The Development State Of Teacher's Reflective Ability In The Process Of Education Reform

Reflection is a way that avoids teachers becoming 'slaves' of technology, and makes them to be self-conscious practitioners. Along with the deepening of the education reform, the importance of reflection on teacher's development has attached more and more attentions of the educational researchers. The ability of teacher's reflection not only influences teacher's understanding towards education, but also influences teacher's abilities on teaching and researching and also teacher's self-consciousness on profession. In other words, teacher's reflective ability has become a core element in teacher's development. But such questions as 'in what kind of state does teacher's reflective ability exist, how does it develop along with the process of education reform, and what factors hinder or promote teacher's reflective ability have seldom been answered.This work tries to discuss the field of teacher reflection in following aspects:In the first chapter, the researcher first tries to make an analysis of the theoretical background in which the research of 'teacher reflection' emerges, supposing that the development of this research was influenced by the Cognitive psychology, the Critical theory, the Post-modernism, the Action research and also the theory of Teacher professional development. After that, the researcher also tries to analyze the practical foundations of this research in China, focusing on the influences of the education reform, school reform and the change of teacher's role. Based on the previous analysis, the researcher further explores the characteristics of teacher reflection in the perspective of research-perform practice in this part.The second part, the researcher tries to discuss the status quo and the process of development of teacher's reflective ability in two dimensions, respectively individual teacher and teacher group. In terms of individual teacher, the researcher makes her point through a typical case study. After several interviews and a close analysis of the teacher's reflective texts, the researcher presents a picture in which teacher's reflective ability develops along with the education reform. In terms of teacher group, the researcher makes her point through an analysis of four English teachers, who are in the same teaching and researching group in one of the base school of 'New Basic Education'. Through the observation of these teachers' teaching practice and also several times of interviews, the researcher tries to make clear the development state of teacher's reflective ability in the process of education reform and further discusses the three levels which influence these states.At the last part, the researcher tries to make a reflective analysis of the passive and positive factors that influence the development of teacher's reflective ability in the practice of education reform.