Investigation And Countermeasures Of Rural Secondary School Teachers’ Teaching Reflection

The reform of latest elementary education curriculum in Chinaposed new demands and challenges for teachers and existingteaching methods and teaching experience of teachers clearly doesnot meet the requirements of the new curriculum. In order to adapt tothe new curriculum environment, meet the requirements of the newcurriculum and achieve the conversion of teaching philosophy andthe role of teachers, teaching reflection is a good way. Therefore, thedevelopment of teachers’ ability to reflect has become a core issue ofeducation reform.In this thesis, the research project is proposed at the backgroundof the needs of the current educational environment and the author’sown internship feelings. Then the purpose, methods and significanceof this study are analyzed. Then the associated concepts are defined,the meaning of reflective teaching is explained briefly and theresearch status at home and abroad on the issue is introduced using the method of literature analysis. Based on this, the thoughts on theexisting research has been proposed, that is due to geographicaldifferences, cultural differences, reflective teaching of the differentpart of teachers’ must be some differences, but the reflectiveteaching of teachers in rural areas get too little attention and thestudy also relatively scarce, so it makes this study has a doublemeaning in theory and practice. Subsequent, the theoretical basis ofreflective teaching is described from three aspects including thephilosophical foundation, psychology and pedagogy-basedfoundation.After in-depth analyzing of the domestic and internationaleducation experts’ ideas and theories about reflective teaching, theauthor have a research on Wuxiang County, Shanxi Province,Changzhi City, a middle school teachers’ teaching reflection situation.The basic situation of the surveyed teachers, the cognition ofreflective teaching, the reflection contents, the reflective teachingmethod and the factors that influence the way teachers’ reflectiveteaching are investigated and discussed. The main focus on the basicsituation of the surveyed teachers, teaching cognitive reflection, thereflection contents reflect the status of teaching methods and theimpact of factors that reflect other aspects were investigated anddiscussed. The content and methods of reflective teaching were respectively carried out comparative analysis based on the results ofquestionnaires and interviews. The study found that although manyteachers have the intention of reflection, but the understanding ofreflective teaching is still relatively superficial and reflection mostlyconfined to the teaching content and strategies, reflection way issingle and reflection lacks of coherence. Besides, gender differences,teaching experience differences, subject differences, and titlesdifferences also will produce a corresponding difference in thecontent and methods of reflective teaching.Finally, based on the results of the survey analysisrecommendations are proposed from two respects of teachers andschool management to improve the ability of rural teachers to reflect,trying to help rural teachers to improve their teaching ability and theeducation quality.