Research On The Teaching Reflection Of Primary And High School Teachers

Since the 80's of the 20th century , a reflective trend has spreaded in all the Euro-American countries,which adovocated promoting teachers'development through reflection.Since then ,more and more researchers have focused on the study of teacher reflection in every country in the world.Many related researches have indicated that the reflection can promote and progress effects on teachers'professional development.The reform of latest elementary education curriculum in China posed new demand for teacher's occupation.Teachers should not only alter the teaching behavior mostly with experience and technique,but also examine their teaching activity with the rational thought.Thus,a teacher can become a truly reflection one.To meet the development of the times and the requirement of the reform ,the author thought that researching on the teaching reflection on the primary and high school teachers is of great instructive importance. The author adopts a series of research approaches such as documenting,investigating ,follow-up interviews and experience summarizing. The thesis is divided into five parts. In Part One,the background of the teaching reflection research is introduced from two aspects.First the topic is put forward from the present author's personal experience,her reflection on the current situation of teaching and the requirement of the related reform .Then a review of literature on this issue is provided. In Part Two, the research on the teaching reflection of school teachers is introduced from the perspectives of the objects, reserching methods,subjects and the significance of the survey. The research on the teaching reflection can improve the professional level of teachers,promote the implement of the reform of latest elementary education curriculum successfully, upgrade the quality of education and teaching comprehensively. In Part Three,various theories of teaching reflection are probed deeply.First ,the core concept of teaching reflection is provided.Second, the theoretical foundation of teaching reflection is described from the philosophical ,psychological and methodological aspects.Third, the viewpoints of teaching reflection are indicated, including the main contributions of John Dewey , Schon and some other researchers. In Part Four, based on the studying of the thoughts and theory of teaching reflection by home and abroad researchers and instructors, the author investigated the actuality of teaching refletion of primary and high school teachers comprehensively. Some representative schools are choosed as the investigation subjects by the author. Through investigating the current situation of teaching reflection of primary and high school teachers and the teaching cases, the author made an analyse on the contents,process and methods of teaching reflection. The author also analysed the factors which inflenced teaching reflection according to the findings of the questionnaires and interviews. Besides,the author attempted to explore the wisdom of excellent teachers'reflection on teaching,with the hope of popularizing their successful experience among other teachers. On the basis of the studies mentioned above ,some implications and suggestions on optimizing the supporting system on the teaching reflection can be put forward.1)Teachers can improve their reflection abilities by the action research under the help of the experts. 2)The school leaders should give support to build the cultural atmosphere of reflection teaching. 3)Teachers can improve themselves by appreciating, reflecting and cooperating with each other. 4)Teachers should concern the students'feedback and evaluation on teaching. 5)Teachers should mould themselves,and make them become reflective teachers. Through researching on the thesis,the author got a clear understanding and deep thinking on teaching reflection of the school teachers.According to the contents of the practical investigation,some suggestions about teaching reflection are pointed out for reference.