A Study On The Reflective Practice For Senior High School English Teachers And The Problem-Solving Methods

The development of the social technology has set new demands on talents. Quality education has become the focus in education and the"student-centered"model is highly appreciated. Under this situation teachers should adjust themselves to meet the new challenges.Since 1970s, topics on reflection such as"reflective practice","reflective teaching", and"reflective teacher"become popular with the educational researchers. Dewey claimed that development came from the reconstruction of experience. And Lang put forward that reflection developed a path for teachers to become experts. Gradually, more and more researchers find that reflection plays a critical role in teachers'professional development. Therefore, teachers begin to turn their attention to this area and develop their professional level in the process of their reflection.Under the background above, the author carried a study on the conditions of English teachers'reflective practice in senior high schools. The author focused on four senior high schools and randomly chose 80 English teachers from these four schools. In order to get more detailed information on their reflective practice, the author distributed 80 copies of questionnaires and chose 20 of them for interviews.Based on the research questions, the author did an objective analysis on the questionnaires and interviews. From the data analysis, the author got some important findings mainly on teachers'reflective conceptions, reflective methods, strategies, and the difficulties.Based on the findings, this paper provides some relevant methods to promote teachers'reflective practice, hoping that they can facilitate the reflective practice for English teachers in senior high schools.