The Investigation And Analysis Of Self-observational Reflective Situation On Secondary School English Teachers

China has always placed the improvement of education on priority and strategic position.Which is,unswervingly adhere to the priority of education,and adhere to the scientific development and personnel training.Education is an essential national case and teacher is the key to enhance the development of education.Teachers' development,as the key and focus of the development of education,has been given a wide recognition and attention in recent years.Reflection,however,as an important cognition and ability of teachers,is regarded as the core theme and the trend of internationalization in the process of teachers' self-development.It not only helps teachers to improve their teaching ability and effective teaching,but also becomes the basis of expert teacher.Reflection has become a motive power to foster educational reform and curriculum reform.This study defined teaching reflective ability as the ability that teachers take themselves,teaching activities and teaching environment as the object of consciousness,through observation and review,and finally give feedback and evaluation during teaching process.According to the information and resources gained from classroom observation,teachers can reflect on their own teaching,which is a way to measure teachers' reflective ability.I hope after the study of teaching reflective theories at home and abroad,I could,through empirical investigation,collect the data of teachers' self-observation at the end of the classroom as the source to analyze the reflective situation of secondary school English teachers,and try to find out influenced factors.In this study,through Investigation method,the research object is the English teachers of four secondary schools in Baotou by the use of surveystudy.The data analysis of this study shows that,in generally speaking,the reflective ability of secondary school English teachers is good.The content of the reflection involves all aspects of the classroom teaching process,especially the reflection of learning environment is relatively concentrated,followed by the individuals aspects,whereas the reflection of the activity aspects are not good enough.The results of reflective ability are different because of teachers' different age,teaching years,educational background and professional titles.According to this study,firstly,the relation between teacher's age and reflective ability are positively correlated and significantly different,this reflective ability increases with age.Secondly,the correlation between 1-5 teaching years and over 10 years are significantly different.And teachers with different teaching years are significantly different in the part of learning environment and the individuals.Thirdly,reflective ability between teachers' different educational background are significant,graduate's reflective ability are better than undergraduate in general.Fourthly,the relation between professional titles and reflective ability are correlated.Fifthly,it is widespread to participate in reflective training among teachers,and they like to reflect on the part of the individuals and the activity.Finally,this paper puts forward some suggestions on how to cultivate teachers' reflective ability from four aspects.