Investigation On The Status Of Reflective Middle School

In the1980s, along with the wave of western countries’ teacher education reform, reflective teaching first emerged in the United States and Europe, and rapidly developed all over the world, then became one strong thought to influence education reform. In China, with a comprehensive curriculum reform and teachers’ professional growth, reflective teaching begins to receive more and more attention. Because it has the characteristic of combing "learning to teach" and "learning to learn", and pursuing teaching practical rationality, reflective teaching is popular among the teachers. However, by reading the relevant literature, the author found that reflective teaching research is in favor of the theory, and the combination of reflective teaching’s theory and practice is not particularly close. What’s more, reflective teaching research has insufficient attention to students and teaching values. Therefore, this paper makes a system study on reflective study.This thesis is divided into four chapters. In the first chapter, the research reason and a comprehensive review of reflective teaching home and abroad is proposed. Then the paper states the purpose and significance of this research. Furthermore, this study defines reflective teaching and other relative concepts and points the study of innovation and inadequacies.In the second chapter, critical theory, metacognitive theory and constructivist theory provide a theoretical foundation for reflective teaching. Then, the author analyzes the five traditions of reflective teaching. Next, from the aspects of teaching values, the concern of students, teacher’s character, teaching complex and teachers’professional development, this study states the need for implementation of reflective teaching.In the third part, by investigating the present station of reflective teaching in middle schools, the thesis concludes that most teachers get some idea of reflective teaching but some teaches lack the awareness of the teaching values and teaching ideas. Most of the teachers use relatively simple reflective methods and ways. It still existing some deficiencies in time of reflecting, especially before class. Although with some reflective consciousness, students are lack of reflecting studying goal and using reflective strategies. Then this paper discusses both subjective and objective influencing factors of reflective teaching. In the fourth chapter, the author put forward strategies accordingly from subjective factors (including teachers and students) and external environment. The external environmental measures include the creation of a reflective teaching evaluation system and a good cultural environment to reflect, the strength of school-based training and the increasingly support from school leaders, especially principals.In summary, this thesis discusses and analyzes reflective teaching and its present implementation, and provides a reference for the smoothly implementation of the reflective teaching.