A Tentative Exploration Of The Professional Development Of The Reflective Teacher Of Chinese In The Context Of The New Curriculum Reform

Curriculum reform in Chinese teaching is progressing rapidly, and the professional development of teacher of Chinese appears to be an exceptionally fundamental issue. The reflective teacher of Chinese is on the demands of the New Curriculum Reform and the contemporary Chinese teaching condition. The reflective teacher of Chinese relates to teaching objectives, emphasizes the life consciousness of both teachers and students, adheres to the principles of Chinese teaching, aims to accomplish the two significant tasks of "learn to study" and "learn to teach" and looks on literary attainments as the ultimate goal, by means of self- appraisal, student participation, case building, expert directing and team collaboration. Although some minar achivements have been made in Chinese teaching, yet for the time being utilizing widely the reflective teaching in Chinese proves to be rather difficult, partly because the teacher professional development is influenced by the teacher' s own knowledge and training, and also depends on the understanding and support from school leaders, colleagues and even the macro educational background.The whole paper, made up of five chapters, attempts to make a tentative reseach on the issues of roles, characteristics and the professional development of the reflective teacher of Chinese. Part 1 is an introduction, which briefly analyses the domestic and international backgrounds and significance of the research. Chapter 1 covers the current necessities of being the reflective teacher of Chinese in the context of this curriculum reform. The question is initiated from two aspects, i.e. the requirement of " the Four New Notions" in Chinese subject as well as today' s condition facing the professional development of secondary school Chinese teachers. Chapter 2 deals with the explicit definition of the reflective teacher of Chinese, based on the latest academic results from home and abroad. Chapter 3 contains the main contents of theteacher' s reflection, including the aims of Chinese teaching, subjects of Chinese teaching and strategies of Chinese teaching. Chapter 4 , combined with the experiences of reflection in my own teaching of Chinese, involves the main approaches of the reflective teacher of Chinese, including self appraisal, student participation, case building, etc. The last part of my paper, relates to the reflection of the professional development of the reflective teacher. Today the development of the reflective Chinese teacher is still facing various difficulties, owing to certain reasons. The cultivation of the teacher of Chinese requires us teachers and researchers to carry out more researches and studies, find out and overcome those difficulties.