Research On The Application Of Reflective Teaching In Senior Middle School Ideological And Political Classes

The American scholar Posner once said: The growth of teachers = experience + reflection,and the study of reflective teaching play an important role in improving teachers ’working methods,improving teachers’ own literacy,and promoting teachers ’professional development.At the same time,students under the guidance of teachers,through the use of reflective learning thinking,is conducive to cultivating their own innovative quality and learning ability,to promote their own all-round development.In 2017,the implementation of the new curriculum standards for ordinary high schools has promoted the construction of high school ideological and political courses to enter a new stage,and also put forward new requirements for the training model of high school talents.This requires teachers to change the traditional teaching mode,establish and implement reflective teaching,optimize teaching practice and improve teaching efficiency.However,at present,as far as the teaching of high school ideological and political courses is concerned,under the command of the college entrance examination,to some extent there is still a one-sided pursuit of "transition rate",so the school has little strength to carry out reflective teaching,and the reflection consciousness of some teachers is weak.This makes reflective teaching difficult to advance.Therefore,this paper is dedicated to studying these problems and finding solutions to these problems in combination with teaching practice,in order to achieve a win-win situation of "teacher literacy improvement" and "student achievement improvement".The thesis mainly adopts the literature analysis method,observation method,interview method and comprehensive research method,among which the literature analysis method is used more.The thesis mainly consists of three parts: The first part summarizes the relevant theories of reflective teaching,focuses on explaining the concept,characteristics,types,and strategies of reflective teaching,and discusses the importance of implementing reflective teaching in high school ideological and political courses.This provides the corresponding theoretical basis for the following research.The second part,based on the author’s field research and interviews,analyzes the good results of reflective teaching in the current high school ideological and political courses.At the same time,it also finds that there are still problems in the current reflective teaching such as weak reflective ability,single reflective forms,and outdated reflective methods.The reasons for these problems are mainly due to the lack of attention to reflective teaching in schools,the weak reflection consciousness of teachers,and the lack of communication between teachers and students in reflective teaching.On the basis of the above problems and reasons,the third part of the article puts forward the countermeasures for implementing reflective teaching in high school ideological and political courses.It mainly starts from three aspects: First,improving teachers’ self-reflection and cultivation,and actively participating in reflective teaching;Second,improve students ’awareness and ability to reflect,establish a good teacher-student relationship;Third,the school creates a good atmosphere for reflection and promotes the development of reflective teaching.The times call for new needs,the times need new development,and the practice of reflective teaching in ideological and political courses requires that every teacher of thought and politics teaching shoulder this responsibility together,and it is incumbent on the teaching front line.Only by truly changing the concept can we correctly and reasonably accept reflective teaching,face up to the shortcomings in our own teaching,consciously reflect on ourselves,have analytical reflection on students,and have critical reflection on teaching.In teaching,we must accept different views with a more open and inclusive mentality,and think about problems and research teaching activities from multiple dimensions and multiple aspects.