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.
Longitudinal reflection and action research methods
That is to think and sort out one's own teaching practice as a cognitive object in the historical process. At the same time, students' feedback is constantly obtained and analyzed as another cognitive object. Finally, two specific cognitive objects rub together and integrate thinking. Teaching reflection runs through your teaching career, not a special task at a certain stage. I think therefore I am, and I think therefore I am new.
Transverse reflection comparison method
Teaching reflection needs to jump out of self and reflect on self. The so-called "jumping out of self" means to communicate frequently in the classroom, study the teaching strengths of others, learn from others' strengths, find out the differences in thoughts and analyze the differences in means and methods through study and comparison, so as to improve themselves. Of course, whether using action research or comparative method, we all need to learn advanced education and teaching theories, improve our theoretical level, and reach the realm of "reaching the peak, the other mountains all appear dwarfs under the sky.".
Personal reflection summary method
"Thinking after class": It is very important for new teachers to sum up their thoughts after a class and write a class or teaching diary. "Think after a week" or "think after a unit": that is, after a week of class or a unit, reflect, cross the river by feeling the stones, and correct the problems in time when found; "Thinking after the month": finishing a month's teaching activities; "Mid-term thinking": that is, the popular mid-term quality analysis, which is a relatively complete stage analysis. Pass the mid-term exam, hold a student forum, listen to opinions, and conduct a complete integrated thinking; You can also reflect on a semester, a school year or a teaching link.
Collective reflection and dialogue methods
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. [1] 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, the government, education administrative departments and schools provide teachers with education and teaching training at all levels to improve their professional level and promote their 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 teachers' education, teaching and training and self-improvement, thus effectively integrating collective training with personal growth and jointly promoting 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 it is impossible to recognize objective facts, which include people and things with objective facts. Most people are still mixed with personal emotional factors and deep-rooted ideas in collective reflective learning, which is a serious obstacle to collective reflective learning. 3. Individuals and organizations are not open enough. Modern society is full of trust crisis. The distrustful social culture makes each of us put on a mask, trying to disguise and hide our true thoughts, and unwilling to expose our true selves easily. People tend to be conservative and complacent, and everyone is used to fortification psychologically. How to overcome organizational defense psychology is also the research focus of organizational behavior. The lack of openness of individuals and organizations will limit everyone's inner openness, thus affecting collective reflection. 4. It is difficult to track and test the learning results. The performance of collective reflection on learning achievements can be measured at work level, but it is very difficult at personal cultivation level, and it takes a long time, so there is no effect in a short time, that is, there is a long "time lag". Only after long-term adjustment and correction can the results of learning become habits, in-depth thinking, and become a part of personality. These are difficult to track and test, but for human nature, they tend to see short-term benefits, pay little attention to long-term effects, and are unwilling to make long-term investments. Edit this paragraph to reflect this process.
The process of teachers' reflection has gone through four processes: concrete experience → observation and analysis → abstraction and generalization → empirical verification.
Specific experience stage
The task of this stage is to make teachers aware of the existence of problems and clarify the problem situation.
Observation and analysis stage
At this stage, teachers will extensively collect and analyze relevant experiences, especially information about their own activities, and critically reflect on themselves, including their own thoughts and behaviors, as well as their own beliefs, values, goals, attitudes and emotions. After obtaining certain information, teachers should analyze it to see what the various ideas driving their teaching activities are, whether they are consistent with the theories they advocate, and whether their actions are consistent with the expected results, so as to clarify the root of the problem. After analysis, teachers will form a clearer understanding of the problem situation.
Re-generalization stage
At this stage, on the basis of observation and analysis, teachers will reflect on old ideas and actively seek new ideas and strategies to solve the problems they face.
Active verification stage
At this time, it is necessary to test the generalized actions and assumptions formed in the previous stage. In the process of testing, teachers will encounter new concrete experience, thus entering the first stage of concrete experience and starting a new cycle. In the above four links, reflection is most concentrated in the stage of observation and analysis, but only when it is combined with other links can it play a better role. In the actual reflection activities, the above four links are often intertwined and the boundaries are unclear. [2] Edit the reflection elements of this paragraph
Teachers should reflect on the following three important components: 1. Cognitive component refers to how teachers process information and make decisions. In people's minds, a large number of interrelated information about facts, concepts, generalizations and experiences are organized into a certain network and become a schema, which can be effectively stored and quickly extracted, forming the basis for individuals to understand the world. Some people have made a comparative study on the explanations of classroom events by expert teachers and new teachers. The results show that expert teachers embody deeper and richer schemata in the teaching decision-making process. These schemas enable them to accurately judge which events are worthy of attention, and extract relevant information from their memories in order to choose the most appropriate coping strategies, which is the basis for them to automatically deal with various problems. 2. Key components refer to the foundation that drives the thinking process, including experience, belief, social and political orientation and teachers' goals. , but more emphasis on values and moral components, such as whether the educational objectives are reasonable, educational strategies and the issues of equality and power implied in teaching materials. It affects teachers' understanding of the situation, concerns and solutions to problems. The researchers found that in the process of reflection, teachers are no longer only concerned with solving problems as before, but are more concerned with asking questions. They are more interested in these uncertain and nonlinear problems. 3. Teachers' statements It is suggested that teachers' own voices should be reflected, including the questions raised by teachers, the way teachers write and talk in their daily work, and the interpretation system they use to explain and improve classroom teaching. These are the basic components of a teacher's presentation. It may contain some cognitive factors and critical factors, but the key point is the teacher's explanation of various teaching strategies, which can make teachers more aware of their teaching decision-making process. [2] Edit this reflection method
There are four methods of reflection: 1, reflection diary. At the end of the day's teaching work, the teacher needs to write down his own experience and analyze it with the instructor. 2. Detailed description. Teachers observe each other's teaching, describe in detail what they have seen and heard, and discuss and analyze them. 3. Practical discussion. Teachers from different schools get together, ask questions in class first, and then discuss solutions together. The final solution is shared by all teachers and other schools. 4. Action research. In order to find out the essence of the problems encountered in class and explore the action plan to improve teaching, teachers and researchers cooperate in investigation and experimental research. It is different from the external research aimed at exploring universal laws, but directly focuses on the improvement of teaching practice. [2] Edit the reflection content of this paragraph
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. [3] Edit the writing examples in this paragraph
Describe success
The practice of achieving the pre-designed teaching purpose and causing the teaching resonance effect in the teaching process; Appropriate temporary measures in classroom teaching; Clear and organized blackboard writing; The infiltration and application process of some teaching ideas and methods; The feeling of applying some basic principles in pedagogy and psychology; Reform and innovation of teaching methods. On this basis, we will continue to improve, perfect and innovate to reach the peak of glory.
Shortcomings in writing
Even successful classroom teaching will inevitably have omissions and mistakes. We should systematically review and sort them out, and make a profound reflection, exploration and analysis on them, so as to draw lessons for future re-teaching.
Writing teaching wit
In classroom teaching, with the development of teaching content, the harmonious thinking development and emotional communication between teachers and students often generate instant inspiration because of some accidental events. These "sparks of wisdom" often suddenly appear involuntarily. If we don't catch them through after-class reflection in time, they will disappear with time, which is regrettable.
On Students' Innovative Writing
In the process of classroom teaching, students are the main body of learning, and there is always a "spark of innovation" flashing on students. Teachers should fully affirm some unique opinions put forward by students in class, which not only promotes students' good methods and ideas, but also appreciates and encourages them. At the same time, these valuable insights are also a supplement and improvement to classroom teaching, which can broaden teachers' teaching ideas and improve teaching level. So recording it can supplement rich materials and nutrients for future teaching.
Write and teach design.
After class, I meditate and explore what teaching rules; What are the innovations in teaching methods? What did you find on the knowledge points? What are the new tricks for organizing teaching? Whether there is a breakthrough in solving many misunderstandings of the problem; Whether enlightenment is appropriate; Whether the training is in place and so on. Write down these gains and losses in time, make necessary classification and balance, consider what to do when re-teaching this part of the content, and write "re-teaching design", so as to foster strengths and avoid weaknesses, strive for perfection, and raise their teaching level to a new level and height.