Students' reflection is: reflective learning.

Reflective learning is learning through reflection on the process of learning activities. Reflection is a test process of re-understanding one's own thinking process and thinking result. It is an indispensable and important link in learning. Contemporary constructivism theory holds that learning should be constructed in activities, which requires students to constantly reflect, summarize and abstract their own activities. Obviously, reflection in learning, like the digestion of food and the absorption of nutrients by organisms, is irreplaceable by others.

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There are several ways:

Enhance students' reflective consciousness

Let students know that it is difficult to correct mistakes without reflection; Clear reflection can not only correct mistakes in time, but also optimize existing knowledge and improve its own rationality. Students' reflective behavior should be habitual, that is, the subject will react naturally when encountering specific stimuli. Students who have the habit of reflection will consciously and actively reflect on the study plan, learning process and learning results before, during and after learning. In short, after strengthening the awareness of reflection, students will have a "warning line" psychologically, reminding students to be alert to their studies at any time, and once there are suspicious points, they will enter a state of reflection.

Create a reflective environment for students

It is often not easy for students to clearly realize their own shortcomings in learning, because it is a "threat" to their personal ability and self-confidence. Therefore, as the promoter of students' reflection activities, Mr. Zao should create a relaxed, trusting and cooperative atmosphere at this time to help students see the problems in their studies and enable reflection activities to be carried out. Teachers can start from the reality of students and promote students' reflection by providing appropriate questions or examples.

Cultivate students' reflective ability

Reflection is not a simple review and general analysis, but a new level and a new perspective to look at the shortcomings of reality. This determines that students should at least have the following reflective skills: experiential skills, which mainly refer to students' ability to reflect on themselves relatively intuitively with the help of experience; Analytical skills, mainly used to interpret descriptive data; Evaluation skills are often used to judge the significance of the results of inquiry; Strategic skills, telling students how to enter the action plan and participate in the implementation of the plan, and how to conduct reflective analysis; Practical skills to help students analyze practice, purpose, means and good results in a unified way; Communication skills, deepen students' understanding of knowledge by extensively discussing students' thinking views. In teaching, teachers should adopt various methods to consciously cultivate students' reflective skills.

Enhance students' reflective perseverance

Reflection, to some extent, is self-disclosure and an act of inducing pain. Even if a person who lacks perseverance has a strong ability to reflect, it is difficult for reflection to proceed smoothly. Perseverance in reflection is not only reflected in students' persistence in reflection, their tenacity in overcoming difficulties and enduring pain, but also in "urging" themselves to stare at the irrationality of their study from beginning to end and dare to "explain" their irrationality to others. As Habermas said, "whoever can explain his irrationality is a person with subjective rationality." In teaching, teachers might as well deliberately set obstacles to reflection and let students try many times, so as to sharpen students' reflective will and enhance their reflective perseverance.

Establish an interactive reflective relationship

Reflective learning is an individual activity that depends on collective support. It needs not only an open, responsible and persistent attitude, but also an environment of cooperation, coordination and trust. It is a cooperative and interactive social practice and exchange activity. In the process of reflection, if students get guidance from others or cooperate with others, their understanding will deepen and the effect of reflection will be better. Therefore, teachers should create more opportunities for students to communicate and discuss in teaching. Students can be organized to carry out group learning and cooperative learning to improve the reflection effect.

Finally:

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