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The early 1980s, reflective teaching is booming in Western countries. In recent years, the Training Reflective Teacher education research in China has also become a hot issue. Teachers to teach to the school, will be particularly important to develop students' reflective learning ability. The paper gives the the reflective learning operational definition: learners consciously about things (such as thinking, methods, results, etc.) involved in the learning process and the learning process, learning characteristics of reverse thinking critically, sustained look at the constant adjustment and improvement, to promote the study and practice of the reasonableness of the learning activities. Reflective learning and physical learning Reflective Learning combined with the characteristics of the physical sciences in the use of physical discipline, about things in the learner's own physical learning activities, as well as the active process (thinking, methods, results, etc.) characteristics of reverse ponder. To reference related research and constructivist learning theory, metacognitive theory, critical educational theory as the theoretical basis, defined as physical reflective learning ability: the learners own physical learning activities, as well as the active process involved in learning about things (thinking, methods, results, etc.) characteristics of reverse thinking, constantly proactive planning, inspection, evaluation, feedback, control, and the ability to adjust. Exon of the physical reflective learning ability is divided into the following aspects: 1, reflective consciousness;, reflection skills; reflect on perseverance. Then current situation and existing problems of the physical reflective learning of high school students to investigate, the findings are as follows: First, in the investigation of this dimension of reflective consciousness, the vast majority of high school students reflect on the value and role of the more clear that carried the physical reflective learning can promote physical knowledge of learning both in the classroom or in after-school exercise, but most students do not develop habits often reflect, and secondly, in the investigation of this dimension of reflection skills, evaluation skills evaluation skills, more than half of the high school students will not always physical learning effect evaluation and assessment to identify which issues showed self-regulation, self-attribution less capable, communicative skills, students through exchanges with classmates, teacher reflection, or reflection do better literature, and show the high school students are more willing to exchanges and discussions with their peers to reflect on the tendency of the physical problems, but reflect on a lower level, the lack of intensity of reflection. Practice skills, students through practice to achieve self-feedback, the lack of capacity of self-regulation. Analysis skills, students reflect on aspects of problem solving after doing enough; strategy skills, the vast majority of students do not grasp the effective reflection. Reflective Learning for high school students physical status and existing problems, cultivating reflective learning skills of high school students physical teaching strategies: use of physical diary, to develop the habit of reflection, to strengthen reflective consciousness; show thinking, comparing, using AC discussion improve communication skills; guiding students to use concept maps to improve the cognitive structure, improve strategy skills; enhance student reflection exercises problem-solving, analytical skills; objective evaluation, self-monitoring, self-reflection, to improve evaluation skills.
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