A Case Study Of Reflective Teaching In High School English

Reflective teaching is a teaching method that can solve the practical problems in teaching,optimize the teaching process,unify reflection and practice,and improve teachers’ professional level on the basis of comprehending teaching materials or curriculum standards.Through the effective implementation of reflective teaching,high school English teachers can improve teaching quality and make teaching practice more creative and innovative.In order to promote the development of Senior High School English teachers’ professional level and further adapt to the requirements of the new curriculum standards,many educational practitioners and researchers gradually pay more attention to reflective teaching.In this study,two English teachers(one expert teacher and one novice teacher)from a high school in Wanzhou District of Chongqing were selected as the research objects.The author adopted literature analysis method,interview method and physical collection method to make a comparative analysis of the current situation of reflective teaching between expert and novice high school English teachers.It included five aspects: reflection content,reflection level,reflection practice,reflection reason and reflection methods.Based on the materials collected from the interviews and the reflection journals,the differences between the reflective teaching of expert and novice high school English teachers were explored from the above five aspects.It includes the following aspects:(1)in terms of reflection contents,the expert teacher pays more attention to the reflection on student development,teaching objectives and learning quality,while the novice teacher pays more attention to reflection on teacher development,teaching content,and teaching work;(2)in terms of reflection levels,the reflection level of the expert teacher is at the level of critical reflection,while the high school English novice teacher is at the level of technical level;(3)in terms of reflective practice,the expert teacher forms a virtuous circle of reflection and practice,while the high school English novice teacher does not form a virtuous circle of reflection and practice;(4)in terms of reflection reasons,the main reason for reflection of the expert teacher is their own growth and student development,and the main reason for reflection of the novice teacher is from the pressure of schools and students’ parents;(5)In terms of reflection methods,the expert teacher mainly adopt students’ feedback and independent way,such as consulting books,etc.,while the novice teacher mainly adopt the ways of teaching observation,discussion and consultation with colleagues,etc.On this basis,the author analyzed the causes for the differences in reflective teaching between expert and novice high school English teachers’ reflective teaching.It includes the following aspects:(1)internal factors: The mastery of reflective teaching theory,spirits in respecting work,sense of responsibility,initiative of reflection and the teachers’ professional level between expert and novice high school English teachers are different;(2)external factors: The relationship with students,pressures from school and students’ parents between expert and novice high school English teachers are different.Finally,the author put forward some teaching suggestions for expert and novice high school English teachers and schools.It includes the following aspects:(1)the novice teachers should have an appropriate orientation,constantly improve their professional level of teachers,establish innovative awareness,change the role of teachers,keep aggressive,actively adopt multiple ways to reflect,and properly deal with the relationship between family and work;(2)the expert teacher should take reflective records seriously,implement reflective teaching,have a correct view of college entrance examination,reduce the utility of teaching,establish a life-long learning attitude,and constantly explore and reflect;(3)school should take itself as a bridge to provide multiple reflection platforms,correctly position college entrance examination,reform the current teacher evaluation system,establish the concept of long-term development and create a good environment for reflection.