Every teacher has a good wish in his heart, that is, everyone wants to improve his teaching quality to the greatest extent. As we all know, teaching quality is the lifeline of a school. How to improve the teaching quality is something that every teacher has been studying and trying to do well. In my opinion, teaching reflection is also a way to improve teaching quality.

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.

Third, reflect on your teaching level.

To evaluate one's own teaching level, it is often that the authorities are fascinated and the bystanders are clear. In fact, the clearest thing should be students. If we learn to find the deficiency of our teaching level from the students' external performance, then teaching will definitely take a big step forward. When we reflect on our teaching level, we can observe it from the following aspects.

1. When teaching, what expression do students use to listen to the class? Have you been in a state of thinking? Is there a satisfied smile on the facial expression?

2. Do most students respond positively every time they ask questions? And have a heated discussion? Or in a dull atmosphere, students are not moved by the teacher's anxiety?

3. How much effective time do you leave for students in class? Can students be active more than half the time?

4. Did you notice the different levels of students when preparing lessons? Are different thinking questions designed for students of different levels?

Of course, there are many external manifestations that reflect a teacher's teaching level. The following is just a simple explanation of some phenomena, which is relatively easy to grasp. These phenomena can reflect whether a teacher is popular with students in the teaching process. Teaching reflection can make us know ourselves more clearly; Through reflection, we can find the shortcomings in our own teaching, and then find a method that is more in line with the requirements of improving teaching quality. Of course, it is sometimes painful to criticize yourself and examine yourself, especially when others criticize yourself. This requires us to face our own shortcomings with a tolerant attitude and really think from the heart. We go to work every day, giving lectures one after another, and working hard every minute. Almost every day, we are exhausted in a state of tension and fatigue. What is this for? Is there anything more painful than just giving and getting nothing?