The Investigation And Analysis Of Current Reflection Situation On Secondary School Teachers

Education is an important national cause and teaching alwaysneeds perfecting. What is important, the teacher is the key topromote the development of education. Especially vital, teacher’squality plays a key role in China’s education, teacher’s reflectiveability included, particularly reflections has been becomingnecessary requirements of education reformation for teachers, as asignificant character of excellent teachers, an important concept ineducation, even a ladder to professional development. To maketeaching have educational philosophy points, teachers’ behaviorhave a rational meaning, teachers themselves must develop aconscious act of reflection. Teachers are supposed to be asustained reflective individual about teaching, who have beenenhancing personal teaching wit realm. "Basic Education Reformation Program2010-2020"points thatteachers need to insist that constantly strengthen capacity asstrategic themes. Meanwhile, teachers pose a great challenge thatteachers themselves must firstly be provided with a correspondingcapacity, then monasteries and infect their students. Teachers’reflective ability not only basically reflects teachers’ personalitycharm, but also belongs to the key elements of teachers’professional ability. At last, it is a momentous road to teachers’self-adaptation and development. It is crucial that constructinghigh-quality team and influencing students through teachers’personality charm. For any individual, particularly significant, itdoes no harm to teachers. Therefore, learning to reflect can richtheory on reflective ability and improve teaching skills, evenpromote teachers’ professional growth. A reflection habitcontributes to form the ability of enduring learning.In this dissertation, we discuss teaching reflection upon highteachers from both theoretical and practical aspects. We employMeta-cognitive theory, constructivist theory, and implicitknowledge theory as a support to carry out the research. We chosesecondary school teachers of Shan Xi province as study object. Witha combination of cluster sampling method, literature analysis andreviews, questionnaires, statistical methods and case study to discuss and analysis the situation of middle school teachers onteaching reflection. Then we raised some countermeasures andsuggestions to improve the reflective ability according to concretesituation. Conclusions are as follows:First, teaching reflective ability is a comprehensive structure.Whether the structures sound or not determines the level of teacherreflection ability to a considerable extent. So we built a relativerational structure from the theoretical level. Besides, includingTeaching plan ability, teaching inspection and evaluation ability.Second, the reliability and validity of the questionnaire are inline with the requirements of Surveying in this study. It can be usedto further study. What is more, it combined quantitative (survey)with qualitative analysis (interviews and case analysis).Third, the reflective ability of the secondary school teachers (inShan Xi Province) developing well as a whole, whereasreconstruction situation after teaching reflection that reflectpersonal teaching wisdom is not good enough. It shows some groupcharacteristics, the main influential factors are: teaching years,educational background, and the attitude to teaching, school typesand so on. However, there is no significant difference in gender.Fourth, teaching years affects the frequency of reflection;teacher’s reflection frequency is not increase as the growth of the teaching years. Novice teacher and proficient teacher reflectionfrequency is high.Fifth, educational background significantly affects the directcauses of secondary school teachers’ reflection and the action afterteaching reflection. The reconstruction after teaching reflectionascends along with the teachers’ educational background. The directcause of the teachers’ teaching reflection does not show anyacademic levels characteristics.Sixth, teaching attitude affects teachers’ teaching reflection asan internal factor. Career ideal location and the teaching effect maybe generated by the polarization, and only moderate teachers canmaximum exert its level.Seventh, regional type of school affects teachers’ teachingreflection of training, so the choices of reflective method changeaccording to different school district. Cities and towns schoolteachers on choices of the reflection method more than rural schoolteachers.Eighth, reconstruction after the teaching reflection is greatteaching wisdom. In order to further understand the teachers’teaching reflection after reconstruction, three cases study arediscussed to probe into it.According to the study results, teaching reflective ability can improve teaching skills, which inspires us to take full advantage ofthe leading role of school and teachers in teaching practice.Meanwhile some suggestions in the following: in terms of school, itshould create the atmosphere of reflection, perfect continuededucation ways, implement the lesson planning in group, and set up areflective lesson planning team. At the same time, take advantages ofmicro-teaching and action research of study team about teaching toimprove the ability of teachers teaching reflection and take it intopractice. Teachers themselves should enrich their theoreticalknowledge and enhance reflection skills constantly.