An Investigation Of English Teachers' Teaching Reflection In Senior High Schools

From 1980 s,reflection as a trend developed in western countries.After that,Chinese scholars started to research and learn “teaching reflection” in 1990 s.With the implementation of the new curriculum reform and the influence of teachers' professional development,teaching reflection plays an important role in the teaching field and becomes an important factor in teachers' professionalism.The purpose of this research is to explore the situation of senior high school English teachers' teaching reflection,find the problems,and then to put forward some relevant suggestions in order to promote senior high school English teachers' teaching reflection awareness and professional development.By reading the literature and summarizing the relevant research on teaching reflection at home and abroad,this investigation focuses on four aspects: the teaching reflection attitude,the teaching reflection content during each teaching stage,the teaching reflection means,and the teaching reflection frequency of the senior high school English teachers.Research methods are questionnaire and interview.At the same time,the content of questionnaire and the outline of interview are based on the research questions.The author chooses 60 key senior high school English teachers who from Inner Mongolia as the research subjects,and eachschool choose 12 English teachers separately.The Data collection was completed by the end of October 2016.The author chooses 6 senior high school English teachers as the interview subjects.They are 2 senior grade teachers,2 second grade teachers and 2 novice teachers separately,and the data collection was finished in November 2016.Besides,this research uses SPSS 17.0 to analyze the collected data;the interview section takes an analysis of some English teachers' discourse excerpts and plays the role of supplement support for the questionnaire data.The results of the research are as follows.First,most senior high school English teachers have the awareness of teaching reflection and they think teaching reflection is an efficient way to improve classroom teaching and their professional development.While some teachers do teaching reflection because of school relevant regulations and their teaching reflection awareness is not strong.Second,the content of teaching reflection can be divided into the pre-reflection,the while-reflection and the post-reflection according to the teaching reflection stage.Through the investigation,most teachers reflect their teaching content efficiently during each teaching stage.However,some teachers' teaching is lack of coherence for the reason that the reflection time is limited.Moreover,teachers have heavy work to do so that they sometimes ignore teaching reflection.Third,teachers can reflect their teaching from themselves,students and colleagues.Through investigation,most teachers like to reflect their teaching by writing reflective journals.They tend to use traditional reflection ways.While the frequency of writing thesis and doing questionnaire is not high.Fourth,the frequency of teachers' teaching reflection is high,and the reflection after mid-term examination and final-term examination is obviously.Based on the research results,the author put forward some relevant suggestions.First,senior high school English teachers should study teaching reflection theory actively and improve teaching reflection awareness.They should develop the teaching reflection habit.Second,teachers should pay much attention to students' daily performance,enrich the content of teaching reflection,and let the teaching reflection has coherence.Third,teaching reflection means should be diversified.Fourth,the education department should provide the condition guarantee for teachers' teaching reflection;school should establish the teaching reflection mechanism and create a good reflection environment.