反思是教师自主成长和发展的重要途径。自上世纪70年代以来，研究者对教师反思的过程、内容、水平、促进反思的内外因素进行探索，试图找到优秀教师的反思实践区别于其他教师的特质，为教师反思提供方法、内容参考和工具支持。但大部分研究者对反思方法、途径的关注忽略了反思动力才是支撑教师进行高效反思并促进专业发展和个人成长的事实。有少量研究对促进教师反思的内在个人因素进行探究，但多使用抽象的词汇和模糊的解释。因此，本研究着重对教师反思的动力因素及其之间的作用机制进行探索。 研究发现教师反思的动力系统由动力源系统、能源系统和反馈系统构成。动力系统由教师的教育理想信念构成，是教师反思的动力来源。其作用路径是由内而外，作用效果表现为对教师反思过程关注点和提问的引导。其作用效果受理想信念清晰程度和结构完整度的影响。当教师理想信念越清晰、结构越完整，由内而外的作用效果就越强，越能引导教师在反思中关注行动与理想信念的一致性。反馈系统是反思动力的催化剂，其作用路径是由外而内的。反馈系统的催化效果取决于教师是否能够进行有效反馈。有效反馈表现在：1）在反思中关注行动-环境互动与理想信念之间的关系（关注点）；2）能够有意识地收集反馈信息并对其进行分析，为后续的反思实践提供依据，形成能促进个体反思的正向反馈循环。能源系统是对动力来源系统和反馈系统的作用提供持续影响的能源，其作用路径是双向的。能源系统的供能通过教师持续专业知识能力的提升实现。 反思的动力机制同时也反映了各个系统对教师自我实现所需的三个基本心理需求——自主需求、胜任需求和关系需求的满足情况。三个系统协调一致的反思，反映的是教师在实践中很强的自主性、效能感和与他人良好的共同体关系。相应的，理想信念的动力情况会影响教师的自主性；教师个人的专业知识能力能（能源系统）水平会影响效能感体验；反馈系统的作用情况会影响教师行为与环境的互动，并间接影响理想信念的作用。 因此，本研究认为教师可以通过以下几方面改善反思实践，获得更有效的专业和个人成长：1）关注内心的教育理想，为反思提供动力；2）借助教育理想引导对情境的反思，消除行动与理想间的阻碍；3）寻求多种途径促进专业能力的提升，为高水平反思提供能源； 4）与学生、同事建立良好的关系，获得多角度的、真实的反馈信息

Teacher reflection plays a significant role in their professional development, especially in automatically self-development. Since the late 1970s, researchers are exploring the process, contents, levels and internal and external influence factors of effective teacher reflection, trying to find out the differences in their reflective practice between outstanding teachers and others. And provides effective references and suggestions for teacher preparation and professional development of teacher in service. But most of the researchers who focus on methods and tools of effective reflection, ignored the fact that the motivation of reflection is the key point of supporting teachers to reflect effectively and promote professional development and personal growth. There are some researches mentioned the internal personal factors to promote, but use abstract words and provide ambiguous expression. Therefore, this study focuses on the dynamic factors of teacher reflection and the mechanism of their functions. It is found that the dynamic system of Teachers ' reflection is composed of power source system, energy system and feedback system. Dynamic system consists of teachers ' ideals and beliefs, which is the motive source of their reflection. It’s functioning from within, and the effect is the guidance of their focus and the questioning process in reflection. The effect is influenced by the clarity of ideal belief and the degree of structure integrity. When the teachers ' ideals and beliefs are clearer and the structure is more complete, the function from within is stronger, the more they can guide teachers to pay attention to the consistency of between actions and their ideals in reflection. Feedback system is the catalyst of reflective source, and its action path is from outside to inside. Effective feedback decides the catalytic effect of the feedback system. Effective feedback is shown in: 1) The coherence between action-environmental interaction and ideal belief in reflection. 2) The ability to consciously collect feedbacks and analyze them, which provides basis for subsequent reflective practice, and forms a positive feedback loop to promote individual reflection. Energy system provides the power source system and feedback system with continuous power, which means the function from within and its opposite is stretched with energy system. The power of energy system comes from continuously promotion of teacher professional knowledge and competence. The dynamic mechanism of reflection also reflects the three basic psychological needs of self-realization：autonomy needs, competence needs and relatedness needs. When the three system work coordinately in reflection, the teacher shows strong autonomy, sense of efficacy and good community relationship with others in practice. Correspondingly, the motivation of the ideals will affect the teacher's autonomy, and the teacher's individual professional knowledge and ability (energy system) will affect their experience of self-efficacy, and the function of the feedback system will affect the interaction between teachers ' behavior and environment, and indirectly affect the functioning of their belief. Therefore, this study suggests that teachers can improve their reflective practice and gain more effective professional and personal growth through the following aspects, 1) Strengthen the motive power of ideals through awareness of personal ideals. 2)Eliminate the obstacles between the action and the ideals by the help with guidance of ideals when reflecting on situations. 3) Seek various ways for teacher professional development, which provide energy for effective reflection. 4) Collect diversity, authentic feedbacks through establishing good relationships with students, colleagues, etc.