First, the role of teachers' teaching reflection
First of all, reflective teaching enhances teachers' moral sense and sense of responsibility, which is a breakthrough to improve teachers' quality. Generally speaking, teachers who lack moral sense and sense of responsibility will not consciously reflect on their teaching behavior unless they make mistakes in teaching or are forced by external pressure. It is equally important to advocate reflective teaching, so that teachers can consciously examine their teaching behavior before, during and after teaching and improve their teaching practice, thus improving teaching quality, teachers' moral sense, sense of responsibility and teachers' teaching skills and abilities. Advocating reflective teaching is one of the effective ways to improve teachers' morality and sense of responsibility.
Secondly, reflective teaching emphasizes learning to teach, which is a process of teachers' all-round development. Learning to learn has long been well known. Reflective teaching emphasizes that teachers should learn to teach, which requires teachers to regard the teaching process as a process of "learning and teaching". In other words, teachers are required to teach students, learn to learn and develop students in an all-round way, and they are also required to learn to teach in order to get a good exhibition until they become scholar-type teachers. Therefore, reflective teachers should not only know the results of their own teaching, but also think deeply about the results and their reasons, and always ask "why". This habit of "asking why" often urges reflective teachers to enhance their problem awareness and problem-solving ability. In contrast, if our purpose is only to teach students to learn to learn, and teachers do not constantly learn to teach, it is difficult to ensure that students learn to learn.
Thirdly, reflective teaching is based on solving teaching problems. In the specific operation, the implementer can improve his weak links according to his own conditions, and can also improve himself generally from all aspects of training. The implementation of reflective teaching is not to reflect on all the links in the teaching process, but to focus more on which link of training in specific operations, so as to improve the overall quality of teachers from the improvement of each link. For example, in a reflective lesson preparation, we can train the lead-in, design several different lead-in methods before class, and compare which lead-in is more suitable for which type of course according to the students' reaction and teaching effect. In this way, the improvement of the level is implemented at specific points, which is not only effective, but also increases the sense of accomplishment of teachers.
Fourthly, in the process of constantly trying "reflective teaching", teachers have a conscious teaching consciousness, their habits and abilities of self-evaluation of teaching activities are constantly improved, and the methods and skills of correcting and controlling the teaching process are also improved accordingly, thus strengthening their monitoring ability and being able to cope with various problems in the teaching process freely. The most common problem in classroom teaching is mainly the difference between the teaching methods used in classroom teaching situation and the actual acceptance of students, which is embodied in students' "not having enough to eat" or "not being able to eat". In the current large class teaching, the task-based teaching method is always only suitable for some students' understanding and acceptance level, and it is inevitable that some students will not have enough to eat or eat at one time. How to alleviate this phenomenon requires teachers to seriously understand, consciously check, examine and evaluate their own teaching activities, keep conscious reflection on their own teaching process, teaching methods and students' participation in time, and constantly find problems in the process. For example, every class requires us to have a clear understanding of what we want to talk about, why we want to talk about it, and what ideas we should follow to teach. This understanding is not only manifested in the organization and management of the teaching process, but also in the planning preparation before classroom teaching and the review after teaching. For example, predict the possible situations in the teaching process and the corresponding methods and strategies to solve the problems before class, and conceive the possible teaching effects; After class, analyze whether the teaching goal is clear, whether it is based on the students' reality, whether the teaching materials are clear and reasonable, and whether the teaching is effective.
Second, the methods of teachers' teaching reflection
Teachers' reflection on teaching should be carried out in the following aspects:
First, a reflective attitude.
Some people may doubt that reflection has been trying to check for leaks and fill gaps. How can we have a good attitude? In fact, except some of the current teaching reflections are conscious, many of them are strongly advocated by the school, and even written in a very explicit way, with uneven quality. There are only a few strokes, which are purely coping; Some pull and pull, but they can't reflect; Even if there is a big article, it is just repeating what others say, which has no practical significance and value. This kind of reflection is far from our original intention. In the long run, it's just a waste of time and ink. I think reflection is more important than the truth. The foothold of reflection should be our own teaching behavior. The teaching process is over. If you have any ideas or questions, we will discuss them with the teachers in the group and burn them at will. Never treat it as a task or a burden. Feel with your heart, reflect with your heart, this is the true meaning of reflection!
Second, reflect on the content.
Reflection on teaching content: we should reflect on whether there are mistakes and omissions in the knowledge of this course and whether the teaching methods are reasonable. But this can only be regarded as a narrow reflection. What does reflection in a broad sense mean? Personally, it is very important to reflect on the teaching content, but the teaching behaviors and phenomena closely related to it deserve our in-depth study. For example, we often lament that children nowadays have become utilitarian, especially primary school students in lower grades. If they don't attract prizes and give encouragement, they will have no enthusiasm for learning. Through reflection, we can know that this phenomenon is not necessarily caused by our unconscious guidance in daily teaching. How to give children proper humanistic care and form children's correct values while mastering the instrumentality of Chinese requires our deep reflection. For another example, after listening to a good class, while admiring other people's wonderful teaching designs, sometimes we can't help wondering: we can read the text thoroughly by studying textbooks and teaching reference materials every day. Why can't we have a wonderful class? After reflection, we study textbooks every day and can read the text thoroughly. Why can't we have a wonderful class? After reflection, we understand that there is another problem of personal reading accumulation. Every class presented by a teacher is related to his own accumulation of literati. Shallow knowledge, without support, will naturally have a gap with excellent courses. Insisting on treating people and things with a reflective heart will greatly promote our teaching.
Third, the effect of reflection.
To reflect on the teaching effect, we should not only understand the knowledge and skills that students have mastered, but also analyze whether students have developed good study habits, mastered correct learning methods and strategies, and whether they are actively thinking when attending classes. Answer questions and participate in discussions, whether you can cooperate with other students, etc. Teachers often observe in class. Personal interview. Formative test and other ways to know your teaching effect in time. Reflecting on these aspects is of great benefit to my own follow-up teaching.
Teaching reflection is the ladder of our teachers' growth, recording our confusion, witnessing our sweat and laying a solid foundation for us. Let's be kind to reflection, all-round reflection and effective reflection!