A Study On The Present Situation And Strategy Of Primary School Teachers' Teaching Reflection

The development of teacher’s professional level affects the quality of schooleducation, and the development of teachers’ professional level is restricted by TeacherProfessionalization Growth. Taking Teaching Reflection as an effective means topromote on Teacher Professionalization Growth, we try to integrate ontology knowledgeand conditional knowledge, producing certain role in the formation of practicalknowledge. Since the implementation of the new curriculum, teaching reflection attractmore widely attention among academics, they emphasize the teachers to reflect on theirown teaching practice, to improve teaching level and the development of practicalknowledge. However, contacting with many primary school teachers striving in aline, the author found that current situation of teaching reflection is not ideal. Some ofthem regard teaching reflection as a form, just to complete the school’s mission; Somesimply don’t want to reflect, think that there is no necessity; others reflect aimless. Basedon this, the author started this research.According to the study of teachers’ teaching reflection at home and abroad, thisresearch gives sorting and analysis from the content, influence factors, the value,significance, ways, means of the teaching reflection, and the strategy to improve the levelof teacher reflection and so on, make clear the connotation of teaching reflection,supplement the deficiency of existing research. Based on the huge amounts of data I’veread, author have investigated182teachers’ teaching reflection about the present situationand the possible factors which affect teaching reflection among3city primary schoolsand three rural primary schools in Bei-Piao. The results show that the problems existingin the process of teaching reflection with primary school teachers is mainly as follows:Lack of ability of teaching reflection; Teaching Reflection lack of interaction andcommunication; In general, teaching reflection lack of initiative and subjectivity; Someteachers’ teaching reflection lack of systematic; Individually, some groups do not haveenough sense of teaching reflection. Through analysis of the causes of these problems,the author do the research mainly from two aspects of teachers’ and schools, mainlysummarizes the following reasons. Teachers ’understanding of teaching reflection exist acertain deviation; Teachers ’ teaching reflection lack of intrinsic motivation and externalthrust; Teachers lack of theoretical knowledge of teaching reflection; Too much teachingtask for teachers; There lack of atmosphere of teaching reflection at schools, and so on.Through analysis of the causes of problems above, author found that the teachingreflection is not only restricted by the subject teachers, but also the school. Therefore,author puts forward some strategies according to teachers and schools, such as following:As the subject, teachers have to improve their consciousness of reflection, enhance theinitiative of reflection; To improve teachers’ ability of teaching reflection; school shouldcreate teaching reflection atmosphere and conditions for teachers; schools should bestandardized management system, incentive system and evaluation system.