Improveteachingintheteachingreflection-毕业论文翻译

1、Improve teach ing in the teach ing reflecti onModer n cog nitive psychology: teacher educati on andteaching,includingthe five systems, namely the targetsystem, material systems, operat ing systems, products, systems, and surveillanee systems. Monitoringsystem isthe core and dominance. Specific perfo

2、rmanee in the classroomteaching,teachingmonitoringfor teachers,self-exam in ati onand self-correcti on,self-rei nforci ngthisprocess specific problem - try - reflecti on - a n ew problem- adjustme nt - Reflecti on to comme nee and impleme ntati onthroughout teachers teach ing reflecti on.teachers mo

3、n itor core teach ing reflecti on, the the teachers monitoringcapabilities embodied in the effective use ofclassroom teach ing is teach ing reflecti on.A teach ing reflecti on, how?Teach ingreflecti onreflecti on links can be summarizedin to thefollow ingthree types: pre-teach ing reflecti on,teach

4、ingreflecti on, teach ing reflecti on. Every teacher will have the same feeling,from the initial formationof a teachingprogram of activities to the real pay all in practice, ofte nitimes deny, modify, especially in public activities. Actually, this constantlydeny, modified, and the teachers in theon

5、going process of reflecti on before teach ing it makes us more concerned about the stude nt experie nee, more seriously studying textbooks, more accurately grasp the goals, priorities and difficulties of teach ing activities and teach ingreflect on the goals and values& #8203;ofthe focus on teachi n

6、g and learni ngactivities, teachers carefully desig n each teach ing activities should be con sta ntly thinking: to carry out this activities to motivate stude nts to effective developme nt value Where?Why at this time to select the textbook? carry out this activity can solve any problem, achieve? c

7、an choose which key material, resources, means, and methods to better reach a moving target ?before teach ing reflecti on topay attentionto the experieneeof students,beforeteach ing the stude nts, we must have a full un dersta nding.What experie nces in which stude nts and the? What stude nts there

8、is a lack of kno wledge of what con verge nee?The most challenging experienee in which students? Experienee in which students how to get full exchange show? Experie nee in which stude nts how to combupgrade? Experie nee in which stude nts how to migrate to use? Teach ing Refleeti on is a more diffic

9、ult tha n The high mome nt of refleeti on, in fact, is a concen trated expressi on of the wisdom of teachingit requires teachers timelyin itiative in the process of teach ing and lear ning activities based on stude nt in terest, hotspots, gen erate problems as well as learningstatus to adjustteachin

10、gactivitiesprograms and strategies. want to reflect on in the teach ing dyn amically gen erated eve nt focused activities in the teaching process, teachers should be based on-site educatio nstude ntsspontan eouslygen eratedeve nts oremergencies,timely value judgments,adjust the defaultpla n flexibil

11、ity to resp ond to feedback to teachers based on stude nt default reflect of the problem in sta nt reflecti on and issues adjustme nt is the key to educati onal activities.Whe n stude nt teachers are notin terestedin, orunin telligible, an swer the questio n or the an swer is always at the same leve

12、l, the same angle, activities will appear “ cold field.“At this time, the teachers shouldimmediately reflect on timely adjustmentsto their ownproblems, also allows stude nts to ask questi ons, to en able stude ntsto become masters of lear ning teach ingreflectionteachingactivities, such activities i

13、n a timelymanner to not found the problem, the problems gen erated by the educati on sce ne, or the wisdom of the collisi on betwee n the teachers sparks recorded, ready for the subseque nt teach ing the teach ing reflecti on can focus on analysis activities similar effect with default intent, teach

14、ers in activity can ask yourself: activitiesto achievethe expected goals? Success is what causes? breakthrough which link or what issues default, made un expected gains?If the activity does not achieve the desired objectives, the n this is what causes ? teach ing reflecti on could focus on the n eed

15、 to adjust the an alysiseducati on sitetimelyadjustme nt or activities of the Departme nt.Teachers can be asked after the eve nt: activities where done to adjust? Why adjust? How to adjust would be better? Links to free papers Downl oad Cen ter what teach ing reflecti on role?Reflecti on in the endw

16、ill give teachers What are the ben efits? Today s teachingactivities disorder, or students impetuous, Iwould ask myself: is what materials so thatstude ntsarenot in terested? Lack of challe nging material for this groupof stude nts you? Materialun reas on ableit? subjectivemore to find a cause, rath

17、er tha n to criticize the stude nts, so I think reflect enhancedawareness of the problem.Teach ing Reflecti on teachers had a problem, the problem the teacher had a lot of con fusi on: What is a new type of relatio nshipbetwee nteachers and stude nts?How toimprove the effectivein teracti onbetwee nt

18、eachers?Teachers how to ask questio ns? To gen erate courses and default courses how to coord in ate how? Teachers took the stude nts throw the ball over the timely?And teach ingreflecti on I think not thought about in the past.Teach ing to reflect on what to pay atte nti on to?The Teach ing Reflect

19、i on “ thinking ” rati on al. “ Truth ” here refers specifically to thi nking out the truth, thi nking out of the doorway, thinking out of the law and its esse nee is the reflectionlevel by the“ phenomenon ” to the“ esse nee ” of sublimati on process is the tran sformati on.teacher s role is to a re

20、search ” by the “ experienee ” teach ing is the corn erst one of reflecti on, true kno wledge from practice, any reflection“Scriptures ” Get afterpractice - reflecti on- aga inpractice - Rec on sideredprocess. teachers in desig ning teach ing pla ns, the daring of the idea should be strong that the

21、pace of reform should be a large number of innovativeeffortsshould be stronger, prefer the“failure ” of innovation,not to “ success ” in the old-fashioned conservative no way only inno vati on there is hope, there is progress, only across when teaching plans after teachingpractice test,there must be

22、 “ was ” lost “. teachers at this time, to sit dow n, heart to sink dow n the brain to move, an alysis of the causes of the “ pros and cons ” , looking symptomatic“ medicine ” , the developmentof improved programagain practice such“ practice ” and “reflection ” cycle,will see through the“true colors

23、 ” . The concept is a pillarof reflection,teachingbehavior is dominated by theeducatio nal philosophy. The the teach ing reflecti on must be adva need con ceptsdomin ated:the target by a“single ”to“three-dimensional” ; content bybooksin doctri nati onto life cha nges inteach ingmethods, to guide the

24、“ cha ngein therequirements, it is necessary toreunificationtodifferences “ in the training,by the ” results“toprocess ” changes in the evaluation, by the judge to the“ diag no sis ” cha nge., only the adva need educati onal philosophy rooted in the bottom of my heart, to reflect only “list of small hills.Domesticdema