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? ...
Teaching reflection refers to the teacher's reflection on the unexpected situation in the teaching process and adjustment of 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:
I. 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, the teaching strategy: 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.