Investigation And Analysis On Reflective Teaching Of High School Teachers

This paper has attempted draw attention to the theory of reflective teaching which consists of the definition of reflection and reflective teaching, the process of teachers' reflection, factors that influence the process and ability of teachers' reflection and four lenses for teachers to reflect on their teaching practice. It also touches upon the historical and present research of the reflective teaching theory, including its model, its nature, its characteristics and the practice of reflective teaching both at home and abroad. The reflection on the reflective teaching covers the relationship between reflective teaching and teachers' self-development as well as main characteristics of reflective practice in the contemporary era. Taking high school teachers as subjects, the self-workout questionnakes as measuring instruments, the paper discusses the high school teachers' cognition on reflective teaching and the characteristics of reflective teaching behavior. The results indicate:1. Significant differences among key middle school teachers and common middle school teachers are found regarding their cognition on reflective teaching through communication with students and colleagues. Great significant differences are reported on the cognition of reflective teaching through intercourse with students.2. There are distinct gender differences existing among female and male teachers regarding their cognition on reflective teaching through interaction with students and colleagues.3. Significant teaching-age differences between those who teach less than ten years and those who teach more than ten years are found regarding the reflective teaching behavior through students.4. Significant gender differences among male and female teachers are found regarding the reflective teaching behavior through students.5. Significant differences exist between those who teach major courses and those who don't regarding the teachers' self-reflective activities.6. There are significant differences existing among key middle school teachers and non-key middle school teachers regarding the reflective teaching behavior through students.