Research On The Practice Of Junior English Reflective Teaching

English education in China’s nine-year compulsory education stage is time-consuming and inefficient. English education in the junior middle school is seriously challenged, where doing enormous exercises for passing a great amount of examinations deprives students of impetus for study and gets teachers lost in professional development’s orientation. As a teachers education theory for promoting teachers’ professional development, reflective teaching instructs teachers to improve their teaching by way of reflecting and thus promote their professional development.Conducting an experiment of reflective teaching in a junior middle school, this study tries to find out a method for enhancing English teaching and fulfilling teachers’ professional development. Adopting literature reading, questionnaire and interview method, this study carried out reflective teaching in practice. It is found that, lack of reflective awareness, the junior middle school teachers should cultivate their reflective awareness and grasp the reflective teaching method. Therefore, the reflective teaching is one of effective ways of improving the junior middle school’s English teaching quality and realizing teachers’ professional development.The conclusion of this study is that the junior middle school teachers should follow these steps such as improving the reflective awareness, writing reflective diary and implementing action research and make efforts to apply the reflective teaching theory to the teaching practice. In this way, can teachers improve students’ English according to the new curriculum standards and realize their own professional development.