Let Teachers Become Researchers ── On the Cultivation of Teachers' Reflective Ability. Huang Chuanxin's basic education curriculum reform poses an unprecedented challenge to primary and secondary school teachers. In the long-term contact and communication with front-line teachers, I deeply realized that we must advocate teacher-oriented research and pay attention to cultivating teachers' ability to reflect on practice. Otherwise, it is difficult to improve the professional quality of teachers. When teachers truly establish themselves as researchers, and engage in action research, research actions and improve actions in practice, teachers' practical reflection ability will be truly cultivated. First, why do teachers lack reflective ability? First of all, they lack the consciousness of reflection. In the long-term study and work practice, teachers have generally formed a certain mindset, that is, teachers often attach great importance to what to teach and how to teach, "I am a teacher and you are a student", and teaching means "I speak and you listen" and "I ask questions and you do them". It can be said that they have made great efforts. Time and time again, teaching has become a simple job for ordinary teachers. No wonder many teachers are always tired, but they can't change their state. Many teachers' successful practices and experiences cannot be summarized and refined in time. The reason is: "Why do you want to teach like this? What's good about it? " "Who do you want to talk to?" And "who is suitable for the topic?" And the relatively closed working environment and psychological environment lead to the lack of real discussion and communication between teachers, which leads to some teachers not establishing the consciousness of reflection. Second, there is a lack of reflective atmosphere. On the one hand, schools generally realize the importance of educational research to the development of schools and teachers, and some of them are still vigorous in form. On the other hand, in the specific implementation process, they still follow too many systems and requirements that are not in line with the development of schools and teachers. "What you say is right, but what you do is not." The voice of "education and scientific research is the primary productive force" is very high, and most teachers are still at a loss about education and scientific research. It is impossible to form an atmosphere that encourages teachers to reflect on educational and scientific research phenomena such as replacing the law with power, making superficial articles, engaging in short-term behavior, and seeking quick success and instant benefit. Third, there is a lack of opportunities for reflection. The workload of front-line teachers is relatively large, especially the backbone teachers. Many teachers are stuck in lesson preparation books, homework piles and test questions day after day, busy with various inspections and "exams" (the so-called exam means that everyone copies an answer), and there are simple repeated public classes and observation classes year after year, which consumes a lot of time and energy for teachers. Because the mechanism of project research has not been established, schools generally cannot form questions raised around project research and organize effective exchange and discussion activities. Teachers are not familiar with educational research methods, lack research methods and forms, and have few opportunities for practical reflection. The second is to create an atmosphere and build a stage for teachers to show their reflection. Modern research on teachers' professional development holds that experience plus reflection is the most effective way for teachers' professional development. To guide teachers to actively construct on the basis of existing experience, we must actively create an atmosphere and build and provide a stage for teachers to show their reflection results. (1) Starting with the problems that teachers are most familiar with and concerned about, what do teachers care most about when conducting research? Teachers at different stages have different concerns. According to the general law of teachers' professional maturity (that is, the stage theory of "concern"), teachers who have just started and started their teaching career often pay more attention to themselves, such as their acceptance of teachers' roles, their ability to control them, whether they are accepted by students, and how others evaluate them. And relatively mature teachers pay more attention to their teaching performance. More mature teachers pay more attention to students' needs and development. Teachers' concern is actually the growing point and foothold of teachers' development. Therefore, only by starting with the problems that teachers are most familiar with and concerned about can we realize real practice and reflection. This kind of educational research is less "bubble" and more real, which teachers welcome. To this end, we have actively explored. We take "teacher growth research" as the core of the research and establish "research-oriented teacher growth file". We made a careful analysis of the teachers who participated in the research. First of all, we carefully selected the teachers who participated in the research. They are all backbone teachers who have emerged from the front line in recent years, and the participants are screened according to their work performance. The second is not to make uniform requirements, but to highlight the personality and characteristics of teachers participating in the research, as well as their respective advantages, and strive to realize the independent and active development of teachers in the research. Third, don't popularize the so-called experience on a large scale, but base on typical demonstrations, lead actions and enjoy the results. The process requirements and goal requirements of the research provide institutional guarantee for teachers to engage in practical reflection. Different teachers set out from their own reality and put forward their own concerns. These questions come from practice, and the teacher tries to answer them himself. Project research has become an indispensable part of teachers' own life and work. (2) Set up a "growth and innovation" teacher salon to guide teachers to improve their reflective ability in participation and interaction. It needs a relatively relaxed, democratic and harmonious academic environment to carry out project research, and it is the responsibility and obligation of project research organizers to provide such an environment for teachers. Usually, teachers are faced with more executive meeting activities, and they don't give everyone a chance to speak freely. In the "growth and innovation" teacher salon, it is different. First of all, on this occasion, as far as possible to form a completely equal atmosphere, teachers can speak freely when they are active. For example, when two teachers from different regions and different schools talked about why classroom teaching should be reformed, they said the same thing in their speeches: "I really have taught enough." They say that it is because of "enough teaching" that they constantly consider how to change the classroom teaching methods that make students less interested and have unsatisfactory learning results. It is precisely because they have "taught enough" that they have gained something from their exploration and made a breakthrough in their own classroom teaching mode reform. The practice and effect of these two teachers' reflection in practice have played a very good typical demonstration role. Third, we should create opportunities and guide teachers to constantly strengthen the process of reflection. "It is more important to ask one question than to solve ten questions." It is more important to create opportunities and guide teachers to find and ask questions on the basis of practice than to ask teachers to only pay attention to the results of solving problems. (A) pay attention to the use of seminars at all levels to provide teachers with opportunities for reflection. With the deepening of reform and opening up, the discussion activities in the field of educational research and teaching reform are extremely active, which creates various opportunities for teachers to strengthen the process of reflection. In the specific work, many teachers have tasted the sweetness. It is in the process of participating in such activities that teachers "force" themselves to reflect on their experiences and improve their understanding. Based on this idea, in recent years, we have organized teachers to participate in national and provincial seminars on various major topics, paying special attention to giving full play to regional advantages, organizing as many teachers as possible to observe and participate, and guiding a group of teachers to attend classes, give lectures and exchange papers with the help of various seminars held by provincial and municipal education institutes in Jinan, so as to strengthen the process of teachers' continuous reflection. The participating teachers are not only satisfied with doing and lecturing, but also reflect on the basis of success or failure. Many times, experts and teachers sit together and discuss a topic repeatedly, which improves the professional ability of teachers in the process of discussion and even debate. (2) Encourage and guide teachers to summarize and refine the results of reflection in time. Teachers' reflections are mostly carried out in the process of education and teaching, including retrospective "reflection after practice", procedural "reflection in practice" and forward-looking "reflection before practice", which highlights the guidance of experience and lessons to the new practice process. This kind of reflection is often the spark of teachers' thinking. Only by guiding teachers to grasp and deepen in time can valuable research results be formed. In the process of "teacher growth research", we put forward clear requirements for teachers who participate in the research. We must be diligent in writing and thinking (human brain and computer), "force" ourselves to put forward more "why", strengthen the spirit of learning-criticism, form written materials (paper or electronic) in time, and promote improvement through communication. A group of teachers' reflective works came into being. Pursuing the cheese in your heart, reflection, study and practice to promote development have not only been exchanged in the whole region, but also published in the media such as Shandong Education Research, Modern Education Herald and China Education News. Fourth, to make independent and active reflection a habit of teachers, create an atmosphere and create opportunities, in the final analysis, external factors are at work. In the final analysis, how to truly make reflective practice a kind of research consciousness and ability of teachers' autonomy and initiative, and make it a habit of teachers, is to make teachers understand the scientific ways and methods of reflective practice, taste the sweetness of reflective practice, and provide effective help for teachers to improve their work efficiency and promote their own growth. Obviously, it is an effective way and method to advocate and carry out teacher-oriented research based on teacher development, that is, to encourage and guide primary and secondary school teachers to carry out action research and case study in combination with their own education and teaching practice. A large number of cases provided by modern teachers' research at home and abroad show that there are a number of outstanding teachers and famous teachers such as Suhomlinski, Wei Shusheng, Li Jilin, Dou Guimei and Zhang Sizhong. Based on their rich experience and through continuous action research. (1) Establish some special zones. Educational administrative departments and schools should set up some special zones and use special policies to explore the potential of teachers' self-growth. These teachers have the need for self-growth first, because they are usually teachers with rich teaching experience and good teaching effect. They often consciously or unconsciously put forward higher requirements for themselves, eager to achieve a higher level of life value. Teachers' reflection in practice is like sparks flashing from time to time. As long as there is appropriate policy support, these teachers can pour their enthusiasm into the process of action research, and develop the habit of independent, active practice and reflection in the process of action research. (2) Sum up experience and improve reflection. Guiding teachers to review their experiences regularly is an important basis for cultivating teachers' practice and reflective habits. However, just staying in the general work summary can only be a simple repetition at a low level, and teachers must be guided to study and improve again at the reflective level in order to achieve better results. The cultivation of reflective ability can be said to be the most basic condition to ensure that teachers continue to study again. Teachers can discover the advantages and disadvantages of individuals and others in the process of individual reflection or collective reflection. So as to broaden the professional vision and stimulate the motivation of continuous pursuit. To achieve this, we must actively encourage the diversified development of teachers' wisdom and ability, and urge teachers to explore in an eclectic way in teaching practice and form their own educational and teaching styles. (C) In the process of curriculum reform of basic education, teachers should form the habit of practice and reflection. In essence, teachers need the curriculum reform of basic education, which requires teachers' active participation. The book "Learning to Live" emphasizes: "The success or failure of specific application reform depends on the attitude of teachers." "Teachers are not opposed to reform. They oppose the way others give them reform plans, let alone impose them. " It is very important for educators to actively participate in the work of the education reform plan. Different from the past, teachers must realize that they are not passive reform targets, but should be active participants in curriculum reform. The curriculum reform of basic education emphasizes "the new curriculum and teachers grow together", which provides good conditions for teachers to participate in the reform independently and actively. The experience of the first batch of experimental areas of curriculum reform shows that the curriculum reform has indeed provided enough room for teachers to develop and improve, and the research ability and reflection ability of experimental teachers have been rapidly improved in the process of curriculum reform. "Teachers are researchers" is the requirement of the times. Therefore, paying attention to improving teachers' practical reflection ability is the goal of teacher education, which will be understood and accepted by more and more teachers and become an inexhaustible motive force for teachers' growth. Shandong Education and Scientific Research