Reflective Learning-the New Ideas Of Construction Of Colleage Teacher’s Morality

Teachers’ethics educational activities are the core in the process of teachers’ moral construction. It is urgent to solve the problem of how to find an effective way to promote the construction of college teachers’ethics. With the development of reflective learning ideas, it has been widely applied to the professional development of teachers and has been respected as a new way of teachers’self-education at home and abroad. On the basis of the theory of reflective learning and the analysis and summary of its development, the thesis assume that whether reflective learning ideas can be used as a whole new concept in the construction of teachers’moral. Therefore, to solve that problem is the purpose of this thesis. Through extensive investigation and learning from homemade questionnaire, this article conducted a survey of more than150college teachers in three universities in Changsha and revealed the issues in the education of college teachers’ethics and its relationship with reflective learning ideas. At the same time, this thesis analyzed the relationship between the construction of college teachers’ethics and reflective learning ideas. The questionnaire contains four dimensions issues, involving the current school teachers’ethics situation, the understanding of relationship between reflective learning ideas and teachers’ethics, the understanding and attitudes of self-reflection, the way of self-reflection and the factors which affects reflection. Through comprehensive survey and data analysis and processing, the thesis drew the conclusions as follows. Firstly, the level of teachers’ different understanding of reflective learning affects their attitude of dealing with teachers’ethics problems. In other words, the more teachers who understand the significance and concept of reflective learning, the more they incline to use reflective learning and reflective thinking to address ethics issues. Secondly, the degree of using reflective learning ideas affects the satisfaction of ethics education in the teachers’ ethics education. In other words, the more use of reflective learning ideas in the teachers’ethics education, the more satisfaction of teachers in the teachers’ethics education. Thirdly, the different understanding of the relationship between reflective learning and teachers’ethics construction affects the extent use of reflective thinking in teachers’moral construction. If you choose their relationship are close and assume teachers’reflective learning can promote moral construction, you may prefer to apply reflective learning and thinking to solve ethics issues. Fourthly, the effectiveness of teachers’moral education is related to the utilization of reflective thinking in education process. In other words, the more use of reflective learning ideas, the more effective of teachers’ethics education. The last but not the least, the thesis draw the conclusion that reflective learning ideas can promote the construction of teachers’ moral education as a new way in the college ethics construction process. As discussed above, the thesis studied the difference on various dimensions of teachers’reflective learning and found that college teachers were lack of reflective conscious. What’s more, their abilities of reflective learning and reflective thinking needed to be improved. In order to solve these problems, the thesis researched how to train teachers’reflective ability from the external and internal factors and the objective and subjective methods of affecting teachers’reflect thinking. What’s more, the thesis provided some methods and suggestions on how to train teachers’reflective learning ability and promote the construction of teachers’ethics from three aspects, involving the policy and economic support of college teachers’ethics construction from social aspect, the way of optimize the methods of college teachers’ethics and upgrade the ability of teachers’self-reflective learning ideas.