On Reflective Teaching In Junior Middle School English Class

Reflective teaching design bases on the theories of reflective teaching andmethods of teaching design. Teachers make an effective teaching plan and put it intopractice, thus forming a teaching process according to the specific, varied andcomplicated class situation. It is a design in order to facilitate the teaching design andteaching process. Its ultimate goal is the professional development of the teacher andthe comprehensive development of the students. The processes of teaching andresearch are integrated in the design of reflective teaching. Reflection is the guidelineas well as the method of teaching design, while design and the actual implementing isthe aim of reflection, as well as a re-verification of the result of reflection.The author of this thesis handed out a questionnaire to 42 English teachers inWeifang Guangwen Middle School. At the same time the author selected two teachersas the tracking objects from the 42 teachers. With their consent the author conducted acase tracking for eight weeks. The tracking objects are both the English teachers ofGrade Seven. In the process of case tracking, the author collaborated with the twoEnglish teachers to find some existing problems in their English teaching. Aiming atsolving these problems, the authors guided them to use the techniques of reflectiveteaching design in their teaching practice. The author made respective interviews withthe two teachers, made a questionnaire survey with the students and recorded theirlessons before and after the tracking. By making a comparison between the resultsbefore and after the case tracking, the author testified the effectiveness of thetechniques of reflective teaching.The conclusion part reinforces that reflective teaching is helpful to theprofessional development of teachers, and with effective measures, the teachers willconduct optimal teaching and accordingly the students will ultimately benefit from it.