A Case Study Of Teachers' Reflective Ability Improvement Strategy Based On Metacognition Theory

Nowadays, in the continue education mode which is based on administrative means, in the form of instilling teachers with education theory and education teaching method by the education teaching research experts, or the backbone teachers, it is difficult for teachers to directly translate the existing education theories and conceptual explanation and demonstration to their profound understanding and grasp of the complex process of teaching, much less the teachers’ professional consciousness and vocational skills. Therefore, to stimulate the motive power of teacher’s professional development, encourage teachers’ growth in the constant self-reflection, we advocate a kind of self-motivation, self-renew mode of "reflective teachers" professional development. We not only need to increase teachers’ professional knowledge and skills by external training, but also need to take appropriate strategies to help them find solutions to problems that are existing in their teaching, to make them take conscious self-assessment, regulate and monitor their teaching and professional growth process through the summary and reflection on their teaching experience.This research which is based on metacognition theory and theories related to reflective teachers, understands the current N middle school teachers’ reflection ability development level through the ways like investigation and study. It also analyzes the obstacle factors that are influencing the promotion of teachers’ reflection ability, and advances some concrete capacity building strategies on teachers’ reflection ability, namely (1) To promote teachers’ technical reflection ability through perfecting the routine teaching management system;(2) To promote teachers’ deliberative reflection ability and personalistic reflection ability through school-based research;(3) To promote teachers’ in&on-action reflection ability through teaching ability competition activities;(4) To promote teachers’ reflection ability through the development of school-based curriculum research. And on this basis, we carry out action research and case studies, to improve teachers’ reflection ability, help teachers perfect their teaching philosophy, improve their teaching skills, and promote their professional development.