教学反思是促进教师专业发展的手段。时下在新一轮的教改热潮中,许多学校开始大力倡导并开展反思型教学研讨活动。然而,在具体的实践过程中,很多所谓的反思活动效果并不尽如人意。目前的一些反思型教研活动的弊端在哪里,如何改进与提高,这是教师专业发展中亟待认清和解决的问题。一、反思型教学研讨的通病以课堂教学反思为例,很多教师的“教学后记”“教学随笔”无一例外地存在一些通病。1.“完成任务”型。一些教育管理者将教学反思作为一种目标和任务强加在教师身上,量化考核,与奖惩挂钩。有些教育管理者为了便于操作和管理,或应付上级检查,展示本单位教师在课改中取得的成就,对相关反思文章的篇数、字数甚至格式都做了明确要求,这样就导致教师缺乏真情实感的投入,没有基于 Teaching reflection is a means to promote teachers’ professional development. Nowadays, in the new upsurge of education reform, many schools have started to vigorously promote and carry out reflective teaching seminars. However, during the concrete practice, many so-called reflection activities do not work well. Some shortcomings of the current reflective teaching and research activities, how to improve and improve, this is the professional development of teachers urgently need to recognize and solve the problem. First, the common problem of reflective teaching to classroom teaching reflection, for example, many teachers “teaching postscript ” “teaching essay ” without exception, there are some common problems. 1. “Complete the task ” type. Some education administrators impose teaching reflection on teachers as a kind of goals and tasks, quantify the assessment, and reward and punishment linked. In order to facilitate the operation and management of some education administrators or to check with superiors, teachers in this unit demonstrate the achievements they have made in the curriculum reform. They have made explicit requirements on the number of articles, the number of words and even the format of the relevant reflective articles, which leads to teachers’ lack of truth Real input, not based on