Is teaching reflection only after class?

Teaching reflection is a kind of teaching summary activity with a research nature that teachers review, reflect and summarize the teaching process after the teaching activities, in order to improve their teaching level.

As a teacher, it is of great significance to carry out regular and habitual teaching reflection to improve my teaching level and teaching ability. Teaching reflection mainly includes these three aspects: the meaning of teaching reflection, the content of teaching reflection and the method of teaching reflection.

The content of the pre-teaching reflection.

It includes reflection on the needs of students and the specific goals needed to meet these needs, as well as the motivations, teaching models and teaching strategies needed to achieve these goals.

It is also necessary to list the key items for reflection when making a lesson plan for the subject, the textbook, the unit, and the lesson. For example, what key concepts, conclusions and events need to be taught to students, and whether the presentation of teaching content is appropriate to the age and psychological characteristics of students.

1. The so-called teaching reflection refers to the teacher's re-understanding and rethinking of education and teaching practice, and using this to summarize lessons and lessons and further improve the level of education and teaching. Reflection on teaching has always been an effective means for teachers to improve their personal professional level, and it has always been highly valued by those who have achieved great educational achievements. Nowadays, many teachers will reflect on their own gains and losses from their own educational practice, and improve the quality of teaching reflection through educational cases, educational stories, or educational experiences.

2. According to the process of teaching, teachers' teaching reflection can be divided into three stages: before, during and after teaching.

Pre-teaching reflection: refers to the critical analysis of new teaching activities based on previous teaching experience, and as an adjustment **, this kind of reflection is forward-looking.

Reflection in teaching: It refers to the timely discovery, automatic reflection, and rapid regulation of problems that occur in the teaching process. This reflection manifests itself as a kind of tact, sensitive, in teaching.

Post-teaching reflection: It is to discover and study the problems in the process or rationally summarize and improve the effective experience after a certain teaching activity has come to an end (such as a class, or a unit of class, etc.) under the guidance of a certain concept. This reflection is critical.

In terms of content, teachers' teaching reflection includes three aspects: teaching concept, teaching behavior, and teaching effect. 3. Reverse thinking, different thinking, and critical thinking.

Basic Content of Teacher Reflection on Teaching:

1) Reflect on whether your teaching has truly achieved the teaching objectives (Reflection on Teaching Objectives);

2) Summarize the highlights, think about the failures, and reflect on teaching skills (reflect on the gains and losses of teaching);

3) reflect on whether one's own educational and teaching behaviors have caused harm to students;

4) Reflect on whether education and teaching enable different students to develop differently in learning;

6) Reflect on one's own educational and teaching philosophy (Reflection on Teaching Philosophy);

7) Reflect on your own expertise.

The post-class reflections are as follows:

Looking back on the teaching work in the past semester, many achievements have been made, but at the same time, there are many shortcomings. In order to do a good job in the future work, the following is a brief analysis of the Chinese teaching work in one semester.

First, the success.

1. In the middle of the school, give full play to the initiative and creativity of both teachers and students in teaching, so that Chinese teaching is carried out in the process of equal dialogue between teachers and students. It stimulates students' interest in learning, cultivates students' awareness and habits of independent learning, and creates a good self-directed learning situation for students.

2. Strive to reflect the practicality and comprehensiveness of Chinese in teaching, strive to improve classroom teaching, think about the integration of knowledge and potential, emotion and attitude, process and method as a whole, and carry out heuristic and discussion-based teaching.

3. Attach importance to the correct orientation of emotions, attitudes and values, and regard the cultivation of students' noble moral sentiments and healthy aesthetic tastes, as well as the formation of correct values and attentive attitude towards life, as important materials for Chinese teaching, and integrate these materials into daily teaching work.

4. The relationship between basic literacy and innovation potential is well handled. In teaching, attention is paid to the accumulation, perception and application of language, and the training of basic skills, which lays a solid foundation for students.

5. In teaching, the laws of students' physical and mental development and Chinese learning are followed, and teaching strategies are appropriately selected to promote the overall improvement of students' language literacy.

Second, the existing problems.

1. In the process of learning Chinese, it is also necessary to work hard to develop students' linguistic potential, thinking potential, imagination potential and creative potential, so that students can master scientific thinking methods as soon as possible.

2. Further guide students to take the initiative to learn sexually and learn Chinese in practice.

3. Students' learning methods need to be further improved.

4. It is necessary to further expand students' reading horizons, so as to cultivate sentiment, develop personality, and enrich students' spiritual world.

5. Students' comprehensive learning potential needs to be further improved, so that students can discuss and express their opinions on issues of interest.

6. Strengthen writing training and improve the level of composition.

<>Teaching reflection refers to the teacher's summary and reflection on himself after a complete class, reflecting on the shortcomings and advantages of his teaching, and reflecting on his own analysis and comparison with the preset teaching effect and students' learning situation in the teaching process, and whether there are any parts that are not good enoughIt also aims to summarize the experience in future courses and then improve the teaching methods. Teaching reflection is an important means for teachers to improve themselves and progress.

Teaching reflection should be good at grasping the details of each lesson and recording what links are done well. It is necessary to discover mistakes in the teaching process in a timely manner and reduce the occurrence of such mistakes in future teaching as much as possible. It is necessary to be good at encouraging students' different opinions and fully affirming the ideas put forward by students.

Teaching Reflection Reflection Reflection on Teaching Objectives, Reflection on Teaching Gains and Losses, and Reflection on Teaching Philosophy.

Teaching reflection is the process of putting into words the feedback information, self-feelings, and many thoughts triggered in the classroom after the classroom teaching has ended. Encourage teachers to summarize the lessons and lessons in teaching in a timely manner, so as to deal with and use teaching materials more effectively, gradually grasp the teaching rules, and improve the teaching level.

My understanding is to revisit the classroom teaching in my mind like a video, and review whether my teaching goals have been achieved, how well the teaching tasks have been completed, and how the students' feedback has ......Then focus your attention on those who make yourself.

1. The content is fresh, and you can see the subtleties. Write about the problems encountered in your actual teaching, have personal feelings, and the content is fresh and specific. That is to say, starting from reality, we should explore a certain educational law in teaching examples.

The examples may be small, but you should be good at rising to the theoretical level and making some in-depth analysis to examine your own classroom teaching. Excited to something unforgettable. Finally, seize the opportunity, choose typical cases, feel fresh, and deeply experience ......For the record, this is pedagogical reflection.

2. The form is not formal, concentrated and specific. Writing teaching reflection should focus on specific materials and discuss each matter. As for the form and structure of the article, there is no need to be complete, and there is no need to be rigid in style. It can be written in the form of a summary or in the form of an essay, as long as you have an opinion.

3. Don't lose the right time and record it in a timely manner. In order not to lose the opportunity, you can record the facts that you feel must be written first, and leave the theoretical analysis and scrutiny of the text to find time for later. If you feel that there are many things to write about after a class, you may wish to determine an angle, and then sift through it, or focus on talking about experience, and consider which aspect to write about first.

Teaching Reflection Universal Short Sentences1. The contradiction between the progressive concept of mathematics teaching and the old teaching methods.

2. Ignoring the differences between students and ignoring their aptitude.

3. Pay attention to the design of teaching methods and weaken the guidance of learning methods.

4. In teaching, it is necessary to change the role of Weiwang and change the existing teaching behavior.

5. Respect students' existing knowledge and experience in teaching.

6. The success of teaching is inseparable from students, and the success of students and teachers in the design of teaching should be achieved through the success of students.

7. Teachers should summarize and record each lesson, 8. Teachers should pay attention to communication and dialogue with students.