Research On Senior School Mathematics Teaching Relfection

Since the1980s, teaching reflection attracted more and more attention inthe Western countries. In recent years, the self-reflection of teachers become tocore of one of the factors that affect the professional growth of teachers.Teaching reflection is an important measure that proposed in new curriculum,this is a problem worthy of attention and study too.Professor Ye Lan, a famous educator said: a teacher wrote lifetime lessonplans do not necessarily become the teacher, if a teacher wrote three years ofreflection, it is likely to become a teacher. Professor Lin Chongde, anotherfamous educationist said, outstanding teachers=education process+reflection.American psychologist, Posner has a teacher growth formula:"Experience+Reflection=growth". These educators express the necessity and importance ofteaching reflection in different ways. However, there is not many teachers usethis method in their own teaching practice and activities.Mathematics teaching reflection refers to the individual understanding ofmathematics teaching ideas and behavior, monitoring and regulation.Mathematics teaching reflection contribute to their own development andgrowth of mathematics teachers, is considered to be "one of the core elementsof teacher professional development and personal growth”.This paper examines the status of domestic and foreign research onreflective teaching, based on the previous research and teaching experience,and discusses the content and type of high school mathematics teachingreflection in detail. Found the problems by analyze students learning situationand communication with colleagues, given the strategy of teachers and studentsto reflect on the teaching of high school mathematics. At the same time, furtherillustrate commonly used in our daily teaching of mathematics teachingreflection method, as the clue of enlightening teaching cases under several different perspectives.