A Case Study Of Reflective Teaching

Both knowledge economics's demand for the innovation quality of future talents and human-oriented idea of teaching, challenge to teacher's professional capability and look forward to their innovative curriculum implementation. In theory, reflective teaching is curial course of teacher's re-creation on curriculum. In this case, the study of reflective teaching is of important theory meaning on curriculum implementation and teaching improvement.This study takes a school's teaching content as a objection, analyzes the cases of teacher's teaching ideal, class teaching and student's reflection based on the field of teacher's self-reflection. Methodologies including teaching diary, case study are employed for finding the question exiting in teacher's teaching activity. The study finds that the important factors influencing reflective teaching include teacher's habit such as professional attitude, reforming motivation, teaching brief and study capability, and school environment such as leader's style, development space, schedule arrangement. The systemic understanding on reflective teaching is expected by observing teacher's teaching practice and learning about teacher's reflection feature, and which can provide an effective reflection pattern on reflection teaching. Moreover, the study provides a few suggestions on improving teacher's reflection capability, promoting teacher's effective reflection, and contributes to further case study.