A Study On The Reflection Of Novice Chinese Teachers Based On Educational Narrative Texts

In international Chinese teaching,the complexity of teaching environment and the difference of teaching objects are prominent.Chinese teachers need to construct practical knowledge to make educational and teaching decisions.For the novice Chinese teachers,they can promote the development of educational wit through reflection,which can also helps to construct cognition and promote professional development.This study focuses on a reflective way,educational narrative.To understand novice Chinese teachers’ teaching practice and reflection,this study interview six novice Chinese teachers as well as collects 15 reflective educational narrative texts from novice Chinese teachers,and mark the content and level of reflection in the texts.Combining interview and text analysis,the paper summarizes the characteristics of the story and discourse of reflective educational narrative texts,discusses the current situation of novice Chinese teachers’ reflection,and then discusses the improvement space of reflective narrative.The results show that although there are call for "reflective teaching" and "reflective teachers",novice Chinese teachers’ reflective consciousness is not strong enough,and few people use educational narrative to reflect,which is related to their lack of sensitivity to practical problems and less attention to theory.The existing narrative texts show the following characteristics:(1)elements are of a great variety,among explicit factors which is paid the most attention is the behavior of teachers and students,among implicit factors that is their own educational ideas and emotions.(2)More attention is paid to the students’ background,learning environment and curriculum,more attention is paid to the procedures design,but less attention is paid to the students’ background and target content.These factors are related to the characteristics of Chinese teaching.(3)The level of reflection is still in the order of statement > Analysis > inspection,but the proportion of inspection is not very low.It often explains the phenomenon in terms of culture,teachers themselves and students’ individual factors,but pays less attention to political and historical factors.(4)In the use of narrative perspective,"fixed omniscient perspective" is the most common one,but "indefinite omniscient perspective" is also widely used.The latter may be affected by the narrative of novels,which will cause the deformation of events to a certain extent.(5)Besides "novice Chinese teacher",there are "experts in Chinese teaching research" and "non professionals" in the image of implied author.Unreliable narration also violates the original intention of ideological narrative writing.It can be seen that novice Chinese teachers also need to strengthen the reflection consciousness and the practice of educational narrative.In the process of reflection through educational narrative,in addition to improving the level of the story,that is,to have a more in-depth and specific observation of the students’ background,target content and other factors,to further combine the interpretation of the phenomenon with the analysis of culture,individual factors of teachers and students,politics,history and other historical factors,we also need to pay attention to the use of discourse,to guard against the reflection deviation caused by narrative perspective and narrative communication.