An Investigation On The Present Situation Of Middle School Mathematics Teachers' Teaching Reflection

In recent years, the reflective ability of teacher has become the core factor that the international communities focus on. Research shows that teaching reflection is the best and effective way to promote teacher professional development, and has become an important direction to reform teacher education in China. The new course also puts forwards an important measure that to take the teacher’s teaching reflection as the reformation in education. Therefore, research and analysis the current status and characteristics of high school teachers teaching reflection is to develop the ability to reflect and realize new ideas for teacher professional development.This research based on the theory of teaching reflection, using questionnaires, interviews, data collection and other research methods, has done some research into the current status of mathematics teachers of high school and middle school partially in YangZhou City in JiangSu province. Based on the basic situation of surveyed teachers, the research concentrates mainly on the following analysis and discussion:the status of self-evaluation, the time, content, method, dimensions of the teaching reflection, and the atmosphere, factors that affect teaching reflection, etc.Research found that while most of mathematics teachers have a certain understanding of teaching reflection, but this understanding is more shallow. Lack of ability to reflect, and don’t know how to reflect, or more, not really accept the teaching reflection from the heart. Most of the content of teaching reflection is still limited to the operational level, such as the teaching content and teaching strategies. Few teachers would reflect on teaching ethics. Besides, the method of reflection most teachers selected are "think" and "colleagues discuss". Very few teachers select to video their class and do some analysis of it. Some teachers use "reflective journal writing", but emphasis on narrative statements, analysis of causes are less or lack of the theoretical basis. Reflection time are mostly concentrated after class, and lack of the continuity. They accustomed to reflect more on their own perspective, colleagues and students,but less on literature. These problems shows that the ability of mathematics teachers to reflect is low.Based on the in-depth analysis of the survey results, we found some problems and factors that affect teaching reflection, and this paper proposed the following measures and suggestions to improve the teaching reflective level:Attention to theoretical study of education, enrich teaching methods and forms of teaching reflection, enhance teachers’ professional responsibility and honor, optimize learning and working environment of teachers.