A Study On The Present Situation Of Instructor 's Reflective Learning

Teacher guides children on their reflective learning. It means that the teacher guides children to reflect on their existing learning activities by asking questions directly, or establishing reflection situation and other forms, to make children look back, evaluate and explore useful method to improve their own learning, meanwhile guides them to show the review, evaluation, regulation, and improvement by speaking them out or taking actions, and finally makes children achieve the goal of self-management and learning how to learn.This research adopted qualitative research method, focusing on the issue "teachers guide children on reflective learning", and analyzed the present situations, including the teacher’s idea, the content of reflection, reflection levels, reflection forms, reflection time, and the existing problems. At the same time, the research also put forward some suggestions.The research regarded "the purpose sampling" as the sampling principle to select30teaching cases from the national annual musician meeting of kindergarten group randomly. Then the researcher transcript all the cases by continuous recording, focusing on the activities of the teacher and the children’s reflection behavior. At last, the researcher collected176language fragment corpus. According to the characteristics of reflective learning, combined with the children’s emotional reaction and teaching effect, by using the generic analysis way, the researcher teased out the main content of children’s reflective learning under the teacher’s guidance, which includes three categories of eight small classes, and4basic levels, two kinds of basic forms, which can be divided into three small classes, and2kinds of reflection time. The researcher also gave some specific examples to describe. And according to the quantitative analysis, the researcher teased out several problems existing in the teachers’ guidance on children’s reflective learning, such as some teachers didn’t pay much attention to the children’s reflective learning, the connotation of understanding was not very clear; most of the content focused on the knowledge and skills, ignoring method, strategies and emotional values; most of the reflection laid on the shallow layer, the effect of reflection was not so good; reflection form was given priority to giving direct questions by the teacher, children are not so active. And to solve these problems, the researcher also gave some suggestions.