教研活动是学校教师工作中重要的环节之一，它直接关系到教师自身专业素养和教学能力、水平能否得到全面提升。教研活动的主体当然是教师，但是，教师能否自主开展教研活动、教研活动沿着怎样的方向与路径展开，却是一个涉及问题颇多、结构极其复杂的课题。本研究从反思与教研活动等概念出发，梳理了相关领域的理论研究，针对东莞市中学历史教研活动的现状，提出了开展反思性教研活动以解决教师在教学实际中所遇到的复杂问题与情境，设计了以反思为中心的教研活动的案例，引导教师在教学实践中获取信息、确定教学问题、暴露教学困境、构建解决问题的方案，帮助教师认识反思在教研活动中的作用，培养反思习惯，提升反思能力，成为教学活动中自觉和自主的研究者、行动者，推动构建适应基础教育历史课程发展的教研模式的进程。本文共分四个部分：第一部分是绪论，介绍了研究的背景、目的与方法；第二部分通过问卷调查，从东莞市中学历史教研活动的现状分析反思性教研活动的前提、现状与需求；第三部分是两个反思性教研活动案例的设计与分析，一个是“历史导言课的反思性研究”，另一个是“文明史相关内容教学的反思性研究”。第四部分是对历史教师反思性教研活动的再思考。

Teaching research, as the most important activity in school teachers’ professional life, is directly related to the availability of teachers to enhance their professional competence. Teachers are key players in teaching research activities. However, the autonomy of teachers as well as the direction and approach of teaching research activities are extremely complex issues.For the current status of school history teaching research in Dongguan city, the present study aims to help teachers to find out and solve the complex problems in teaching practice through reflective teaching research activities. Based on reviewing the literature on relevant concepts and theories, the author designed two cases of reflective teaching activities. Employed these activities as stimulants, teachers tried to expose and understand their teaching dilemma, refine teaching problems, further construct solutions to these problems. This study reveals the role of reflection in teaching research among school teachers, which can encourage teachers to consciously explore their teaching, and become conscious and active researchers and actors.This article is divided into four parts. In the introduction, the author introduced the background, research purpose and methods of the present study. In the second part, questionnaire investigation was implemented. The author analyzed the current status of teaching research among history teachers in Dongguan city, and further discussed the conditions and needs of reflective teaching research among teachers. In the third part, taking introduction course and teaching the history of civilization as examples, the author designed two cases of reflective teaching activities for history teachers. The process and outcome of teachers’ reflection in these two activities were elaborated. In the fourth part, based on the research findings, the author further explored the possible outlet of reflective teaching activities in history teachers’ professional life. Three key issues were lucidly discussed, including how to reflect in order to improve quality of teaching research; how to integrate reflection into teaching research; how to create a reflective environment for teaching research carried out.