The Case Study Of A Primary School Teacher's Reflection On Teaching

Teacher professional development has been a subject of a topic of concern. With the new curriculum developing into the reflection period, the concern of Theoretical education sector about teachers'reflection hasn't been removed. The teachers'professional capacity has putted forward in the curriculum reforms. The teaching reflection has been paying more attention by the education researchers as the way to expedite teachers'development and achieve efficiency teaching.Teachers must change the traditional concept to adapt the curriculum reform and reflection actively to be a reflective teacher. The research on teacher reflecting is an efficiency approach to self-improvement and eliminates traditional misconception about teaching. The only way to be a teacher full of smart is reflecting constantly, not only to be an information conveyance who just repeats the experience to convey knowledge.Therefore, the reflection of the teaching is of great theoretical and practical significance. The study about teaching reflection at home and abroad is almost about theoretical basis for reflection and the content, method, the mode of reflection. And it's very systemic. While this has been based on the theories of reflection and take a bottom-up approach and taken a case of a primary school mathematics teacher as an example. Through the methods of interview, observation and collection of material of qualitative research, I analyze material and refine the interview to discuss the teacher's idea about reflection, the content of reflection, the methods of reflection and the factors which affect the reflection of her teaching. Finally, after the contrast with the outstanding teachers'case of teaching and teaching reflection, I analyze how to improve in content and methods. Which actually has running the state in the teaching reflection.The purpose of this research is to promote the theoretical and practical study of reflection through the case study and the antitheses. After deeply thinking about teaching reflection I put forward three conclusion of the study:Teachers should reflect on the base of pre-establishing and establishing. Teaching is a dynamic process, for a course to achieve effective dynamically generated the advance must be thinking every link, and then to grasp the flexibility to the implementation in order to achieve the best results. Teachers should use the teaching resourcefulness reasonable to arouse thinking. Second, teachers should reflect in reading and writing. Reading means researching materials in-depth and comprehending the intent of the materials comprehensive. Writing means to write teaching reflecting and teaching experiences diligently. Third, teachers should reflect on the base of the reorganization of textbook. Reorganization of the textbook is the secondary development. That means in the implementation of the process of curriculum teachers could do appropriate additions and deletions to according to the established curriculum standards. And teachers also could chose or develop other materials for teaching so that the textbook can better adapt to the specific teaching scenarios and the needs of the students.