Teaching reflection is very important for teachers' growth, and writing teaching reflection is an effective way for teachers to accumulate teaching experience. Based on my own teaching practice, I talk about how teachers should improve their teaching reflection ability. First, teachers have both successful experiences and failed lessons in teaching activities. Experience and lessons are teachers' wealth. The key lies in whether to conscientiously sum up and conduct analysis and research. In the process of teaching reflection, teachers find out the successes and shortcomings of the teaching plan in the specific implementation process, sum up experiences and lessons, timely check for missing parts, adjust teaching strategies and optimize classroom teaching. Long-term persistence can improve teachers' teaching level, classroom control ability, teaching effect and teaching quality, and form their own unique teaching style and teaching methods. Writing teaching reflection is also an effective way for teachers to accumulate teaching experience. Teaching sparks accumulated in teaching reflection, typical teaching examples, successful teaching cases, doubts and difficulties encountered by students in the learning process are all indispensable materials for teachers to conduct teaching research, explore teaching rules and write teaching and research papers. Second, teachers should grasp the process of reflection in teaching. At the end of a carefully prepared class, teachers should make an objective analysis of their own class and affirm their successful experience in this class. Because in the process of teaching, there are often some wonderful fragments. Such as: novel and wonderful introduction, appropriate metaphor, concise blackboard writing, clever questioning, smooth breakthrough in teaching difficulties, fascinating teaching methods, successful improvisation, instant inspiration of generate, rational use of intuitive teaching AIDS, application of modern audio-visual teaching methods, and some typical, vivid and convincing teaching cases supplemented by this textbook. These unique characteristics in teaching design, teaching methods, the guidance of learning methods and the use of instruments are all factors contributing to the success of teaching. It is very useful to improve your teaching ability and form your own unique teaching style. 2. Write down the failure in teaching and its reasons. No matter how perfect the teaching design is, there may be omissions and mistakes, and there will be problems more or less. After class, we should think calmly, carefully find out the reasons, seek solutions, sum up in time, and make records. These will become lessons to be learned in the future, make up and solve them in a planned and step-by-step manner at an appropriate time, and improve and correct them in future teaching, so as to avoid repeating the same mistakes in future teaching and achieve the effect of continuously improving teaching level. 3. Write down the problems reflected by students in class. Some problems are encountered by teachers in the process of preparing lessons, and some are fed back by asking questions and practicing in class. Students' multi-angle, multi-direction and multi-channel questions can broaden the thinking of teachers and students and promote the discovery of epiphany. Some questions can even lead to depth, which is that teaching and learning complement each other. On the other hand, students can find their own shortcomings in teaching by asking questions. The questions raised by students are often questions that the teacher has not made clear or ignored. 4. Record students' thinking and progress. Teachers should fully understand and master the thinking characteristics, understanding of things, understanding of viewpoints and thinking ability of students of all ages. Whether the teaching design is in line with the students' reality, whether it is welcomed by students, whether the guidance of learning methods is in place, and whether the effect reaches the expected goal. , should be recorded. These are the first-hand reference materials for teachers' teaching in the future, which is of great practical significance to inspire and cultivate students' ability. 5. Record and then teach design. After class, teachers meditate according to their own teaching experience and students' feedback. See whether the teaching method is innovative, what knowledge points are found, what characteristics the organization teaching has, whether the inspiration is appropriate and whether the training is in place. And re-teaching design. Only in this way can we foster strengths and avoid weaknesses, strive for perfection, and raise our teaching level to a new realm and height. After all, teaching reflection is based on the improvement of teaching level, and this cyclic and repeated reflection process is of great benefit to the improvement of teachers' teaching level. It is the direction that every teacher should constantly strive to improve his reflection level in action and research and be a "reflective" and "research" teacher. In short, in the normal teaching process, I insist on writing teaching reflections in time. Therefore, I think teachers must cultivate reflective consciousness, and gradually cultivate their educational and scientific research ability and improve their teaching reflective ability through the process of discovering problems, self-learning, accumulating materials, trying to learn, showing experiences and communicating with each other, so as to improve their professional level. . . .