Teaching Reflection And Junior Middle School Mathematics Teachers' Professional Development Research

Teaching Reflection is the process of thinking and problem-solving activities,under the support of teachers reflection tendency, in order to improve the effect of teaching, when teaching activity has occurred or is occurring, as well as the pedagogical theory behind proactive. Teaching reflection enable teachers to constantly rethink their teaching practice, so that teachers consciously take the initiative to think about education and teaching, to improve their professionalism, and enable teachers to become a researcher, not just the image of imparting knowledge.The research on Reflection and teaching reflection at home and abroad, mostly to reflect on the meaning of the theoretical basis, as well as the process of reflection mode. There is a strong systemic of reflection study. This paper is a teaching reflection case study of mathematic teachers in one junior high school. teaching from the subjective point of view and reflect on the theory of the school mathematics teachers’ reflection time, content, type, depth of five dimension analysis. On the reflection time from the teaching, teaching reflection is divided into the reflection before the teaching activities, reflection in the teaching activities and reflection after teaching activities; on the reflection of teaching mathematics, teaching reflection are divided into the reflection on teaching materials, reflection on the students’ and reflection on teaching behavior; Divided on the type of mathematics teachers’reflection, teaching reflection is divided into a personal reflection of mathematics teachers and teachers’ collective reflection; divided from the depth of reflection, reflect on mathematics teaching is divided into skills of reflection, practical reflection, critical reflection three kinds of reflection; Divided from the reflection of the way, teaching reflection is divided into reflective observation, teaching Notes reflection, classroom Record and dialogue and exchange of reflection in several ways.Through this research, I found that, in this school, mathematics teachers teaching tend to reflect in and after the teaching activities, but teaching reflection before the teaching activities are less; They reflect more on the keys and difficult material, less on students; And reflect more on skills of reflection,less on critical reflection; Majority of the teaching reflections are teacher ’s personal reflection, and collective reflections are few; Teaching notes reflection after teaching activities are more, classroom Record reflection, dialogue and exchange of reflections are less; In this study, in order to improve the present reflection status quo of school’s mathematics teacher, I proposed the following improvements:Chang the school junior high school mathematics teacher’s concepts and awareness of the value of teaching reflection; strengthen school teacher training, to help junior high school mathematics teachers with the teaching reflection; strengthen the routine management of the school teaching, to promote awareness and habits of mathematics teacher’s reflection; strengthen the exchange of learning between diffrent school teachers, and promote a summary of the teaching reflect on lessons learned in junior high school mathematics teacher. I hope through this study, it is help for my later persona teaching practice.