Professional belief is at the highe

Professional belief is at the highest level in the professional quality of teachers, which directly affects and restricts other aspects of the professional quality structure of teachers. The following cases illustrate how reflective teaching can promote teachers' professional growth. After the bell rang, I found my classmates sitting against the wall whispering to each other. I immediately named and shamed them. In the following class study, I found that the female classmate I criticized just now had been in tears. In order not to affect the classroom teaching, I did not go to ask, until the class was over, I called her to my office to ask the reason. At first she kept her head down and said nothing, but when I asked her again and again, she said why. In fact, when the bell rang, her deskmate was still gossiping, she was reminding him, but I happened to see, I gave her an indiscriminately criticized, so she felt quite aggrieved. I just know that I wrongfully blame her, hurriedly apologize to her. However, after a few days, she always had this shadow, did not show a smile.

They say "seeing is believing", but I saw with my own eyes, or wrong students, this is a profound lesson. The child's heart is tender and fragile, hurt is not easy to heal. As teachers, before we criticize our students, we must first ask ourselves whether things are clear. Is that the case? Can I justify my criticism? Never act rashly on your imagination.

This case tells us that classroom teaching is not a closed system, but an open system with rich and complex characteristics. A series of rhetorical questions at the end of the case changed the teacher's view on the nature of classroom teaching and triggered the change of his view on classroom teaching. In education and teaching, there are numerous similar teaching cases. As long as teachers are good at observation, thinking and reflection, and turn the results of observation, thinking and reflection into practical educational behaviors, their educational beliefs will be constantly modified and improved, which will be more conducive to education and teaching. Teachers should examine and analyze their teaching behavior performance, teaching behavior basis and teaching results through reflective teaching, constantly optimize and improve bad behaviors, methods and strategies, so as to make teaching practice more reasonable and improve teaching practice ability. In the current implementation of the new curriculum, teachers must pay attention to reflective teaching, improve their reflective ability, and strive to realize the change from empirical teachers to reflective teachers.