Teaching postscript is a part of teaching work, an important link to improve teaching quality and a self-evaluation of this course. For this link, we should be as careful as preparing lessons and listening to lectures, carefully recall the "successes" and "shortcomings" of this lesson, know some problems that may be found in the teaching process, and know all about the omissions of knowledge, skills and techniques, and take corresponding remedial measures in a targeted manner. And gradually formed its own unique teaching style and teaching methods.
Writing teaching postscript is more beneficial to each of our teachers, especially new teachers. In the actual teaching work, I found that some teachers' teaching postscript was written in the lesson preparation notes before class, and some teachers just wrote a few strokes and got it done without anything. So how to write a teaching postscript? I think we should pay attention to the following aspects:
"Accurate" means simple and to the point. The teaching postscript is not a long story or a running account, but a memory of the "real situation" in the classroom. For every link in the classroom (such as the teacher's demonstration operation, the language in the lecture, the description of the operation essentials, the guidance to students, etc.). ), through the appearance, find out the inherent law, make a preliminary induction and selection, and briefly record the "success" and "failure" in the lecture. If you have something to say, make a long speech, and if you have nothing to say, just a paragraph. Concise, that is, "essence".
Second, we should be "tight", that is, timely. Sometimes, some situations in class will be forgotten over time. So it is best to strike while the iron is hot after class and write down the inspiration in the teaching process in time. If times change, the effect will be far from perfect. Because inspiration is only a moment, the feeling disappears, and inspiration is not "spiritual".
Third, we should be "heavy", that is, focused. Writing teaching postscript should be carried out under the guidance of teaching plan, preparing lessons before class should be carried out as planned in advance, and what research and exploration should be done in teaching should be considered in advance, so that attention can be paid in teaching, and the goal can be clear and focused when writing teaching postscript. For those experimental projects that are tried and explored, we should focus on recording them so as to make them the first-hand materials for re-practice. For example, the teaching method of "Crab Claw Orchid Grafting Propagation" in the experimental textbook of technical class "Indoor Flower Cultivation Technology" is successful, so we can record the advantages and disadvantages of this teaching method and summarize the improvement. For a large number of accumulated "teaching postscript" materials, it is necessary to summarize and draw lessons from them, so as to explore teaching rules and continuously improve teaching quality.
Fourth, "all" is comprehensive. When writing the teaching postscript, you should record the content completely. It roughly includes five aspects:
(1) Understanding of teaching materials. Only by studying the teaching materials carefully and thoroughly can teachers master the teaching materials as a whole. When writing the teaching postscript, we should check whether the teaching objectives are up to standard, whether the teaching tasks are completed, whether the key points are prominent, whether the difficulties are broken, whether the ideological connotation in the teaching materials is deeply excavated, whether the teaching progress is reasonable, whether the blackboard design is lacking, whether the actual teaching effect is different from the idea of preparing lessons, and so on.
(2) Selection and application of teaching methods. Teaching method is a means to achieve teaching objectives, whether the choice of teaching method is reasonable and scientific, whether it is enlightening and interesting, whether it conforms to the age and psychological characteristics of students, and whether it is loose and moderate in organizing teaching (such as teachers' handling methods of accidents, students' different opinions, etc.). ), whether the timing of centralized guidance and individual guidance is appropriate, and so on.
(3) Students' feedback and suggestions. It is necessary to write a good teaching postscript and highlight the students' dominant position. Only by meeting the needs of students can we have a good teaching effect. Therefore, teachers should listen to students' reflections and suggestions, do a good job of investigation and research, explore students' thoughts, and constantly explore students' psychological characteristics in this era.
(4) Learn relevant business information, enrich your mind and improve your theoretical level.
(5) Write a little experience. By writing teaching postscript, we can accumulate scattered experiences and lessons and form valuable experiences.
As Zhu said, "Confucius taught people to go and talk in pieces, and come and go together to synthesize a great event." What Confucius usually teaches his disciples seems small and irrelevant, but after a long time, you will feel that these bits and pieces are intertwined and form a complete system. So as to learn to sum up. After the teaching, we write a teaching postscript, and the teaching postscript of each class is a scattered experience and lesson. Over time, these little lessons have become a complete system-teaching rules, which is an effective way and an indispensable link for us educators and even all those who are good at summing up experience.
What is teaching reflection?
First, the connotation of teaching reflection
As the concept of daily reflection, people often equate "reflection" with "reflection". In this sense, reflection means thinking about one's own thoughts and psychological feelings, and understanding or describing what one has experienced. In China, the concept of "introspection" has a long history. Confucius advocated the concept of "benevolence" and emphasized the self-examination ability of scholars. Self-examination has always been the self-demand of Confucian disciples, and people have always emphasized that self-examination can promote their own development. Dewey, an American philosopher and educator, first introduced reflection into the teaching process. In his famous book How Do We Think, he thinks that reflection is "a positive and lasting consideration of any belief or hypothetical knowledge form according to the foundation supporting it and the further conclusion it tends to reach."
The formal appearance of the word reflective teaching is mainly influenced by the book Reflective Practitioner: How Professionals Think in Action published by American scholar Scott 1983. In the book, Skan thinks that reflective teaching is a process for teachers to learn from their own teaching experience, and the advent of reflective teaching is beyond simply labeling teaching reform as success or failure. Professor Xiong Chuanwu, a Chinese scholar, thinks: "Reflective teaching is a process in which the teaching subject constantly explores and solves problems such as himself, teaching purpose and teaching tools by means of action research, and combines' learning to teach' with' learning to learn' to improve the rationality of teaching practice and make himself a scholar-type teacher."
Teaching reflection means that teachers consciously take their own classroom teaching practice as the object of understanding, conduct comprehensive and in-depth calm thinking and summary, so as to enter a more optimized teaching state and enable students to develop more fully. Teaching reflection is a beneficial thinking activity and re-learning activity. Teaching reflection is an activity that teachers improve their teaching ability through rational observation and correction of their own teaching activities. Reflection is a means and tool to achieve the actual teaching effect, make teachers' teaching participation more active and professional development more active. Teaching reflection is a technique to analyze teaching skills and a profound reflection on teaching activities, which enables teachers to consciously, cautiously and regularly apply research results and educational theories to practice. The purpose of teaching reflection is to guide and control teaching practice, and regular teaching reflection can make teachers move from experience-based teaching to research-based teaching. Teaching reflection is to think deeply about all kinds of controversial "excellent teaching views" and make choices in turn, and also to think deeply about educational ideas and educational background. It is a learning method to improve one's own business and teaching practice, constantly reflect on one's own educational practice, actively explore and solve a series of problems in educational practice, further enrich oneself and optimize teaching. Reflection is a process in which teachers take their own teaching activities as the object of thinking and examine and analyze their own behaviors, decisions and the resulting results. It is a way to promote the development of ability by improving the self-awareness level of participants.
The reflection mentioned here is different from the usual meditation reflection. Relaxation and reminiscence are often not a person's solitude, but a process that requires serious thinking and even great efforts, and often requires the cooperation of teachers. In addition, reflection is not only a summary of teaching experience, but also an activity of monitoring, analyzing and solving problems with the whole teaching process.
Second, the significance of teaching reflection
If a teacher is only satisfied with the acquisition of experience without in-depth reflection on it, then his old ideas and inappropriate behaviors will be difficult to change, and as a result, his teaching is likely to stay at the original level for a long time and stop. The biggest challenge facing modern education is not technology or resources, but the idea that educators are the first. Whether the educational concept is correct or not is an important symbol of teachers' maturity. What kind of educational philosophy will have what kind of teaching behavior. Correct thoughts lead to correct behavior, and wrong thoughts lead to wrong behavior. If a teacher's educational concept is outdated and his educational methods are backward, then the more he works, the greater the harm he often does to students. Therefore, teachers should first reflect on their own educational ideas. Ideas don't change, just correct behavior. Of course, this is also a correction of behavior, but often the original habitual unreasonable behavior will often appear. The significance of teaching reflection lies in that it focuses on the acquisition, possession and improvement of practical knowledge in teachers' knowledge structure, and opposes and criticizes the traditional teacher training model that only pays attention to the teaching of teachers' general knowledge, such as the possession of public knowledge, professional knowledge (so-called ontological knowledge), pedagogy and psychological knowledge (so-called conditional knowledge) and the improvement of corresponding academic qualifications. More importantly, practical knowledge refers to the classroom situational knowledge and related knowledge that teachers have in the face of purposeful behavior. The acquisition of this kind of knowledge, because of its unique personality, situational, openness, exploratory and other characteristics, requires teachers' self-reflection and training, and it seems impossible to rely on others to give it. Posner, an American psychologist, put forward the formula of teacher growth: growth = experience+reflection. On the contrary, if a teacher is only satisfied with gaining experience without thinking deeply, then even if he has "20 years of teaching experience, he may only repeat his work 20 times a year; Unless ... you are good at learning from experience and reflection, there can be no progress. " He can only stay at the level of novice teacher forever.
Practice has proved that teachers who are good at reflection and constantly strive to improve teaching effect on this basis will accelerate their own growth and development. In teaching, once the teacher is familiar with the textbook,
It is especially easy to fall into the teaching practice of mechanical repetition, and is in the fixed position of empirical thinking, books, authority and inert teaching. Therefore, to carry out teaching reflection,
Strengthening teachers' self-evaluation and self-discipline learning is particularly important for the development of teachers' disciplines. Only when teachers regard self-development as necessary and necessary will they strive to develop and construct themselves.
Form a holistic view of their own development, so as to continuously promote autonomous learning teaching and teach students to learn to learn.
Teaching reflection can further stimulate teachers' self-conscious impulse of lifelong learning. Constant reflection will constantly find confusion, "teach before learning difficulties", and constantly find strange me, thus prompting them to seek advice from teachers and treasure in the sea of books. The process of learning and reflection is also the process of teachers' continuous glory. Teaching reflection can activate teachers' teaching wisdom, explore new expressions of teaching materials, build an interactive mechanism between teachers and students, and provide students with new learning methods.
Reflection is a means. After reflection, forge ahead. If there is a problem, we will rectify it; When we find problems, we will think deeply; If we find experience, we will sublimate. In this way, the essence of teaching reflection is that teachers should dare to doubt themselves, dare and be good at breaking through and surpassing themselves, and constantly move forward to a higher level. You can meditate, look back and look forward to the night under the light. You may lean against the window and look at the starry sky, unable to sleep at night. It is precisely because of the irreplaceable personalized characteristics of teaching reflection that you can form a personalized teaching model. Reflecting on teaching more is equivalent to opening a row of windows on a wall without windows, and you can enjoy unprecedented scenery. Not only have a pair of eyes, a pair of ears and a tongue, but also a brain!
Third, the types and methods of teaching reflection
We can see some very successful teaching observation classes. In these observation classes, teachers and students cooperate seamlessly, and there are various exercises such as exploration, discussion and self-study. Coupled with the multimedia demonstration, the teacher is very excited and the audience is also very excited. However, how many such classes are there in a year's teaching? In actual teaching, teachers can truly reflect on their own teaching practice and teaching behavior. Not many teachers carry out reflective teaching, and many teachers still carry out simple and repetitive teaching practice with their limited experience. Does the teacher's teaching focus on the teaching content, syllabus and examination form, or does he shift the teaching focus to the cultivation and control of students' personality, interests and emotions? This is an important principle issue in the transformation of modern educational thought. Of course, there can't be a standard model for teachers' reflective teaching activities, because reflection itself is situational and uncertain, and reflection can only be carried out under possible conditions according to specific problems and actual conditions.
The types of reflection can be vertical reflection, horizontal reflection, individual reflection and collective reflection, and the methods of reflection can be action research, comparison, summary, dialogue, video recording, portfolio and so on. This paper briefly introduces the types and methods of reflection.
The method of longitudinal reflection and action research is to think and sort out one's own teaching practice as the cognitive object in the historical process. At the same time, students' feedback is constantly obtained and analyzed as another cognitive object. Finally, two specific cognitive objects rub together and integrate thinking. Teaching reflection runs through your teaching career, not a special task at a certain stage. I think therefore I am, and I think therefore I am new.
Lateral reflection and comparative method, teaching reflection needs to jump out of self and reflect on self. The so-called "jumping out of self" means to communicate frequently in the classroom, study the teaching strengths of others, learn from others' strengths, find out the differences in thoughts and analyze the differences in means and methods through study and comparison, so as to improve themselves. Of course, whether using action research or comparative method, we all need to learn advanced education and teaching theories, improve our theoretical level, and reach the realm of "reaching the peak, the other mountains all appear dwarfs under the sky.".
Personal reflection summary method, "thinking after class": it is very important for new teachers to sum up their thoughts after class and write an after-class teaching diary; "Think after a week" or "think after a unit": that is, after a week of class or a unit, reflect, cross the river by feeling the stones, and correct the problems in time when found; "Thinking after the month": finishing a month's teaching activities; "Mid-term thinking": that is, the popular mid-term quality analysis, which is a relatively complete stage analysis. Pass the mid-term exam, hold a student forum, listen to opinions, and conduct a complete integrated thinking; You can also reflect on a semester, a school year or a teaching link.
Collective reflection and dialogue method, collective reflection refers to observing the teaching practice of oneself and colleagues with colleagues, and having dialogue and discussion with them on practical issues. It is an interactive activity, which pays attention to the successful sharing, cooperative learning and the improvement of * * * among teachers and helps to establish the * * * body of cooperative learning. As the saying goes, "bystanders are clear, but the authorities are confused." Examining one's own teaching practice from the perspective of others can make one have a clearer understanding of the problems and obtain a wide range of ways to solve them. Teachers observe each other's teaching and record what they see and hear in detail. You can also use the camera to shoot teaching activities and organize watching. Each observation teacher writes a reflection on teaching, analyzes it in combination with his own teaching practice, urges everyone to think separately, and then discusses it together. The focus is on team reflection on common puzzles in teaching, and each teacher expresses his own opinions and puts forward ideas for solving problems. "Even if there is a conflict of understanding, it is also an opportunity for wisdom collision and learning."
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Paying attention to the cooperation and dialogue between teachers is an important feature of reflective teaching. Reflection is not only "thinking behind closed doors", but also an important way to communicate with the outside world, which is determined by the sociality of teaching and learning. In addition to collective reflection among colleagues, educational research scholars can also be invited to intervene, put forward promotional and targeted suggestions, and urge teachers to constantly reflect, so as to gain a newer and more comprehensive understanding.
Fourthly, reconstruction after teaching reflection.
Teachers' reflection on teaching is teachers' self-reconstruction. Teachers construct their own cognitive methods, their own understanding of various things and viewpoints, their own educational views and teaching methods.
Can objectively look at their own teaching process, find out the problems in the teaching process, and then find solutions and strategies.
Then monitor the implementation effect of the strategy and truly realize the objective evaluation of teaching. Teaching reflection can help teachers better understand themselves, students and teaching process. In the process of teachers' active construction,
Theoretical knowledge and empirical knowledge complement each other and are in the same important position. Only when theory guides practice and practice tests theory can teachers successfully construct themselves.