On The High School History Teacher Teaching Reflection

With society ’s concern for the professional development of teachers, teachingreflection, which is one of the important ways to improve teachers’ professionaldevelopment and achieve effective teaching, is paid more and more attention toby people who work on educational theory and practice. From the perspective ofteachers’ professional development, only in specific teaching activities andconstant reflection on them can they improve their professional quality andprofessional levels. In this context, research on teaching reflection has an importanttheoretical significance on promoting the professional development of teachers.After the new curriculum reform, the standards discipline of senior school history curriculum, teaching objectives and teaching content have changed correspondingly, which puts forward new demands on the history teacher ’s knowledge structure, ability structure and professionalism. The reality is that the history teachers needto self-reflect on whether they can update teaching concepts, change teaching behavior and keep up with the pace of the new curriculum reform in history. It can be seen teaching reflection has a very important practical significance. So, what is the teaching reflection? What help can Teaching reflection bring to the history teachers’professional development? How do history teachers carry out teaching reflection?This paper attempts to explore these issues preliminary, with the hope of bring some reference for the current school history teaching.In this paper, under the guidance of the theory, the author researches on someissues related to the teaching reflection of senior school history teachers byanalyzing the high school history teaching status. This paper proposes the contentand strategies of senior school history teaching reflection. In addition to theintroduction and conclusion, this article includes a total of four chapters:The first chapter sums up the basic connotation of teaching reflection from thestudy on the current situation of teaching reflection home and abroad. The basic connotation is as follows; the first chapter also analyzes of the basic characteristicsof teaching reflection and summarizes the current basic types of teaching reflection,including teaching reflection, teaching after reflection and so on.Chapter II, analyzes the significance of teaching reflection on the growth of history teachers from five perspectives, including updating teaching ideas toimprove teaching ability, enhancing professional ethics and sense of responsibility, promoting teachers’ professional growth to create "backbone" teachers,promoting research into teaching to become “scholar" teachers, andenhancing practical teaching ability and stimulating teaching potential.Chapter III, summarizes the current types of teaching reflection through cases,including case studies, observing videos, communication with colleagues andstudents, reflection notes and so on.Chapter Ⅳ, which is the focus of this article, states the basic content of teachingreflection mainly from the teaching philosophy, teaching objectives,teachingmethods, teaching content. It comprehensively shows the basic flow of highschool history teachers carrying out the teaching reflection, trying to providefront-line teachers in teaching reflection with feasible mode of operation andpromote their professional development.