(A) reflect on the meaning of teaching
Teaching teachers to reflect on their teaching activities for the process of thinking objects, to make on their own behaviour, decision-making, and thus the results generated by the review and analysis of the process, is a participant by increasing the level to promote self-awareness Capacity development.
Talking about here and reflect on what is usually a sit-in-the reflection of different mindset, it is often not one person alone to relax and memories of Man, but a need to seriously think and even the great efforts of the process, and often teachers need cooperation. In addition, to reflect on the teaching experience is not simple summary, it is accompanied by teaching the whole process of monitoring, analysis and problem-solving activities. Some people put forward the following three kinds of Reflection:
1. Reflect on the activities. This is after the completion of the individual in acts for their actions, ideas and practices of reflection.
2. Activities in the reflection. Individual acts in the course of their performance, ideas, practices, to reflect on.
3. Activities for reflection. This reflection is the result of these two kinds of reflection, to reflect on the basis of the above two to guide future activities.
The three in a reflection of the knowledge to guide the process is important. First, teachers plan their activities, through the "activities of reflection" by the observation of the act, just as he is an outsider to understand their behavior and the response of students between the dynamics of the causal link. Thereafter, the teachers also conduct "for the activities of reflection" and "for the activities of reflection", an analysis of the events, and to guide future decision-making that conclusion. Such a change and become a continuous process. Teachers in the process of reflection in a dual role: as actors, but also a drama critic. Reflections on a theory and practice of dialogue between them is between the bridges to communicate with each other.
(B) reflect on the teaching process
Teachers reflect on the process How does » It was a learning experience based on the theory, teachers will reflect on into the following four components: observing and analyzing the specific experience → → abstract re-general → positive test. In this process of reflection to improve the ability of teachers and thus improve their teaching abilities.
1. Specific experience stage
This phase of the mission is to make teachers aware of the existence of the problem and a clear situation. In this process, access to new information is very important, and others of teaching experience, their own experiences, all kinds of theoretical principles and unexpected experience will play a role. Once teachers aware of the problem, we will feel unwell, and tried to change this situation, then enter the link to reflect on. Here is the key to the problem and is closely related to individual teachers. People aware of their shortcomings in the activities, which are often self-confidence of the individual ability of a threat, so, so that teachers clearly aware of their problems in the teaching is not always easy. As teachers reflect on the activities of the promotion, at this time to create easy, trust, cooperation between the atmosphere and help teachers see their problem.
2. Observation and analysis of phase
At this time, teachers began extensive collection and analysis of relevant experience, particularly with regard to their activities, to criticize the other hand, their own vision, including their own thinking, behavior, including their beliefs, values, objectives, attitudes and emotions. Access to the observation data can have a variety of ways, such as the readme and memories, observation simulation, role playing, can also help sound recordings, films, records, etc.. In access to certain information, teachers should be on their analysis, the drive to see their teaching activities of the various ideas and views in the end what is it with their own theories advocated by the consistency, their actions are consistent with the expected results, So as to clear the source of the problem. This task can be completed by teachers alone, but cooperative manner often more effective. After this analysis, teachers will issue a more specific context of understanding.
3. Phase of re-general
In the analysis of the observation, based on teachers reflect on the old thinking, and actively look for new ideas and new strategies to solve the problems faced by. At this time, access to new information more effectively contribute to the concept and the strategies to produce, this information can come from research areas, can also come from practice areas. As for the teaching of specific issues, but also to issue a more clear understanding, knowledge of the activities at this time to find a direction, Focus, a self-directed, so different from the traditional teacher training in imparting knowledge. Similarly, this process can separate, but also through cooperation manner.
4. Positive verification phase
At this time on stage to test a summary of the actions and assumptions, it may be the actual attempt, may also play a role. In the course of testing, teachers will face new and specific experience, which in turn enter the specific experience the first phase, to start a new cycle.
In these four sessions, to reflect on the most concentrated reflected in the observation and analysis stage, but it only and will be combined with other sectors to better play their role. The actual reflection activities, the above four areas usually before and after the staggered, Boundary not clear.
(C) reflect on the composition of teaching
Teachers should reflect on what aspects of it » Was raised teachers should reflect on the following three important elements:
1. Cognitive component
A teacher is how the processing of information and decision-making. In the minds of men, a large number of interrelated relevant facts, concepts, broad experience and the information is organized into a network, a schema can be effective storage and rapid extraction, constitute the basis of individual understanding of the world. Some experts on new teachers and classroom teachers to explain the incident to do a comparative study, the results showed that the expert teachers in the teaching decision-making process reflects a deeper, with rich-linked plans. These plans-enabling them to accurately determine which event is cause for concern, and extracted from the memory of the relevant information in order to choose the most appropriate response strategy, which is enabling them to deal with various issues automated basis.
2. Critical component
Thinking process that drives the foundation, including the experience, beliefs, social and political orientation and goals, such as teachers, more emphasis on values and moral component, such as education goals are reasonable, education strategies and materials implied in the equality and power, and so on. It affects the teachers to understand the situation, the impact on issues of concern and ways to resolve problems. The researchers found that the process of reflection, teachers no longer as in the past only concerned to solve the problem, but more attention to the problem, they did not determine the answer to these and more interested in nonlinear problems.
3. Teachers statement
It was suggested that teachers should reflect their own voice, which includes the issues raised by the teachers, teachers in their daily work writing, talking the way they used to explain and improve their classroom teaching to explain the system, these teachers is a statement of the basic ingredients . It may contain some cognitive components and critical components, but the emphasis is on the teachers of various teaching strategies to make the interpretation of the situation, such an interpretation so that teachers can more clearly see their teaching decision-making process.
(4) reflect on the teaching methods
How should teachers on their teaching to reflect on it » Reflections on the following four ways:
1. Reflection diary. The day after the end of the teaching work, requiring teachers to write their own experience and guidance of teachers and their joint analysis.
2. Detail. Teachers each other to watch each other's teaching, they see a detailed description of the scene, analysis of this discussion.
3. The actual discussions. Teachers from different schools together, first proposed in the classroom on the issue, and then to discuss a solution, the end of the programme for all teachers and shared by other schools.
4. Action Research. For the class understood the problems encountered in real terms, to explore the programme of action to improve teaching, teachers and researchers to investigate and cooperation experimental study. It is different from the external researchers to explore the universal law of the study, but a direct focus on teaching practice and improvements.