An Investigation Into Reflective Teaching In Senior English

All the senior middle schools of Hubei Province entered the new reform in curriculum in the fall of2009. The hot topic of this reform is to reform teaching methods and to search for teaching creativity. As the New Curriculum Standard of Senior English for China advances, the teachers’teaching principles, teaching styles and teaching methods should satisfy the needs of the new curriculum. The teachers should raise their professional standards constantly to keep pace with the new curriculum and explore the effective teaching methods for the students’all-round development actively and creatively to become creative researching teachers with effort. As a consequence, great significance is attached to promoting the new reform in curriculum by implementing reflective teaching to improve the Senor English teaching practice.Based on the relevant literature review of reflective teaching, the research investigates the current situation of Senior English reflective teaching in HP District of Wuhan City, aiming at understanding how senior middle school teachers make sense of the concept of reflective teaching and how they implement reflective teaching and what are the constraints of carrying out reflective teaching. The results of the investigation are as follows. In terms of reflective teaching principles, the majority of the teachers are aware of the reflective teaching in a certain sense and are equipped with some notions of teachers’professional development. In terms of reflective teaching practice, reflective teaching has not stepped into the stage of normalization and its implementation is unstable; The reflective teaching methods are not well-distributed and the common ones are to discuss with colleagues or to consult them or to refer to a dictionary or to consult data on line; The contents of reflective teaching are not entire. More attention is paid to the reflection of classroom teaching, including teaching methods、teaching design、teaching thought and teaching contents, while the reflection of teaching principles and teaching assessment are paid less attention to;About the reflection of classroom teaching practice, more attention is focused on what the students have acquired from the teaching contents, whether the classroom activities are arranged rationally, whether the teaching methods are flexible and whether the teaching procedure is smooth. Meanwhile, less attention is paid to the influence of teaching goals on the teachers and students’development and the use of multimedia is also ignored. In addition, the majority of the teachers’reflective teaching principles are not consistent with their teaching practice. The constraints of the above existing problems include two aspects:the teachers’internal factors and the external factors. In view of the existing problems and the constraits, the writer submits some proposals to the teachers, the schools and the administrations. For the teachers, they should develop the idea of lifelong learning, try to be aggressive and cooperative and spear no effort to implement reflective teaching; For the schools, they should set up scientific evaluation system for the teachers and students and establish autonomous training system for themselves; For the administrations, they should reform the current evaluation system of the schools, increase the expenditure on education and strengthen the construction of teacher troop, aiming at achieving the goal: to promote the transformation of the students’learning style and the improvement of the students’academic achievement, to facilitate the teachers’professional development and to ameliorate Senior English teaching practice.