High School History Teacher Reflective Teaching

"Reflective Teaching"is one of the popular educational theories in today's world,It's also an effective way to promoto development of teachers and students, furthermore it represents the reform direction of 21st century's education for many countries.To make up the lack of research in science field and strengthen the combination between theory and practice,It's necessary for history teachers in senior middle school to probe the reflective teaching,and it helps upgrade a teacher's professional knowledge.In this paper,by using literature studies,surveys and case analysis,the history teachers of senior middle school do the inquiry into reflective teaching from four parts based on previous studies.First,the present state of reflective teaching Through comparison and analysis,the paper makes the research's shortcomings clear,pointing out that history teachers are lack of systematicness and feasibility in the research of this subject.Second,the characteristics of reflective teaching.The paper talks about reflective teaching's content and characters,also its framework and process.Especially practical problems,it states"how to be reflective"based on the form of concrete examples.Third,the professional requirements of reflective teaching.The paper discusses the requirements from four aspects——professional knowledge,personalities, teaching ability,especially personal qualities of history teachers.Fourth,teaching strategies of reflective teaching.The paper puts forward several teaching strategies,such as improving the mastery of theories,breaking the mindset, paying attention to different views,optimizing teaching design,mastering typical methods,emphasizing the accumulation of practice.Based on reflective teaching theory at home and abroad,this paper makes an in-depth and detailed discussion about why to reflect,what to be reflected and how to reflect,by a large number of fresh cases for the history teachers of senior middle school in the reflective teaching,so that they locates themselves accurately on their own role,to be a reflective teacher,it also offers a refernce for reflective practice of other historical teaching staff in the future.