Investigation And Countermeasures Research On Teaching Reflection Ability Of Teachers In Rural Junior Middle Schools

Since 1980s, there has been risen and developed an educational trend which emphasizes teachers'reflection abilities and it affects the whole worldwide teacher's education. Researchers domestic and abroad have widely and deeply discussed and studied theories on reflection, teaching reflection, reflective teaching and so on. The theories which they have discussed and studied are the deep academic and methodological foundations for studying teaching reflection abilities of teachers.Researchers around the world have been studied on reflection theories, but they only cared more about reflection, teaching reflection and reflective teaching, less on teaching reflection abilities of teachers, especially teachers in rural areas. This paper selects teachers in rural junior middle school of Ruijin as researching objects, observed and analyzed their teaching reflection abilities, the main points as follows:Firstly, based on the summarization of the academic literatures, this paper has discussed academic and practical significances for studying teaching reflection abilities of teachers in rural junior middle schools, ascended the academic foundation of teaching reflection abilities of teachers, sum up the backgrounds, the actual status, academic origins and foundation of academic and methodological. It comes to a conclusion that, studying on teaching reflection abilities of teachers in junior middle schools can help to improve the teaching academic qualities of teachers in rural areas and then promote their professional development, can speed up curriculum reform process and improve the levels of teaching in rural areas, it can also strengthen teachers construction, prevent marginalization development of rural education.Secondly, based on the questionnaire survey and observation on the spot, this paper, from two aspects, analyzes the differences of teaching reflection abilities of teachers in rural junior middle schools among their overall levels, genders, teaching ages, final diplomas and instructing subjects. According to the results, it finds that, the lack of teaching reflection tendency and action, the cultural obstacles indwelled among colleagues, low level of teaching management and the imperfect teaching evaluation system and so on are the main factors, which influence the improvement of teaching reflection abilities of teachers in rural junior middle schools.Thirdly, after consulting relative academic literatures, combined with the actual status of teaching in rural junior middle schools, this paper analyzes the feasibilities and support systems of upgrading teaching reflection abilities of teachers in rural junior middle schools. Furthermore, it discusses and studies some main countermeasures and advices for upgrading them from the practical point of view, with the help for the teachers and character for education in rural junior middle schools. This paper holds the points that, to upgrade teaching reflection abilities of teachers in rural junior middle schools, they should make the curriculum reform as a chance, try to improve their own teaching academic qualities, should take reflection dairy as a carrier, enhance their own reflection consciousness, should hold teaching researches as a link, cultivate their habits of reflecting together, should insist center-research as an area, make the system of expert-guiding more perfectly, should take educational research as a support, improve their teaching reflection and researching abilities.