Research On Cultivation Of Teaching Reflection Ability Of Teachers From Middle School

Actualization of New Curricular makes a new challenge to teachers' diathesis. The key factor of implementing curricular reformation and developing curricular is the diathesis of teachers'. However, ability of teaching reflection is the core issue of teachers' professional growth. one of the most important topics in nowadays' research is how to cultivate and improve teaching reflection ability, to make teachers choose teaching methods exactly, optimize teaching way, betterment teaching effects, and improve teaching quality.In recent years, researches on this topic inside and outside of China are increasing gradually. Such a phenomenon is lack of demonstration research; less of articles discussed in problems on contents, way, and process of middle school techers' teaching reflection., Particularly case study with specific backgrounds. This article tries to do some discussion on this aspect.researcher tries to make a comprehensive discussion on concepts, recognizant contents, process, and approach of teaching reflection, which is through observation from middle school teaching practice based on literature analysis. This study aims at and providing theoretical guidance and practical reference for numerous teachers' professional growth. Through survey by questionnaire and visiting talk, researcher makes analysis on factors affecting development of teaching reflection. This is good to help teachers to realize and overcome obstacles on development of teaching reflection ability. Finally, on the base of reviewing practice, researcher discusses practical way of cultivating teaching reflection ability.The whole article can be divided into six parts: the first part—foreword. In this part, researcher expatiates the raise of question, definites involving concepts of teaching reflection, and clarifies the basic way and significance of this research. The second part—situations on internal and external researches. Researcher tidies up both internal and external researches, analyzes results and finds their disadvantages as tandpoint of this study. The third part—survey and analysis on middle-school teachers' teaching reflection abilities. Through questionnaire survey and deep talk, researcher realizes general situations on teaching reflection ability, and discovers problems existing. Researcher makes a further step to analyze factors affecting development of teaching reflection ability. The fourth part—theory gist of cultivation on teaching reflection ability. In this part, several problems are discussed particularly as followings: theory on middle-school teachers' teaching reflection; the nature of teaching reflection; theory basis of teaching reflection; features, types, structure, contents and process of middle-school teachers' teaching reflection. These dedications make basis for practice. The fifth part—practical explores on cultivation of teaching reflection ability of middle-school teachers. Based on situation and consideration of teachers' teaching reflection, combining in relative theories, researcher raises measurements like strengthening knowledge learning systematically, cultivating consciousness of teaching reflection, utilizing scientific ways and methods, creating perfect atmosphere of teaching reflection, reforming practical explores of teachers' education on teaching reflection, and finally improving development of middle-school teachers' teaching reflection. The sixth part—ending. Teaching reflection ability of middle-school teachers is a complicated construction system with multiple dimensionalities. It includes issue-realize ability, acute insight ability, self-knowing ability and practical creation ability. To find an effective way of cultivating teachers' teaching reflection ability is not an easy task. This needs us to go on with our study through practice involving.