Why can teaching reflection promote teachers to gradually move from experiential to expert?

Teaching reflection is a process in which teachers examine and analyze their own professional concepts, behaviors and activities, and the resulting results of their own professional behaviors and activities, and their own professional growth process. Pedagogical reflection has the following main characteristics.

The first is criticality, that is, to reflect on one's own teaching activities with a critical eye. When a certain teaching activity falls behind, under the guidance of a certain concept, use the "dissatisfied" mentality to think and analyze the teaching calmly, to discover and study the problems existing in the teaching process, or to rationally summarize and improve the effective experience.

The second is creativity, that is, creatively solving problems in teaching. Reflect on your own teaching, find out the problems existing in your own teaching, and form your own unique opinions and opinions under the support and guidance of theory, so as to solve the confusion in teaching and form an effective way to solve the problem.

The third is autonomy, that is, to reflect with an independent and conscious attitude. For teachers, teaching reflection is a highly conscious and autonomous self-study behavior, a positive spiritual activity, and a high-level way of working.

The fourth is developmental, that is, teachers can be developed. Reflection is a means whose purpose is to prompt teachers to look for problems, think about problems, solve problems, and be promoted and developed in them. The true meaning of teaching reflection should enable teachers to dare to doubt themselves, face up to their own problems in teaching, break through and surpass themselves through reflection, and constantly move towards a high level and high goals.

Summary. Kiss <>

I come to the expert teacher not only to understand the teaching method, but also to understand the students' abilities, experience and knowledge background, which characteristic of the expert teacher is that this reflects the professional knowledge, analysis and diagnostic ability of the expert teacher.

The expert teacher should understand not only the teaching method, but also the students' abilities, experience and knowledge background, which characteristics of the expert teacher are reflected.

Kiss <>

I come to the expert teacher not to know the pie round, only to understand the teaching method, but also to understand the student's ability, experience and knowledge background, which characteristic of the expert teacher is that this reflects the expert envy of the teacher's professional knowledge, analysis and diagnosis ability.

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In the teaching process, expert teachers should be able to analyze students' learning styles and learning needs, and adopt appropriate teaching methods and tutoring methods based on students' characteristics and abilities. In this way, we can better help students master knowledge and improve their academic performance. In the process of teaching, expert teachers should also have strong communication and exchange skills, be able to communicate with students in a good way, help students better understand the course content, and improve their interest in learning.

In general, expert teachers should have a high level of professional knowledge, analytical and diagnostic skills, communication and communication skills, as well as knowledge of teaching methods and assessment methods, and be able to adopt appropriate teaching methods according to the characteristics and abilities of students to help students master knowledge and improve academic performance.

1. In terms of educational philosophy, reflective teachers are open-minded, active-minded, good at absorbing various advanced educational concepts, and combine their own teaching practice for theoretical thinking, not blindly following or superstitious authority. He is good at sublimating his teaching experience into theory, and processing, developing and innovating educational theory. Empirical teachers, on the other hand, are conservative in their thinking, obedient to authority, and dependent on experience.

They did not dare to put forward any opinions on theories, neither dared nor did they want to surpass their predecessors, nor did they dare to carry out theoretical innovations.

2. In terms of student outlook, reflective teachers attach great importance to teaching democracy, regard students as the masters of learning, respect the subjective status of students, regard themselves as a member of the learners, participate in the process of students' learning as equals and cooperatives, and explore and discover unknown areas together. However, experiential teachers always regard themselves as authoritative, emphasizing one-way imitation and indoctrination of knowledge, students are in a passive position, and teachers and students lack cooperation and communication, research and innovation.

3. In terms of teaching methods, reflective teachers pay attention to individual differences, are good at teaching according to their aptitude, can skillfully use modern educational technology, adopt teaching methods such as discovery and learning, set up problem situations, inspire students' thinking, stimulate students' enthusiasm for learning, and focus on cultivating students' personality and creative ability. However, the teaching methods of experienced teachers are dull, lack of innovation, and mostly use the methods of teaching and indoctrination, the classroom lacks vitality and vitality, and the students they cultivate also lack personality and creativity.

Methods of Pedagogical Reflection:

1) Pre-teaching reflection method: that is, teachers should analyze and reflect on the teaching environment, atmosphere, teaching aids, teaching content, students' learning characteristics and needs, as well as the teacher's own teaching emotional state and teaching ability, so as to be aware and targeted, so as to adopt appropriate teaching modes and teaching strategies for teaching and achieve the purpose of teaching optimization.

2) Post-teaching summary and reflection method: After teaching, teachers record, summarize and reflect on the teaching feelings, teaching situations, teaching wit, and teaching feedback information of classroom teaching in a timely manner. Find out the successes, as well as the existing problems and shortcomings, and draw solutions and ideas through reflection, and revise and improve the teaching plan in a timely manner, and clarify the methods and measures for classroom teaching improvement.

3) Observation and comparison method: that is, through the observation of excellent teachers' classes, figure out and reflect on how excellent teachers organize and implement teaching, how to deal with the content, difficulties and key points of teaching materials, how to deal with classroom emergencies and implement teaching problems, etc., compare their own teaching, find out their own problems and gaps, and continuously improve the teaching effect.

The so-called "experienced" teachers are teachers who teach with knowledge and experience. It is characterized by the fact that the teacher knows a certain aspect of knowledge or knows more than the student before the student. With years of experience in education and teaching, they have formed a certain mindset.

The task of "experience-based" teachers is to preach and teach, adopt a relatively fixed teaching mode, seldom use advanced education and teaching methods, lack reference and refinement, and have practical experience but lack theoretical guidance.

The so-called reflective teacher refers to the teacher who has reflective characteristics in the whole process of pre-class planning, in-class behavior, and post-class evaluation. Reflective teachers should have high theoretical literacy and modern educational theories, have a strong sense of scientific research and scientific research ability, be able to consciously use advanced educational ideas and methods to guide practice, constantly explore the laws of education, and improve the effect of education, not only have the knowledge, skills and techniques required by classroom teaching, but also have the ability to reflect, research and improve their own teaching methods and educational content, as well as the theoretical basis of education, the social value and personal value of education and other issues.

The comparison between the two shows that empirical teachers only have practical experience and lack theoretical guidance, while reflective teachers not only have the knowledge, skills and techniques required for classroom teaching, but also have the ability to reflect, study and improve their own teaching methods and educational contents, as well as the ability to deal with the theoretical basis of education, the social value and personal value of education.

Empirical teachers only have practical experience and lack theoretical guidance, while reflective teachers not only have the knowledge, skills and techniques required for classroom teaching, but also have the ability to reflect, research and improve their own teaching methods and educational contents, as well as the ability to deal with the theoretical basis of education, the social value and personal value of education.

1. Differences in lesson schedules.

1. Content: The expert teacher only highlights the main steps and teaching content of the class, and does not involve some details; New teachers spend a lot of time on the details of lesson planning.

2. Revision: Most of the time required for the revision and rehearsal of the lesson plan of the special banquet draft is outside the time of the formal plan; New teachers should do a rehearsal of the lesson plan before the start of the lesson.

3. Implementation: Expert teachers have great flexibility when formulating lesson plans; New teachers don't revise their plans as the classroom situation changes.

4. Foresight: expert teachers show a certain degree of foresight and can carry out the plan with respect; New teachers don't think they can plan for what to do when they do.

2. Differences in the classroom teaching process.

1. Formulation and implementation of classroom rules.

The classroom rules formulated by expert teachers are clear and the execution is strong; New teachers have vague classroom rules that cannot be adhered to.

2. Attract students' attention.

Expert teachers have a well-established set of methods for maintaining students' attention; New teachers lack these methods.

3. Presentation of teaching materials.

Expert teachers focus on reviewing prior knowledge and are able to choose appropriate teaching methods according to the teaching content. New teachers cannot.

1) The concrete experience stage, the main task of this stage is to make teachers aware of the existence of their own problems and clarify the problem situation.

2) The observation and analysis stage, the main task of this stage is for teachers to collect and analyze relevant experience, especially information about their own teaching activities, to look at their own teaching behavior with a critical attitude, and to clarify the root cause of the problem.

3) The regeneralization stage, the main task of this stage is for the teacher to re-examine himself and find new ideas and strategies to solve the problem he is facing after clarifying the problem situation.

4) Positive validation stage, in which teachers begin to use the new strategies they have acquired to solve the problems in the teaching process and observe whether they are effective.

Key points of the answer] 1) Formulation and implementation of classroom rules. Classroom rules for expert teachers are clearly established and enforceable; Novice teachers have vague classroom rules and can't stick to them.

2. Attract students' attention. Expert teachers have a set of methods for maintaining students' attention in class.

3. Presentation of teaching materials. Expert teachers focus on reviewing previously learned knowledge and selecting appropriate teaching methods based on the teaching content.

4) Classroom exercises. Expert teachers see practice as a means of checking student learning, and novice teachers often see it as a necessary step.

5) Homework checking. Expert teachers have a set of regular, automated routines for checking students' homework.

6) The use of teaching strategies. Expert teachers have a wealth of teaching strategies and are able to use them flexibly.