A Survey On The Teaching Reflection Of The Postgraduate Students Majoring In English Teaching In Micro-teaching Class

With the New English Curriculum reform being carried out, the demand for teachers’ role has changed. It requests teachers to be able to constantly reflect from teaching practice instead of being slaves of textbooks. Though researches on teaching reflection have increased a lot these years, they do not shed much light on postgraduate students. Therefore, this thesis aims to highlight the current situation of postgraduate students’ teaching reflection so as to better inform teacher trainers and pre-service teachers to form a good habit of teaching reflection at an earlier stage.Three questions are studied on the postgraduate students’ teaching reflection:(1) What are the reflective contents of the postgraduate students majoring in English teaching?(2) How is their reflective level?(3) What are the factors influencing their reflection? In order to find out the answers, this thesis studied 41 postgraduate students from a key normal university whose major is English teaching. Meanwhile, this thesis observed the micro-teaching class, analyzed reflective journals and interviewed 10 postgraduate students and 2 tutors.There are mainly three findings:(1) The reflective contents of the postgraduate students highlight four dimensions: teacher, student, teaching design and class management.(2) Most postgraduate students’ reflective level stay at the explanation stage. Students at descriptive stage and critical stage are comparatively few.(3) There are two factors influencing their reflection: one is the postgraduate students’ reflective attitudes, teaching quality and thinking ability. The other is the tutors’ professional and patient guidance.In view of these findings, this thesis suggests several useful methods: postgraduate students can form reflective groups; Tutors can introduce reflective journals to the students; College can set a reflective website.