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反思,不是简单的回忆或回顾,而是一种更高层次的反省,是思想的反刍、思维的审视;反思不是简单的、随机的、模糊的、偶尔为之的“想一下”,而是有一定目的性和系统性,甚至需要一定的深刻性和批判性;反思不只是对内容、过程、效果等的反思,关键还要对思想、路线进行反思。反思贵在真实。如果没有心的触动、情的感动、思的萌动、理的律动,反思自然就会成为单调乏味、应景交差式的又一种“检查材料”,不但会令教师不胜其烦、不堪其苦,还会败坏教育的趣味和研究意味。用心感悟,用心反思,这才是反思的生命力所在!反思不仅是一种方法或态度,还是一种文化,是在借鉴新的理念、认识基础上的创新努力;反思不仅是一种活动,还是一种人格提升、生命卓越的追求,是在自我体悟、判断、认同的基础上达成自我认识、自我超越和自我发展。在反思中,教师可以缩短理想与现实之间的差距,跨越观念与行为之间的鸿沟,实现理论与实践之间的良性互动。反思是教师专业发展和自我成长的核心因素。从某种意义上说,反思力决定着教师的实践力、研究力。学校倡导、鼓励反思,旨在让反思成为教师的一种研究习惯和生命自觉,但倡导、鼓励并不等同于规定、强制。只有源于内在需求、幸福体验和尝到反思的甜头后,教师才会积极、主动、科学、高效地反思。学校要为教师的反思营造氛围、搭建平台、引领方向,提供技术支持和过程服务,促进教师把反思外化为一种自觉行动。为此,本刊特邀请成都市锦江区的部分校长和骨干教师就“如何在反思中发掘前进的动力”这一主题进行了研讨,力图认清偏颇、探寻路径、理顺机制、激发热情,让教师学会反思、科学反思、高效反思,以期达成在反思中发掘前进动力之目的。
Rethinking is not a simple reminiscence or retrospect, but a higher level of introspection, which is a reflection of rumination and thinking of ideas. Rethinking is not a simple, random, vague, occasional “think about” There is a certain degree of purpose and systematicness, and even some profoundness and criticality are required. Reflection is not only a reflection of content, process and effect, but also the reflection of thoughts and lines. Reflections on your real. If there is no heart touch, affection touched, thought budding, rational rhythm, introspection will naturally become monotonous, should be another kind of cross-examination of “inspection materials” will not only make teachers overwhelmed and overburdened, Will also undermine the fun of education and research means. Introspection, intentions reflection, this is the vitality of reflection! Reflection is not only a method or attitude, or a culture, is based on the new ideas, understanding of innovation efforts; reflection is not only an activity, or A pursuit of ascension of personality and excellence of life means reaching self-awareness, self-transcendence and self-development on the basis of self-awareness, judgment and identification. In reflection, teachers can shorten the gap between ideal and reality, and cross the gap between the concept and behavior, to achieve a benign interaction between theory and practice. Reflection is the core factor of teacher’s professional development and self-growth. In a sense, reflective ability determines the teacher’s practical ability and research ability. School advocacy, to encourage reflection, designed to make reflection into a teacher’s research habits and life consciousness, but advocacy, encouragement is not the same as the provisions of mandatory. Only from the inherent needs, happiness experience and tasted the sweetness of reflection, the teacher will be active, proactive, scientific and efficient reflection. Schools should create an atmosphere for teachers ’reflections, build a platform, lead the way, provide technical support and process services, and promote teachers’ external reflection into a kind of conscious action. To this end, we have invited some principals and key teachers in Jinjiang District of Chengdu to conduct a discussion on the theme of “How to Explore the Driving Force in Reflection” in an effort to recognize the bias, explore the path, straighten out the mechanism, inspire enthusiasm, Let teachers learn to reflect, scientific reflection, efficient reflection, in order to achieve the purpose of exploring forward momentum in reflection.