First, reflection is not about "reporting a running account", but about finding problems

We often see some teachers record everything they say and do in the process of children's activities in teaching reflection, and finally add a sentence: "Children had a good time" or "Today's activities didn't work very well", even if the reflection is over. These descriptions only reproduce the organization and development process of activities. < P > If teachers can think again: Why do children have fun? What are the main reasons for the success of the activity? What is the main crux of the activity failing to achieve the expected effect, and how to solve this problem ... This kind of teaching reflection is more valuable.

Second, reflection is not a "mistake review", but an effective adjustment.

Teaching reflection can reflect on some unsatisfactory places in educational activities and some failed lessons. But sometimes we think of reflection as "finding faults", and when we find the problems, we will talk about them, without deeply analyzing the reasons or looking for solutions.

Third, reflection is not "once and for all", focusing on induction and promotion

Reflection can reflect on the successful experience in teaching, for example, teachers can reflect on the places where they have successfully broken through the preset in activities, the places where they have effectively responded to adjustments, and the places where they have inspired children to produce new problems and new thinking. For example, in music activities, children who have visited chicken farms have some knowledge and experience about the image and expression of chickens, so they can flexibly imitate, imagine and compose animal dance movements with the music image; On the contrary, only imitation exercises can be carried out, and it is difficult to imagine and express. Therefore, the necessary life experience is the basis of effective activities, and reflection requires us to constantly summarize and improve according to the current situation.