A Study On The Development Of Reflective Ability Of Middle School Teachers

Classroom teaching and teachers’ professional development is an important research topic in the current practice and research field. As we all know, the development of a country is largely relied on the development of its education, while the development of education is mainly depended on the development of its teachers, and the teacher’s development is largely relied on his teaching experience and reflection. As the core of teachers’ professional ability, the development of teachers’ reflective ability is considered to be the highest capacity that teacher should possess in the21st century.In this study,84reflective materials which are written by28high school science teachers in3years from Shanxi Zhongyang are analyzed through the qualitative analysis software Nvivo8.0to identify the important dimensions for high school science teachers’reflection ability development. And then the researcher enters the data and the results into SPSS19.0, and takes a correlation coefficient analysis to compare the difference in reflective content among the various stages. The paper is discussed around seven parts. The first part is the introduction, which mainly analyzed the reasons and the significance of this research. The second part is about the review of teachers’ reflection research. The third part describes the theoretical basis and the relevant concepts of Teachers’ reflection ability. The fourth part describes the ideas and the research design of this study. The fifth and sixth parts are about the research of dimensions for high school science teachers’ reflection ability development. After the least significant difference by SPSS, the researcher reached the following conclusions.(a) On the content, teacher reflection contained classroom orientation, teacher development orientation, student development orientation, educational concept orientation, education reform orientation and interpersonal relationship orientation. On the classroom orientation, the content mainly focused on leading-in of a classroom, blackboard design, instructional design, teaching strategies and teaching ideas and so on. Teacher development orientation mainly contained teachers’ professional knowledge and ability, teacher self-image and personal charisma. On the student development, the contents largely focused on the development of student achievement, ability, interest, motivation, mental health and personality health. Educational concept and reform orientation respectively emphasized the theoretical level of content, curriculum reform and the reform of the examination. Interpersonal relationships focused on the relation between teachers and other teachers, parents and students and so on. In a comparative study of the various stages, the third stage and the first stage had significant difference for all the dimensions.(b) In the content of tendency, it showed open, persistent resistance, challenge, responsibility, rigor and maturity. And comparing the previous stage, the next one displayed an upward trend.(c) The characteristics of the teacher reflection showed subjectivity, practicality, research oriented and development.(d) The performance level of teacher reflection showed pre-reflective level, the level of quasi-reflection level and reflection level. And in the latter two levels, the third stage and the first stage had significant differences.On the basis of the preceding conclusion, the researcher made recommendations for high school science teachers and made a summary for the innovation and deficiency of this research.