To solve this question, we need to understand the concept of reflective level teaching within the context of teaching aptitude.

The reflective level of teaching, as described in educational psychology, emphasizes the development of problem-solving skills and critical thinking in students. It encourages learners to reflect on their thought processes, analyze situations, and explore solutions independently or collaboratively. This approach helps students in becoming autonomous learners and thinkers.

Now, let's analyze each given option to determine which corresponds best to organizing teaching at the reflective level:

1. Systematic and sequential presentation of facts and information by the teacher: This method is more aligned with the memory or understanding level of teaching, where the focus is on the teacher providing information in an organized manner for students to learn passively.
2. Helping explore and explain problems and their solutions by students: This is aligned with reflective level teaching, where students are engaged in exploring problems, formulating hypotheses, and deriving solutions. This approach fosters a deeper understanding and encourages reflection and critical thinking.
3. Translating and interpreting the facts by the students: This is more about understanding and comprehension, where students take facts provided and interpret them, which is not focused on reflection or problem-solving directly.
4. Giving concrete facts and action sequences by the teacher: Similar to option 1, this focuses on delivering information without engaging students in problem-solving or exploration activities.

Based on this analysis, the option "Helping explore and explain problems and their solutions by students" is correctly aligned with teaching at the reflective level. This method supports the reflective teaching approach by encouraging students to engage with problems actively and think critically about solutions.