Teaching reflection is the behavior that teachers discover, think and solve problems in the process of teaching practice. It is a process in which teachers take their own teaching activities as the object of thinking and examine and analyze their own behaviors, decisions and the resulting results. It is a way to promote the development of ability by improving the self-awareness level of participants. The new curriculum teaching calls for teachers to move from simple knowledge transmitters to teaching researchers and teaching reflectors, which requires teachers in the new period not only to have rich professional knowledge, but also to be good at studying and reflecting on teaching problems. So, how do we teachers reflect on teaching? Here I will do some simple discussions.

First, the significance of teaching reflection

Teaching reflection is the core factor of teachers' professional development and self-growth. Lin Chongde, a famous psychologist in China, also put forward the growth model of "excellent teacher = teaching process+reflection". The teacher's reflective ability determines his educational and teaching practice ability and his ability to carry out research at work. Through reflection, teachers constantly update their teaching concepts, improve their teaching behavior, improve their teaching level, and at the same time form profound thinking and creative opinions on teaching phenomena and problems, thus truly becoming "research teachers".

Professor Ye Lan said: "It is difficult for a teacher to become a famous teacher when he writes a lesson plan for a lifetime, but he may become a famous teacher after three years." Second, the content of teaching reflection

Determine the content of reflection according to the order of teaching activities 1. Pre-teaching reflection: refers to the teacher's reflection on his own teaching design and teaching plan before teaching, and it is a process of "checking for missing parts again, absorbing and internalizing" his own teaching design.

Teaching design is the overall planning and presupposition of classroom teaching, which outlines the interest orientation of classroom teaching activities. When designing the teaching plan, teachers have already thought and preset the current teaching content and its position in the new curriculum standard, students' existing knowledge and experience, teaching purpose, key and difficult points, classroom exercises, teaching effect and so on. The reflection of teaching design is to "reflect" these thoughts and presuppositions.

So as to effectively improve teaching. 2, teaching reflection:

That is, reflection on the teaching process. The teaching process is a cognitive activity for students to master and develop their abilities purposefully, consciously and systematically under the guidance of teachers, and it is also a practical activity for students to gain all-round development in the process of mastering and developing their abilities. In the teaching process, students, teachers, teaching content, teaching methods, teaching media, teaching environment and campus culture are all direct factors that affect the teaching effect. Teaching process reflection is a reflection on the interaction process and effect of various elements in the teaching process. In classroom teaching practice, teachers should always pay attention to students' learning process, teaching methods, teaching means and teaching effect, capture teaching inspiration, adjust teaching design ideas and teaching methods in time, and strive to optimize classroom teaching effect. 3. Reflection after teaching: Reflection after teaching is reflection on teaching effect. Reflection on teaching effect refers to the teacher's value judgment on the effect of the whole activity after the teaching activity, including the development obtained by students and the teacher's own value feeling. The former mainly examines students' mastery of double basics, ability development, mastery of learning methods, understanding of scientific and humanistic values, and cultivation of rational spirit. The latter mainly examines the changes of teachers' own understanding of teaching content and students' situations, personal teaching experience, the improvement of effective teaching ability and the changes of teaching ideas and concepts. Among them, whether teaching achieves the expected goal and whether students' behavior changes as expected is the focus of reflection on teaching effect.

Through reflection after teaching, teachers can not only intuitively and concretely summarize teaching advantages, find problems, study and solve them, re-study textbooks and students, optimize teaching methods and means, constantly enrich teaching experience and improve teaching level; Moreover, it is necessary to systematize and theorize teaching experience, so that teachers' understanding can rise to a new theoretical height. 4. Reflection on personal experience

This is a process in which teachers constantly reflect on their teaching activities, and it is also the only way for teachers' professional growth. There are two levels of reflection on personal experience: one is to reflect on your daily teaching experience and make it precipitate into real experience; The second is to explain, summarize and generalize the experience, extract the law and make it a universal theory.

Third, how to reflect on teaching 1 and success. For example, the practice of causing resonance effect between teachers and students in teaching; Some wonderful teacher-student answers, student arguments, etc. In the classroom; Experience in applying teaching methods and principles; Teaching method reform and temporary teaching measures; What I feel most is the improvement and creative treatment of teaching materials. All these can be used for reference in future teaching, and play a role in continuously improving and perfecting teaching. 2. reflect on mistakes. The focus is on the mistakes in my classroom teaching, as well as the solutions and countermeasures. For example, whether the creation of problem situations gives students room to think; Whether the organization of learning activities is conducive to students' autonomous learning; Whether group cooperative learning is a mere formality; Whether to pay attention to the development of students' emotions, attitudes and values; Students' interest in learning and so on. They are reviewed, sorted out and deeply reflected, explored and analyzed, so as to be used for reference in future teaching. At the same time, find out the method to solve the problem and new teaching ideas, and write the improvement strategy and new scheme of "secondary design" 3. Reflect on students' opinions. Some unique opinions of students are like sparks of wisdom, which can not only inspire peers, but also have a good effect on teachers' teaching. For example, students' unique insights, students' wonderful answers and students' innovative thinking all stem from their unique understanding of the text and their unique feelings about the world. They are very rich and valuable curriculum resources and valuable teaching materials that teachers can use.

In short, under the new curriculum situation, a competent teacher is required to never "read the book".

In teaching, we should constantly reflect, learn and keep pace with the times. Teaching reflection under the new curriculum plays an important role in teachers' professional development. On the one hand, it helps us to practice the teaching wisdom under the new curriculum reform. The complexity of teaching determines that it is not a process for teachers to show their knowledge and practical skills, but a process for teachers to embody their practical wisdom. On the other hand, it helps us to study teaching more deeply in the new curriculum reform environment. No one is perfect. Only by reflecting more in teaching, summarizing and carrying forward the successful experience of teaching, correcting and making up for the shortcomings and deficiencies in teaching, and making continuous progress and improvement, can we become an excellent teacher.