Study On The Present Situation And Promotion Of Reflection Teaching By Senior School Teachers

The Professional development of teachers is one of the central subjects of the contemporary educational reform. It is also the basic way to solve educational problems. With the implementation of the new curriculum, the quality and ability of the teachers meet new challenges, contributing to the development of both theory and practice of teacher professional development.Self-reflection for teachers is an important way to promote the professional development of teachers. Reflection has important theoretical and practical value, which has now been accepted by most researchers and teachers.In this paper, based on the analysis of reflective teaching researches, the author clarified the concept and characteristics of reflective teaching. Through questionnaires, case analysis and reflection on preliminary experiments to the community of teachers, the author explored current situations of teaching reflection and the way to promote reflection.First, the author investigated the teachers from the Jiangsu province via random sample survey. The teachers' reflective teaching has the following characteristics from four latitude reveals: due to the lack of guidance to teachers' reflection theory by school, teachers' cognition on reflective teaching has misunderstanding; lack of reflection on the ways and means;the vast majority of the technical level of reflection is technical; "teaching research" is the most common method of reflection, but not the most effective; teachers'self-development lacks attention, resulting in insufficient motivation for reflection;reflective consciousness is weak. So stimulating the self-awareness of the professional development and enhancing knowledge of learning theory to reflect are the most pressing problems to be addressed. Analysis of these features is to promote reflective practice.Then, using the "bottom up" research approach, according to the growth of a successful teacher, the author explored the steady deepening path of her reflective teaching. Through analysis, the author summed up the conditions of the good reflective teacher: need for self-development goals and the right values; need to update his theoretical knowledge constantly ; need to use a variety of ways and means of reflection; need to work and exchange with others. Results obtained through case analyses offered support for the group to promote reflective practice.Finally, the author formed the equal and cooperative community of reflective practice, tried the three stages of reflective teaching practice, namely "theory + reflection", "case + reflection" ,"practice+ reflection ". It is proved that community-based teaching reflective is more conducive to the creation of rich atmosphere. Besides, it is more effective to stimulate reflective awareness and strengthen the power of reflection. Thus, individual and group activities have in-depth reflection, promoting the common development of teachers and students.