The Investigation And Research Of The Teaching Reflection In Primary & High School

Since the 80's of the 20th century the term of " reflective teacher" in all the Euro-American countries has expanded, of which the connotation has consisted with the content of the reform with newly fundamental education courses of our country. This fresh demand for teacher's occupation proposes that not only the teaching behavior mostly with experience and technique should be altered to meet the new requirement, but also this teacher activity be examined with the rational thought. Thus, a teacher can become a truly reflective one. By the research and discovery on the reflection of teachers' teaching, that consciousness must be cultivated, that reflective habit and ability must be strengthened, that manner of teachers' education must be improved and that new methods for teaching quality must be developed.This research bases on the present investigation of primary and high school teachers' teaching reflection in Baiyin of Gansu Province (questionnaire investigation & individual interview). It brings forward the following discussion and analysis: the teachers' basic circumstance, the teachers' appraisal of one's own teaching and the affected factors in teaching reflection with the date, content, degree and method. After the study it is discovered that most of the teachers have the intention of teaching reflection. This type of reflection really exists in teaching but it appears simply. This reflection usually emphasizes the low-level teaching skills with the fewer rational patterns. It always lays emphasis of reflection after class, lacking the consistency. Definitely most teachers' ego evaluations are all very high and they continue their teaching with much confidence, at the same time, with paler consciousness. A gap lies between one's teaching with overestimate and the actual teaching. Most schools have the request to teaching reflection, but the request is neither definite nor concrete. This brings the teachers misunderstanding about teaching reflection. Self-questioning and retrospection congest teachers' mind, and they never accept that request. Their willing teaching reflection seems rather reluctant. Traditional profession training mode, traditional teaching view and students' views generally affect the factor of teaching reflection. Most teachers can identify new thought and new theories in teaching. For instance, they attach importance to the students' development and concern the efficiency of teaching. However, the differences between theory and actual teaching practice indicate that teachers' abilities in teaching reflection must be developed further.According to the results and the discoveries, countermeasures or suggestions must be put forward as the followings: to foster teachers' reflective abilities by promoting the development of the school; to increase the ability in teaching reflection by cultivating teachers' thinking about reflection; to improve the reflective abilities through teaching and research; to set up the interaction between teachers and students; to proceed with teaching reflection with activities and research; to establish the reflective mode for teacher education; to practice teachers' consciousness during practice teaching.