Research On The Reflective Capability In Teaching Geography Geographical Images Teachers In Grade 3 Of Senior School In Fuzhou City

Abstract: Based on the questionnaire compiled by the author, this research conducts an investigation on the geography teachers in Grade 3 of senior school of 2004 to 2005 academic year in Fuzhou to understand their reflective capability in teaching geographical images. The questionnaire includes three dimensionalities, which are theoretical reflective capability, empirical reflective capability and perseverance, and it is tested to have high enough reliability and validity so that it can be used as an effective tool in this research. The research results indicate that the teaches' scores of reflective capability and its three dimensionalities are all relatively high, between which the perseverance is the highest, the empirical reflective capability is the lowest and the theoretical reflective capability is between the other two. While dividing the subjects into different types according to the independent variables of teaching age in Grade 3 of senior school, school type, professional title, school location, age, sex role, academic credentials and the teaching experience, and then comparing their difference, we find that the teachers' whole reflective capabilities and theoretical reflective capability are significant different on the independent variables of teaching age in Grade 3 of senior school, school type and professional title, the teachers' empirical reflective capability is significant different on the independent variables of teaching age in Grade 3 of senior school and school type, and the teachers' perseverance is significant different on the independent variables of teaching experience in Grade 3 of senior school and school location. Based on the research results, we provide ten suggestions such as "learning by experience is the key way" for improving the reflective capability in teaching geographical images of geography teachers.