexpected situations in the process of interaction with students, and the teacher's adjustment of teaching plan according to the feedback of students' learning effect.
3. Post-teaching reflection mainly focuses on teaching content, teaching process and teaching strategies.
reference data
Encyclopedia: baike.so/doc/5368863-5604700
What are the contents of teaching reflection?
Teaching reflection includes reflection before teaching, reflection during teaching and reflection after teaching.
The content of reflection before teaching includes reflecting on students' needs, the specific goals to meet these needs, and the motivation, teaching mode and teaching strategy needed to achieve these goals. When planning the teaching of this subject, this textbook, this unit and this class, we should also list the key items of reflection.
Such as: first, what are the key concepts, conclusions and facts that need to be taught to students; The second is whether the determination of teaching emphasis and difficulty is accurate; Thirdly, whether the depth and breadth of teaching content are suitable for students; Fourthly, the designed activities help to achieve the teaching objectives; Fifth, whether the presentation of teaching content conforms to the age and psychological characteristics of students; Sixth, those students need special attention; Seventh, what conditions will affect the effect of class ... Reflection in teaching means that teachers reflect on the unexpected situation in the teaching process and adjust the teaching plan according to the feedback of students' learning effect in the interaction with students. When unforeseen circumstances occur, teachers should be good at grasping the factors that are conducive to the implementation of the teaching plan, make the best use of the situation, and don't let students lead by the nose.
According to students' feedback, the revision and adjustment of the teaching plan should be appropriate, and no overhaul should be carried out. Teaching reflection requires teachers to devote themselves to teaching activities, mobilize various senses to capture feedback information, and make adjustments and reactions quickly and flexibly.
Reflective teachers in teaching can provide information for after-class reflection by using audio and video recording technology and observing means. Post-teaching reflection revolves around teaching content, teaching process and teaching strategies.
Specifically: 1. Teaching content: 1. Determine the applicability of teaching objectives. 2. Make a judgment on the teaching strategy adopted by the current goal.
Second, the teaching process: 1. Think back to how the teaching was conducted. 2. Reflection on teaching objectives: whether the expected teaching effect is achieved.
3. Reflection on teaching theory: whether it conforms to the basic laws of teaching and learning. 4. Evaluation and reflection on students: whether all kinds of students have achieved the predetermined goals.
5. Reflection on the implementation of the teaching plan: whether the reasons and methods for changing the plan are effective and whether other activities and methods are more effective. 6. Reflection on improvement measures: How to modify the teaching plan will be more effective ... Third, teaching strategies: 1. Perception link: teachers should realize that the problems in teaching are closely related to themselves; 2. Understanding: Teachers should compare their teaching activities with the advocated theories, behavior results and expectations, and make clear the root of the problem; 3. Reorganization: Teachers should re-examine teaching ideas and seek new strategies; 4. Verification: Test whether new ideas, new strategies and new schemes are more effective, form new cognition, find new problems and start a new cycle.
The process of teachers' teaching reflection is a process in which teachers constantly discuss and solve teaching objectives, teaching tools and their own problems with the help of action research, constantly improve the rationality of teaching practice, constantly improve teaching efficiency and teaching research ability, and promote teachers' specialization. It is also a process in which teachers directly explore and solve practical problems in teaching and constantly pursue the rationality and all-round development of teaching practice.
Types and methods of teaching reflection
The types of reflection can be vertical reflection, horizontal reflection, individual reflection and collective reflection, and the methods of reflection can be action research, comparison, summary, dialogue, video recording, portfolio and so on.
Collective reflection refers to observing the teaching practice of oneself and colleagues with colleagues, and having a dialogue and discussion with them on practical issues. This is an interactive activity, which focuses on successful sharing, cooperative learning and common improvement among teachers, and helps to build a cooperative learning community. As the saying goes, "bystanders are clear, but the authorities are confused." Examining one's own teaching practice from the perspective of others can make one have a clearer understanding of the problems and obtain a wide range of ways to solve them.
Teachers observe each other's teaching and record what they see and hear in detail. You can also use the camera to shoot teaching activities and organize watching.
Each observing teacher writes a reflection on teaching, analyzes it according to his own teaching practice, urges everyone to think separately, and then discusses it together. In view of the common confusion in teaching, each teacher gives his own opinions and puts forward ideas to solve the problem. "Even if there is a conflict of understanding, it is also an opportunity for wisdom collision and learning."
Paying attention to the cooperation and dialogue between teachers is an important feature of reflective teaching. Reflection is not only "thinking behind closed doors", but also an important way to communicate with the outside world, which is determined by the sociality of teaching and learning. In addition to collective reflection among colleagues, educational research scholars can also be invited to intervene, put forward promotional and targeted suggestions, and urge teachers to constantly reflect, so as to gain a newer and more comprehensive understanding.
The proposal of collective reflection and the deepening of the new curriculum reform require our teachers to have brand-new educational ideas, comprehensive educational and teaching abilities and brand-new teaching behaviors. Therefore, * * *, education administrative departments and schools provide teachers with education and teaching training at all levels, with a view to improving teachers' professional level and promoting teachers' professional development, so that we can really shoulder the heavy responsibility of implementing the new curriculum.
Therefore, on this basis, we teachers must achieve self-improvement in various ways and promote their professional development. Among many ways of self-improvement, teaching reflection is undoubtedly a very effective one.
However, teachers' personal reflection activities belong to personal reflection. Due to the influence of their own quality, observation perspective, knowledge and experience, professional development level and other factors, their reflection content and degree are low. Therefore, it is necessary to introduce "collective reflection" on the basis of teachers' personal reflection.
"Personal wisdom is just dew in the grass, and collective wisdom is a long river." "Collective reflection" can effectively make up for the lack of teachers' personal reflection and activate each teacher's teaching wisdom with collective wisdom.
We can brainstorm in communication and collision, inspire each other and improve together. Only by integrating individual reflection into "collective reflection" can individual reflection have broader value and individuals can gain more from "collective reflection".
At the same time, "collective reflection" can establish an effective connection between teacher education, teaching and training and self-improvement, so as to effectively integrate collective training with personal growth and jointly promote teachers' professional development. The significance of collective reflection 1. Knowing and changing one's learning methods is put forward on the basis of how to change one's personality. By tracing back to the source, we can achieve the purpose of understanding and changing ourselves, and collective reflective learning ultimately changes our thinking, behavior and personality.
From the unconscious to the conscious, from the conscious to the subconscious and then to the subconscious, this process itself is a process of cognition, understanding, learning, action and habit. The method of collective reflective learning can realize this process and make Excellence a habit.
2. Cultivate a good thinking mode. Collective discussion is an effective way to break the mindset and break through the limitations of thinking. Each of us has limitations, which are determined by our growth, education, experience, study and other factors, and once we have them, they will be solidified and deeply rooted. Sometimes people can't understand other people's different ideas, and these different ideas represent different mental models and different thinking models. We can correct our thinking mode and mental mode through reflective learning.
The world should be pluralistic, allowing different voices and accommodating all kinds of thoughts and reflections. 3. Improve the ability to solve problems. This way of thinking and analyzing problems can undoubtedly exercise and improve our ability to solve problems. We can thoroughly find the root of the problem and find effective ways to prevent it from happening.
This method coincides with the management method of continuous improvement of all employees advocated by enterprises. Ideas and methods are in the same strain, but collective reflection learning has been further deepened. 4. Mastering a learning method Reflection, as a working method of philosophers, is increasingly adopted by ordinary people, especially managers.
Reflection is a tool of experiential learning, and experience can only be sublimated into experiential knowledge through reflection. Both life and work need reflection. In fact, each of us is thinking all the time, but our thinking needs to be further strengthened.
The limitations of collective reflection 1 are analyzed, and the concept and method of learning are not well understood. The rapid changes in today's society and environment require organizations and individuals to have excellent learning ability. Learning and adapting to this change poses new challenges to us. Let us have a new understanding of learning. Personal learning has been extended to lifelong learning and organizational learning. Not only to learn theoretical knowledge, but also to learn quickly in practice and new things, and learn from all objects in social and economic life.
The way of learning is also constantly updated. In addition to the traditional learning methods, learning based on online media has brought great changes to our work and life, and cultivating learning organizations and knowledge management has provided us with the future direction. Failure to recognize these changes in learning has brought certain difficulties to collective reflective learning.
2, it is difficult to get rid of self-awareness, unable to get rid of the shackles of self-awareness, thoughts and actions are often shrouded in the shadow of "self-awareness". Originally, we were asked to ignore "I", but we still couldn't jump out of the strange circle of "I", and the subconscious influence was too deep.
It is difficult to make subjective self-judgment and unreasonable.
What are the types of teacher reflection?
Three categories: reflection after practice, reflection in practice and reflection after practice.
1. Reflection before teaching practice
Reflection before teaching practice refers to teachers' reflection in teaching design, including the description of teaching objectives, the treatment of teaching materials, the choice of teaching behavior, the design of teaching organization and the compilation of teaching plans. Teachers are required to reflect on their own or others' past experience when designing teaching, so that the new teaching design is based on past experience and lessons and is forward-looking. Teachers deepen their understanding of teaching content in comparative reflection, form a unique experience and enhance the pertinence of teaching design.
2. Reflection in teaching practice
Reflection in teaching practice mainly refers to whether teachers can give timely feedback according to the teaching situation, flexibly and effectively control and adjust teaching activities, and reflect on students' participation, communication and achievements. This kind of reflection is monitoring, which emphasizes solving the problems in classroom teaching, so as to carry out teaching with high quality and efficiency and improve teachers' ability to adjust and cope with teaching.
When you reflect, you should carefully record your reflection. The contents of reflection records mainly include: summarizing successful experiences; Find the reason for the failure; Record the situation of students.
3. Reflection after teaching practice.
Reflection after teaching practice mainly refers to teachers' reflective memory of the whole process of classroom teaching behavior, including teachers' teaching ideas, teaching behavior, students' performance, rational analysis of teaching success or failure, and suggestions for improvement. Reflection after teaching practice is very important.