Strategies For Language Teachers Teaching Reflection

Since the 1980s, a groundswell of "reflection" rose in Western countries, advocating for facilitating teachers' development by "reflection". Since then, a lot of researches on teachers' reflection have been carried out, most of which have proved that reflection does facilitate the teachers' professional development.Teaching reflection is defined as a process in which the teaching subject explores and solves problems concerning himself, the teaching purpose and the teaching tools through Action Research and combines "learn to teach" and "learn to learn" to rationalize the teaching practice in order to grow into a scholar-type teacher. Teaching reflection can ignite the teacher's wisdom on teaching and help the teacher explore new presentation modes of the materials and build up teacher-student interaction mechanism as well as the students' new learning manners. Therefore, it is fair to claim that teaching reflection is the catalyzer and an important foundation of teacher's development. With the gradual intensification of the new national curriculum reform, the teachers are required to undertake practice and research on teaching reflection. The author believes that to study the teaching reflection of teachers of Chinese in elementary and middle schools in the context of development and reform is highly practical and inspiring. Several research methods are employed in this paper, including literature collection, questionnaires, field survey, education narrative, interviews and summary of experience. The paper is composed of four parts. The first part is an introduction to the current situation of research on teaching reflection at home and abroad and the significance of research on this issue. The author then elaborates on her own thinking based on current research outcomes. The second part clarifies the theoretical foundation and conceptual framework of the notion of teaching reflection. The third part will focus on comparing several Chinese teaching reflection models from the practical perspective. The fourth part mainly explores the cultivation mechanism of teachers' ability of teaching reflection.In this paper, the author will start from her own practice on a teaching reflection model and compare practical strategies in reflection of Chinese teaching so as to identify the mechanism of cultivating the teaching reflection ability of teachers.