反思,除了对一节课或一个问题的深入思考、学习、实践、再思考这样的形式以外,还可以是更加“随意”的思想花絮。只要有潜在的反思意识和反思习惯,在教育教学发生的场所,能够成为反思对象的事件就俯首可拾。这些看起来很微小的思想火花,却往往具有很强的穿透力,触及教育教学中的要害问题。常常会本能地、自发的反思可能使教师从正面中不断地成熟、成长。但也可能出现相反的情况,即经过反思产生自以为正确而实际上并非正确的想法和行为,这样经过反思形成的想法、行为同 Reflective, in addition to a lesson or a question in-depth thinking, learning, practice, rethinking such a form, but also can be more “casual ” thought-provoking. As long as there is a potential sense of reflection and reflection habits, in the place where education and teaching can occur, the events that can become the object of reflection can not be ignored. These seemingly small ideas spark, but often have a strong penetrating force, touch the key issues in education and teaching. Often instinctive, spontaneous reflection may enable teachers to constantly mature and grow from the front. However, there may be the opposite situation, that is, after reflection, ideas and behaviors that are self-righteous and actually not true are produced, so that after reflection, thoughts and behaviors are the same