On Reflective Teaching Of EFL Teachers

China plays a more and more important role in the world, such as the entry into WTO and the imminent 2008 Beijing Olympic Games. Accordingly, Chinese enthusiasm towards studying English has reached an unprecedented degree. However, in EFL teaching, a lot of problems are present. In the case, EFL teachers, who play a vital role in EFL teaching, must improve the teaching qualities in their teaching. Reflective teaching is the effective approach to improving EFL teaching.Reflective teaching is a rising methodology, which refers to the process of self-reflection of second language teachers involving finding problems, analyzing problems and solving problems. This approach is to improve the traditional teaching so as to adapt to the new English teaching in the new era.Reflective teaching aims at teachers' change and self-development. This kind of approach states the actual teaching processes, and seeks to gain a better understanding of these processes by exploring with teachers what they do and why they do it. The approach is teacher initiated and directed because it involves instructors observing themselves, collecting data about their own classrooms and their roles within them, and using that data as a basis for self-evaluation, for self-development, for change, and for improving EFL teaching. The study is to review reflection in teaching practice, including the definition and the characteristics of reflective teaching, so that teachers can clarify what reflection teaching is about, why it is important, and better understanding how they can grow to be reflective teachers. The thesis also analyzes one deliberately chosen example concerning teacher reflection from the perspective of improving EFL teachers' teaching. After that, the thesis points out the unsolved issues on reflective teaching to trigger the further study.