The Research Of External Factors Teaching Reflection

As you all know, teachers’ professional quality improvement is inseparablefrom the teaching reflection the important way. This requires teachers to payattention to the teaching reflection, to high quality and efficiency of teachingreflection. Teachers’ teaching reflection suffers from not only by their ownability and awareness of reflection constraints (the article be classed as “internalfactors”), also external factors (this will be their reflective awareness and abilityfactors other than are called "external factors"). Devoted to the study of theeffect of teaching reflection to the external factors the article is few, so this studyaims to investigate the influence of the external factors of teaching reflection.The study-takes the stratified sampling method and selected Changchun’three primary schools as representative with stratified sampling,throughself-designed questionnaire, toinvestigate-and-study-the-three-school-teachers(a-total-of-120),-and-had-further-study-by-means-of-depth-interviews.-By-investigating,-designed to reveal the-extent of the external-factors-that affect-teachers’ reflection and-external-factors to reflect on the specific-impaction-teaching,-and-recommend appropriate-improvements. Among them, the external factors refers to the addition of teachers’ reflective consciousness and ability factors other than the collectively, which canbe divided into individual dimension, another dimension, dimension of schoolsand national and social dimension of four dimensions.The results show that:First, teaching reflection is affected by external factors affect the level withthe expansion-of-the-cope-and-weakening.-Teaching-reflection was-affected-more-strongly by external factors. Whenteachers have not yet formed a conscious and active teaching reflection, theyhave a certain of “he forced”and-dependence-on-the-environment.In the sample-of teachers,-only small part-(14,13%) of-teachers reflect-on-the impact of external-factors to-a-lesser-extent,-the-majority-(66,62%) of-teachers teaching-reflection by externalfactors influence on the degree is strong, lesserextent (26, about25%) of-teachers-reflect-on the-degree by external-factors is very-strong.-Teachers teaching reflection by teachers-factors affect is more-strongly,-Secondly, the-school, and-others factors,-National and-social factors impact on-teaching-reflection is-weak.In the "teachers" in this latitude,-Sampling of-teachers reflection teaching tasks, teachers’ theoretical-knowledge-and-practical-experience-of these factors;-in the "others" in this latitude,-The sample-of teachers teaching-reflection by the peer-support and-student feedback-influence-of these-t wo-factors;-in the latitude of the "school",-the sample-of teachers teaching-reflection-by-the school to reflect-on the-impact of-this-factor of the atmosphere;-in-the latitude-"State and society"-,-the sample of-teachers to reflect on the conceptof the new-curriculum requirements of the larger this factor.Second,-external-factors-on the teaching of teachers to-reflect-on both-thepositive-impact also has a negative impact.Task-of-teaching, teachers’ theoretical-knowledge-and practical-experience,peer-support, feedback-from-students, schools reflect-on the atmosphere-and the-new-curriculum philosophy and-requirements-of these external factors impacton-teaching-reflection both-positive-and negative.-Mainly-reflected a-positive-impact in promoting teacher self-reflection to enrich-the-content-and strategies ofteaching reflection, enhance teacher teachers reflective-awareness,enhance teachers’ ability to reflect-on, to enhance the reflection of-the-quality ofteachers teaching aspects;-The negative impact is reflected-in several-aspects-oftime-to-reflection the reflection is not timely, not profound reflection is notcomprehensive and do not want to reflect on and cope with a morepassive reflection.For the removal of external factors on the teaching reflection of negativeaffect, recommendations can be from the creation of conducive to teachingreflection of campus culture, creating conducive to reflection on teaching research mechanism, create a beneficial teaching reflection of time and space,guarantee the workload of teachers appropriate four respects proceed with,reduce environmental factors to cause adverse effects, active play of externalfactors on the positive influence of teacher reflection.