The Research To The Route Of The Teaching Reflection Based On The Problem-solved

With the enhancement of the new-round elementary course reform in China, the teaching reflection from teachers in primary and middle schools has gradually become an inevitable way for them to improve themselves and become more specialized in teaching. At present, some scholars in and abroad have gained a great many research achievements in the teaching reflection from teachers. On the basis of using the research achievements of some scholars for reference and the spot check on the current situation of the teaching reflection from teachers in primary and middle schools in Shizhu, Chongqing, combined with the practical problems the teachers in some rural schools face in teaching, we put forward that there are seven steps in the process of teaching reflection: suspension, understanding, suspicion, plan, action, observation and conclusion. Through taking the cooperative research with the superior teachers in the primary and middle schools in Shizhu, Chongqing and making attribution analysis together, this research aims to find out the general approaches to teaching problems and gradually solve them in the process of teaching practice.This research contains the following contents:1. This part will combined with the author own working experience, erect the research route, define such concepts as teaching reflection, problems and route, etc. , and establish the theoretical foundation for the research.2. On the basis of the spot check, this part will analyze the current situation of the teaching reflection from teachers.3. This part will make an attribution analysis about the problems existing in the teaching reflection from teachers in primary and middle schools. 4. This part will try to find out the construction of the route for teaching reflection; put forward the strategies for teachers to reflect in teaching and discuss the establishment of the teaching reflection motivation mechanism.5. Implement the teaching reflection mechanism with the teachers in primary and middle schools.6. Analyze and conclude the implementation of the teaching reflection mechanism.Through the case study and the common negotiation between the teachers and the author, it is found in the research:The efficient settlement to the teaching problems is affected by many factors, while teacher is only one of them. Therefore, when facing difficulties and frustrations in solving the teaching problems, the teachers need to keep confident in teaching and try to find out the reason why the problems come about. In order to solve the problems successfully, the teachers need to make an overall analysis about all the factors existing in the problem system, combined with the realistic condition of the schools, cooperating with the companions, making friends with the students actively, trying to find out the approaches to the problems shortly after several failures and learn to gain lessons after each reflection in teaching. Reflecting in teaching is an everlasting act for a teacher. It is impossible to get the problems done once and forever just by accidental success in solving them; neither is the novice teachers transferred into reflective ones so quickly. The route for the teaching reflection is not such an easy scheme as doctrines or prescriptions, while it is a kind of thinking way in the process of solving the problems. The teachers need to improve their professional ability as teachers by following the lead of such a kind of thinking way.