A Case Study Of Preschool Teacher’s Teaching Reflection

With the implementation of quality education and the advance of new curriculum reform in China. People began to focus on the professional development of teachers. Teaching reflection is an important way for teacher’s professional development and effective teaching. Our educational researchers and practitioners concerned about the role of teaching reflection. Teaching reflection is to expand the areas of teacher professional development, is an effective way for the quality of preschool teacher in China. Focusing on the preschool teacher’s teaching reflection, this study takes the ordinary preschool teacher in the scenes of life as a case to investigate and analyze by using multiple methods, such as documentation analysis、interview、observation and so on. On this basis, in-depth investigation of preschool teacher’s teaching reflection about motive、conten、method and influencing factor. Be able to offer some suggestions for preschool teachers’professional development.According to the study, the motive of the preschool teacher’s teaching reflection includes extrinsic motivation(the kindergarten’s needs, feedback from parents, development of the children’s needs)and intrinsic motivation(drive of the curiosity). The content of the preschool teacher’s teaching reflection includes the preschool teacher reflection themselves(professional knowledge、ability、attitude), reflection on children’s development(children’s interest, ability) and reflection on teaching environment (teaching facility, the treatment of teacher, teaching aid). The method of the preschool teacher’s teaching reflection includes self reflection (teaching diary, teaching diary) and cooperate with others reflection. The influencing factor of the preschool teacher’s teaching reflection includes subject factor and external factor. According to the analysis problem and influencing factor. The purpose is to put forward some suggestions.