An Investigation And Research Into Reflective English Teaching In Senior High Schools—From The Perspective Of Teachers' Professional Development

With the rapid development of global economy and increasingly close international exchanges, China's demand for high quality English talents is sharply increasing. So the role of English teachers as professional groups is becoming more and more important. Therefore, the professional quality of high school English teachers is paid more and more attention from the society. It is well recognized that the key to improving the overall quality of teachers lies in the professional development of the teachers. With the research and development of educational practice, the role that reflective teaching plays in promoting the professional development of teachers is obvious. The concept is acknowledged by the majority of educational researchers and teachers that reflective teaching is an important way to improve the quality of foreign language teaching. The present study is committed to investigating and researching the situation of English teachers' reflective teaching in senior high schools of Heze district. The research aims to analyze the present situation, study the existing problems, explore the reasons, and then discuss how to carry out the reflective teaching in senior high school English teaching so as to effectively promote teachers' professional development and senior high school English teaching.Based on the theory of reflective teaching, the theory of action research and the theory of teachers' professional development, this research takes 246 senior high school English teachers of the three high schools in Heze district as the research subjects. The research methods include literature, questionnaires, interview and data analysis and so on. Based on the survey of the basic information of senior high school English teachers, an intensive investigation is carried out on the reflective teaching situation of the schools. In the process of investigation, questionnaires are issued to 260 teachers totally, of which 246 copies were taken back; thus, there are 246 effective questionnaires. The total effective rate accounts for 94.6%. So the returned samples can be described as representative. It means that the questionnaire analysis can objectively reflect the status of reflective teaching implementation in senior high school English teaching in Heze.The data of the investigation is analyzed by means of the percentage calculation. Through analysis and discussion, it is found out that in the three investigated schools, there exist certain problems concerning reflective English teaching. There is obviously lack of positive atmosphere for reflective teaching. And many English teachers in the three senior high schools are lack of reflective teaching concept as well as reflective teaching consciousness.According to the analysis of the survey results and the relevant data, the study has found that the factors which affect the teachers' reflective teaching include the school environment factors and the teachers' own factors. School environmental factors include the overall atmosphere of the school and institutional policies and ideas; school evaluation system for teachers and teachers' daily tasks requirements. The teachers' own factors include teachers' reflective consciousness, the foundation of their educational theoretical knowledge, their reflective ability, emotion, attitude and values.The present study holds that reflective teaching is an important way for senior high school English teachers to realize their professional development. Through investigation, research and analysis, this study has discovered the existing problems in reflective teaching of English teachers in senior high schools. And the factors affecting reflective teaching are explored and analyzed. And hence, it further clarifies how to effectively implement reflective teaching in senior high school English teaching, so as to promote teachers professional development and improve the quality of English teaching in senior high schools.With the progress of the society and the development of education, the country has put forward higher requirements for teachers' professional development. It can't be denied that the professional level of teachers is a very important factor that influences the further development of education reform. Therefore, high school English teachers should have the courage to face the challenges, actively change their ideas, and strive to create an intelligent structure in line with the requirements of the time. And reflective teaching is an important way to achieve this goal. It is sincerely hoped that this research can provide a new perspective for the study of teacher development. Besides, the results of the research analysis and discussion can help English teachers in senior high schools realize and overcome reflective barriers, foster the habit of reflective teaching. Thus, the research can offer certain reference guidance and shed light on the implementation and development of reflective English teaching in senior high schools, so that it can actually contribute to the improvement of senior high school English teaching as well as the professional development of senior high school English teachers.