1. Theoretical reflection. Theoretical reflection does not ask us to comment on educational theory, but refers to a discussion in educational theory, which leads us to think about teaching practice. In 2000, I happened to see an article about epiphany in the Chinese and Foreign Education Digest edited by Shanxi Institute of Education. This essay triggered my reflection on the teaching methods of this subject, and wrote the article "The Premise of Students' Epiphany and Its Stimulating Ways". This article was published in the teaching world column of Jiangsu Education News, the third edition 1999, and it can publish 2000 words in the newspaper. For me at that time, 2. Reflection on teaching materials. Reflection on textbooks can be carried out from two aspects: the characteristics of textbooks and the handling of textbooks. The analysis of the characteristics of teaching materials can be based on the comparative thinking, that is, comparing the differences between old and new teaching materials. When the old and new textbooks are updated, such articles are easier to distribute. 1997 coincides with the revision of junior high school chemistry textbooks by People's Education Publishing House. I carefully compared the similarities and differences between the old and new editions, and conceived an article entitled "Readability and Utilization of Chemistry Textbooks for Junior High School". The article is divided into two parts. First, it reflects the readability of the new textbook, and uses six subheadings: beautiful writing, illustrations, standardized language, thorough reasoning, concise introduction and rich content, and second, Through reading, set doubts and solve doubts; Combing knowledge through reading; Obtaining methods through reading; Broaden your horizons by reading; Through reading, cultivating sentiment and other six dimensions, the examples used are all from my own feelings in the teaching process. If there is no habit of reflection and no accumulation of teaching feelings in the usual teaching, such an article is not easy to write. This article, with 3,600 words, was published in "Reference to Chemistry Teaching in Middle Schools" No.6 1998, and was included in the copy catalogue of the National People's Congress. Some feelings in the use of teaching materials can also be interpreted into words. In this regard, we can focus on the treatment of a certain chapter of the textbook, or we can focus on the treatment of the whole textbook. 1996 I summarized several years' experience in teaching materials processing, wrote a paper, Review and Prospect of Teaching Materials Processing, and published it in 1997, Reference of Chemistry Teaching in Middle Schools, 8-9. 3. Reflection on teaching methods. The focus of reflection on teaching methods is why this teaching method should be used. What is the theoretical basis of this teaching method? What are the disadvantages of this teaching method in practice? How to make up for the deficiency of this teaching method? Wait a minute. 200 1 Research on Improving the Exploration Effect of Chemistry Classroom Demonstration Experiment was approved by Nantong Education Science Planning Leading Group as the Tenth Five-Year Plan for Education and Scientific Research. With the help of demonstration, the feasible methods in experimental teaching reform are summarized, and the ways to improve the inquiry effect of chemical demonstration experiments are summarized from the following four aspects: increasing demonstration experiments and creating inquiry situations; Improve the demonstration experiment and prolong the exploration process; "Decentralize" demonstration experiments to enhance the exploration experience; "Upgrade" the demonstration experiment to explore the depth. A paper of more than 3,000 words was published in "Experimental Teaching and Instruments", No.2002 10. The summary of teaching methods is not necessarily written as a big article, but as a small case. Recently, in order to enrich the material of my own research, I tried to write many inquiry teaching cases, among which, I realized the connotation of the law with the help of inquiry experiments; Case study on the basic properties of particles; Eight cases, such as exploring the properties of metals and factors affecting the solubility of substances by comparative experiments, have all been published. 4. Thinking about studying law. It has become a consensus that the teaching of learning methods must run through the teaching process. However, we may still lack the consciousness of systematically summarizing and writing the contents of learning method guidance. This kind of article is actually not difficult to write. As long as the incision is selected correctly, the induction is comprehensive and the sentence is novel, it will be successful. In the first half of 2003, while commenting on a review of basic chemical concepts, I found that association is very important for students to answer basic conceptual questions. So I read a lot of these questions and summed up five methods: Lenovo keywords, Lenovo concept network, Lenovo concrete examples, Lenovo related premises, and Lenovo change process. This article of more than 3,000 words was published in the seventh issue of Middle School Chemistry in 2003. The articles guided by learning the law are widely used, and there can be articles for understanding knowledge, answering questions and thinking on demand. In recent years, I have written many articles in this field, covering almost a chapter of junior high school chemistry, such as four methods to overcome a difficult point, learning strategies of acid and alkali salts, application of reverse thinking in acid and alkali salts learning, examples of positive inquiry and reverse thinking, and interpretation of "=" in chemical equations. 5. Reflection on the test questions. Reflection on test questions can be an exploration of proposition trends. The focus of this reflection is not how to solve the test questions, but what ideas the test questions embody. Where's the good news? Will it appear in future exams? In February this year, I published "Trend Prediction of Exam Chemistry Proposition", which was written under this guiding ideology. The reflection of the test questions can be comments on the characteristics of the test questions. In 2002, I found that there were quite a few questions with implicit conditions in chemistry questions. Therefore, I carefully collected relevant test questions, extracted the implicit forms of ten problem-solving conditions in chemistry test questions through comparative analysis, and wrote an article "Implicit Forms of Implicit Conditions in Chemistry Test Questions", which was published in the 2003 Test Research. Reflection on the test questions can also be a summary of the methods and points of solving problems. Some problems that are easily overlooked in material inference published by me in the research of test questions in 2003, an intuitive summary of the thinking of answering examples published by middle school teaching and learning in March 2005, and a discussion on the mindset in material inference published by 200 1 junior high school students' learning skills all belong to this kind of articles. Two words should be grasped in examination questions reflection, one is "new", and the latest one should be reflected; The other is "fast".