The Research On The Value And Context Of Teacher's Reflection After The Educational Activity In The Kindergarten

The theory of teacher's reflection has been boosting recent years, because its value has been concerned more.This thesis is based on teacher's reflection after the educational activity in the kindergarten,on the principle of combiningtheories and practice. The author use the methods such as literature,observa- tion and so on. This thesis is mainly about the value and context of teacher'sreflection after the educational activity in the kindergarten. In the first it made the definition of teacher's reflection after the educational activity inthe kindergarten, and then it research the context and the value of teacher'sreflection after the educational activity in the kindergarten. In the end itprovide suggestions to teachers in practice.The thesis is mainly consist of four parts:In part one:To put forward the question.Through analyzing the backgroundand the status of the preschool education nowadays, the author point out the necessity of the research, then decode the significance of the research from the analyzing of the problems of teacher's reflection in the kindergarten.In part two:To begin with the definition of teacher's reflection, The authorput forward the definition of teacher's reflection after educational activity inthe kindergarten, and then start from the definition the author declare the valueof the reflection both to the activities and the teachers.In part three:In this chapter, the author find the detail context of teacher's reflection after educational activity in the kindergarten. In the first, The authordeclare the basis, principle and sorting standards of teacher's reflection; then from these,the author construct the complete system of teacher's reflection aftereducational activity in the kindergarten.In part four: To solve the problems in the practice of teacher's reflection, the author put forward some suggestions on how to reflect in the practice.