Action Research Of Senior Middle School English Reflective Teaching In The Context Of New English Curriculum Standard

The implementation of new English curriculum standard sets higher demand for teachers to reflect on their teaching action constantly and it puts forward more rigid requirements to senior middle school English teaching and learning. It suggests that teachers build a harmonious and democratic communication way in which teachers and students reflect on learning process and learning achievements together, encourage and help each other to achieve the aim that teaching and learning promote each other.Reflective teaching is a movement which arose in the western countries in the 1980s. In recent years it has attracted more and more teachers' and experts' attention in the education field in China. This study aims to enhance students" English ability comprehensively by exploring how to apply the theory of reflective teaching to the practice of senior middle school English teaching in the context of new English curriculum standard.Action research is one form of reflective teaching. It is a very effective way of helping teachers to reflect on their teaching and to come up with their own alternatives to improve their practice. Action research encourages teachers to investigate their own teaching problems that they may not be aware of before, and engages teachers in a process of development and reform beyond merely making impressionistic judgment in class.This study conducts a semester's teaching reform on students' English learning by adopting one form of reflective teaching—action research. Questionnaires, interviews and teaching logs are employed as methods of action research in the study. The study finds that the adoption of reflective teaching in teaching reform makes teachers easily access to feedback of teaching and learning, who can adjust his or her teaching methods to achieve teaching aims. This study provides an example for senior middle school English teachers to implement reflective teaching in the context of new English curriculum standard.This paper consists of six parts. The first part is an introduction to the study, in which new English curriculum standard, reflective teaching as well as the purpose and significance of the study are introduced. The second part is literature review, in which the definition of reflective teaching as well as the necessity and significance of reflective teaching in senior middle school English teaching is introduced. The third part mainly introduces the main approaches to reflective teaching and aspects of reflective teaching in senior middle school English teaching. The fourth part is the body of the paper, which presents the author's reflective teaching process in Grade one of senior middle school by action research. The fifth part provides some information concerning the results and discussion of the study. The sixth part is a conclusion which summarizes the results of the study and points out the unsolved issues in reflective teaching to trigger the further study.