New Curriculum Middle School English Reflective Teaching And Research

Since 2000. China has been promoting the new curriculum reform of basic education and has developed new curriculum standards for all subjects. The Promulgation of English new curriculum standard has put forward more rigid requirements to middle school English teaching and learning. English new curriculum standard advocates quality-oriented education instead of examination-oriented education, develops students' good learning habits and awareness of life-long study, changing students as receptive container of knowledge into active learners. Such fresh and higher new requirements must also cause changes in teaching methods.Emerged in the 1980s, the reflective teaching approach is consistent with the spirit of the new curriculum standards and has become an international language of teachers and teaching field of the times. Reflective teaching is a process about teaching subjects, with the help of action research, continuing to explore and solve teaching objective, teaching tools including teaching subject themselves and combine "how to learn" and "how to teach" together to make themselves scholar-teachers. From the essence of teaching, reflective teaching should be based on learners. In the process of teaching, it not only emphasizes that teachers should know "how to teach", but strives to encourage learners "how to learn". Students should learn to reflect on their learning process, that is, to reflect on their learning. By summarizing both foreign and domestic researches in this field and combining with my personal teaching experience and ideas, this paper explores the application of reflective teaching, existed problems and affecting factors in English teaching practice of basic education under the new curriculum standards, and some suggestions to improve the current reflective teaching.First of all, this paper introduces both foreign and domestic current research on reflective teaching, the definition of it, its content and features, its process and methods and the meaning of carrying out reflective teaching. Then, this paper investigates and analyzes the current application of reflective teaching in English teaching practice in secondary schools under the new curriculum standards. Finally, it describes the main problems about reflective teaching carried out in secondary schools in a factual way and puts forward some countermeasures for them. The present study finds the adoption of reflective teaching in teaching innovation makes a teacher easily access to feedback of teaching and learning, who can adjust his or her own teaching methods and attain teaching goals. The present study provides middle school English teachers with a paradigm of conducting reflective teaching to attain teaching goals in the context of English new curriculum standard.