Reflections on reflective teaching 1 Reflective teaching is written by Professor Xiong Chuanwu of East China Normal University, which is a book to guide teachers to reflect, improve and realize themselves. It is a book that cares about education and teachers' development, and it is a book that discusses teachers' professional development and growth together with teachers. Professor Xiong Chuanwu said: "Reflection is a sign of individual maturity." Teachers should learn to reflect if they want to be mature. Only by learning to reflect can we become a qualified teacher; Only by learning to reflect can we mature. This book avoids empty preaching and gives us a lot of inspiration from various practical angles. The description of various educational details, the explanation of solving problems and the narration of individual cases in the book provide us with an open discussion opportunity. All the chapters and cases in the book urge me to constantly reflect on my teaching behavior, think about the professional norms that teachers should abide by from the teaching practice, and think about teachers' professional development from a personal perspective, which will play a guiding role in teachers' career path.
Teaching reflection is a useful way of thinking and re-learning. It can activate teachers' teaching wisdom, explore new ways of presenting teaching materials, and build a teacher-student interaction mechanism and new learning methods. It is a "catalyst" for the growth of our teachers and an important foundation for their development. Lin Chongde, a famous psychologist in China, put forward the growth model of "excellent teacher = teaching process+reflection". There are many aspects of teaching reflection, which can not only think about educational ideas and teaching art, but also think about the lessons of teaching success or failure. We can consider both teachers' teaching methods and students' learning methods. ...
I found that for a long time, our teaching, including our students, including our teachers themselves, actually had a comprehensive understanding of their own advantages and disadvantages, but the real reflection was still relatively few. However, reflection is the basis of teachers' growth and self-development. Reflection allows us to foster strengths and avoid weaknesses, constantly correct mistakes and constantly innovate. American scholar Posner once put forward such a formula: teacher's growth = experience+reflection. Imagine that if a teacher is only satisfied with gaining experience without thinking deeply, even if he has 20 years of teaching experience, he may only repeat his work 20 times a year. Nothing can change unless he is good at drawing benefits from experience reflection. In the process of teaching, if we can often think about such a question: "Is my teaching effective?" Questions like "How can I achieve high efficiency in teaching" and "What can I do to improve students' learning effect" can keep teaching in a dynamic state of continuous improvement, a rational and scientific mentality and an effective teaching with low consumption and high efficiency.
I think: every fact that can attract your attention and even cause some fuzzy guesses in the teaching process can be the material of our teaching diary. Through the accumulation of facts, we can see some common things from specific things, and the truth that has eluded you for a long time will suddenly open in front of you, which is of great help to cultivate and train teachers' teaching reflection ability. An important reason why Suhomlinski, an educator in the former Soviet Union, became an educator and was able to write so many excellent educational works was that he paid great attention to collecting his own educational experience and kept an educational diary for more than 30 years.
After teaching information technology for several years, I found that there are many places in information technology that deserve my reflection. I advance in groping and reflect in practice.
Reflections on Reflective Teaching 2 I recently read the book Reflective Teaching, which is a theoretical work of pedagogy written by Professor Xiong Chuanwu of East China Normal University. In his works, he mentioned that the so-called reflective teaching is to cultivate teachers' awareness of "reflection" in the process of teaching completion, so that they can constantly reflect on their own educational and teaching ideas and behaviors, combine "learning to teach" with "learning to learn", and constantly adjust and construct themselves, so as to obtain sustained professional growth and make themselves become scholar-type teachers.
With the development of teachers' professional movement, this reflective teaching mode of "teaching is research and reflection is research" has increasingly become a mainstream of current teaching. It brings a strong atmosphere of reflection, further activates the contemporary teaching field and injects vitality into operational (routine) teaching. As a frontline teacher in teaching practice, we should establish a correct educational concept and cultivate reflective thinking;
First of all, in teaching, we should take reflection as an effective means to test teachers' teaching ideas and develop professional knowledge in practice, provide opportunities for practice and reflection, record the process and results of reflection, gradually cultivate reflection consciousness and form the habit of reflection.
Secondly, typical reflective teaching cases can be compiled into a book, which can include: curriculum plan, video recording of teaching process, feedback from classmates or colleagues, comments from tutors or experts, etc. Cultivate reflective thinking and improve reflective ability. (But not all teaching behaviors are worth writing a complete reflective teaching case. The choice of typical reflection cases must be: first, it has certain typical significance to oneself, and second, it is representative in teaching reflection cases. Of course, the reflection part can only express "good" reflection, and can also reflect on the "loopholes" of the problem. The significance of reflective evaluation of "good" or "loopholes" lies in having something to say and enlightening and guiding others.
Again, reflect together. Teachers' individual reflection is more of an assumption that individuals solve problems. If we can discuss with colleagues and share reflections, teachers can promote each other and improve together. The power of cooperation is powerful, which enables individuals to get a satisfactory emotional experience brought by sharing their own experiences in the process of cooperation. For a teacher, if his reflection process can maintain self-continuity, it is particularly important to find problems together, share information and resources, analyze teaching from different angles, and determine appropriate behaviors to solve problems such as "what", "why", "how to do it" and "how to do it well" in teaching practice.
As Coventry Sid said, "Successful and efficient teachers often take the initiative and reflect creatively. Important things in their careers include their educational goals, classroom environment, and their own professional abilities. " "If a teacher is only satisfied with gaining experience and doesn't think deeply, then even if he has 20 years of teaching experience, it may only be 20 repetitions of his work in one year. Unless he is good at learning from experience and reflection, there will be no progress. "
Therefore, it can be said that reflection is an important basis for teachers' professional development. Whether you have the consciousness and ability of reflection is one of the main indicators to distinguish experienced teachers as technicians from expert teachers as researchers. Teachers should think rationally about their teaching practice based on modern educational ideas, not only from psychological factors such as teaching idea, teaching interest, motivation level and emotional state, but also from teaching methods, teaching materials, teaching media and other teaching techniques, and consciously correct their bad behaviors in teaching according to the results of reflection, so as to continuously improve their professional level and conform to their role orientation as research-oriented teachers. Teachers' reflective consciousness and reflective ability can only be improved and developed in reflective teaching.
Reflection 3 of reflective teaching all say "teacher growth = experience+reflection". In the normal teaching work, I think my work is diligent and earnest, but there are also lazy places, one of which is laziness in writing. Although I sometimes have ideas after class, I only pay attention to exchanges and discussions with my colleagues, and rarely write them down or write a little reflection.
Although the book Reflective Teaching of Primary Mathematics is very thin, most of the first three chapters are purely theoretical, so I have to slow down my reading, think while reading and finish it. The following four cases feel that other people's articles are really reasonable.
The first chapter is an overview of reflective teaching of primary mathematics, and the third section is that the theoretical basis of reflective teaching of primary mathematics is action education. The book quotes the prototype experience of Yu Yi, a well-known Chinese special-grade teacher in Shanghai, who "prepares lessons with three articles". Prepare lessons for the first time-put yourself in, don't read any reference books and documents, and prepare a plan according to personal opinions. Prepare lessons for the second time-read widely, classify and handle different opinions of various documents (I am taller than others, I am taller than others, I am taller than others) and then modify the plan. Prepare lessons for the third time-teach while changing, distinguish the smooth and difficult points in the different details of imagination and class, and then "prepare lessons" after class. After reading it, I compared myself with several county-level public classes last semester. Although everyone responded well after class, I also know that there are still many difficulties in teaching. I still don't know what to do with them after class. The key is to prepare lessons. I don't have a good understanding of textbooks and editors' intentions, and I don't read many reference books and documents.
In the next four chapters, this book selects several reflective teaching cases from four major fields: number and algebra, space and graphics, statistics and probability, practice and comprehensive application for analysis. No matter which content it is, every reflection has the following contents: "First, the idea of teaching design. Second, class records. Third, teachers' reflection on teaching. Fourth, students' reflection on teaching and learning. 5. Peer review and expert review. Sixth, teachers should reflect again. "
After reading it, it is very enlightening for me how to write teaching cases in the future, because many of them are lessons I have attended or listened to, and some of them are even my feelings after teaching or listening. Compared with the teaching cases written by myself before, I often start from the teacher's point of view, and rarely or even reflect from the student's point of view, and there is nothing to reflect on.
Teachers' professional level is a process of continuous development, and the nature of teaching itself determines that professional development and learning are a lifelong process. The process of reflection is not only the process of teachers' self-improvement, but also the process of steadily improving teaching quality.
Reflections on reflective teaching 4 I read the book Reflective Teaching Strategies of Chinese during the winter vacation. Let's talk about my own gains.
This book has five chapters. Chapter III: Reflective classroom discussion in reflective teaching of Chinese.
As we all know, in reading teaching, students' reading thinking, discussion and answering questions are the most important student activities in the teaching process. Among them, reading and thinking are a one-way dialogue process between students and texts, while discussion and answer are a multi-directional dialogue process between students, students and texts, and students and teachers. Discussion and question answering is an open and comprehensive teaching link, which integrates students' listening, speaking, reading and thinking with teachers' guidance, demonstration and evaluation. In a class, whether the students' dominant position is truly respected depends on their performance in the discussion and question-and-answer session. Therefore, in the teaching practice, the multi-directional dialogue of discussing and answering questions has been paid much attention by teachers and students, and has become the main theme of today's classroom teaching.
1. Is it appropriate to discuss all issues at once?
We are all aware of the fact that when discussing and answering questions for the first time, students think for a short time and from a single perspective, so they are easily limited by the mindset and are usually superficial. There are also some teachers who often leave students a short time during the discussion because of the tight arrangement of teaching content and limited teaching time, or because they don't think deeply about this issue. In this way, there will be many problems.
1, the discussion of the problem is not in-depth, and students' understanding is in a state of little knowledge, which is not conducive to students mastering knowledge.
2. We may have missed a good opportunity to train students' language, writing and thinking, which is not conducive to the formation of students' ability.
3. It may lead to students' bad reading habits and impetuous learning, which is not conducive to developing a pragmatic style of study in the class.
Second, in teaching, we can try to discuss and answer questions twice.
When students don't understand clearly and answer questions in the first discussion, we can try the second discussion. This has the following advantages:
1. can deepen students' thinking. In the long run, students' thinking depth will be better cultivated, and students will easily form good thinking habits.
2. We can pull students out of the circle of fixed thinking, cultivate the flexibility and broadness of students' thinking, and teach students to think and answer questions "horizontally", from "there is no way to recover from the mountains and heavy waters, and there is another village."
3, can avoid thinking about problems, only focus on the local and ignore the whole.
4, can cultivate the uniqueness of students' thinking, the same problem, different students, different thinking angles, different knowledge accumulation, life accumulation, different state of mind, different views on the problem. "Chinese Curriculum Standards" points out: "Promote multi-angle and creative reading, expand thinking space by using reading expectation, reading reflection and reading criticism, and improve reading quality." The second discussion and answering questions in reading teaching provides such a brand-new reading teaching platform. The second discussion and answering questions were based on the first discussion and answering questions. After giving different students enough time to re-read and re-comprehend, the second discussion and answering questions will inevitably lead to a collision of wisdom, and those unique opinions with individuality often emerge at this moment. Often at this time, it is most likely that there will be a discussion climax in the classroom.
Third, in the second discussion, we should carefully choose the topic and pay attention to the teacher's comments.
A) choosing questions
Not all the problems need to be discussed again. Some simple questions, in this way, waste time; Some questions that are too difficult and too deep are far beyond the students' understanding level, and there is no hunger to discuss and answer questions for the second time. Under normal circumstances, those questions with large language and thinking capacity are located in the recent development area of students' language and thinking, and the answers to the questions are different and highly speculative, so they have the value of second discussion. Only such questions can set off the climax of thinking in the second discussion and answer.
B) teacher's comments
When answering questions in the second discussion, teachers must create a democratic atmosphere conducive to students' independent opinions, and be good at mobilizing the enthusiasm of all students to participate in the discussion and exchange, so that the whole discussion and answering process can be carried out in a relaxed, harmonious and pleasant state of mind, and students will not have any psychological pressure. Teachers' comments should be timely and appropriate, and like a catalyst in chemical reaction, they should urge students to discuss a problem in depth, continuously or comprehensively. Teachers' comments should not be annoying. Sometimes even body language comments such as smiling and thumbs-up are enough to push the discussion and answering questions to a climax.
This book also introduces us a lot of knowledge about reflective teaching, which I believe will be helpful to my future teaching.