In the context of high-quality development in higher education, improving course teaching quality has become a central task of university reform. Reflective teaching, as an essential pathway for teachers' professional growth, plays a significant role in optimizing classroom instruction, improving curriculum structure, and enhancing the quality of talent cultivation. Based on a review of the theoretical foundations of reflective teaching, this paper systematically analyzes its characteristics, including openness, immediacy, continuity, and practicability. From two dimensions—teachers' instructional practices and students' learning conditions—the study explores practical approaches to implementing reflective teaching in university courses. Through specific teaching cases, it illustrates how reflective practice contributes to improving teaching content, optimizing instructional methods, and enhancing the achievement of course objectives. The findings indicate that reflective teaching should run throughout the entire teaching process. By establishing institutionalized reflection mechanisms and data-support systems, universities can effectively promote continuous course improvement, facilitate teachers' transformation from experience-based practitioners to research-oriented educators, and ultimately enhance the quality of talent cultivation.

Zhihua Feng. A Study on Reflective Teaching in University Courses. International Journal of New Developments in Education (2026), Vol. 8, Issue 3: 12-18. https://doi.org/10.25236/IJNDE.2026.080302.

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