A Study Of Factors On English Teachers’Teaching Reflection In Rural Middle Schools

The thesis mainly studies on the influencing factors of English teachers’ teaching reflection in rural middle schools. At present, the research on teaching reflection research is increased gradually at home, and there are some articles discussing about reflective teaching contents, methods, processes and so on, but it has not been thoroughly studied. There are lots of researches on city teachers and practice teachers, but the research on teaching reflection of English teachers in rural schools is small relatively, and the contact with the rural middle school English teachers’ teaching practice is not enough. Therefore, the author made an investigation and research on the current situation of English teachers’ teaching reflection in rural middle schools, and found some related factors that influence English teachers’ teaching reflection in rural middle schools. The study selected twelve middle schools English teachers as the research subjects in Lianyuan city and the districts around, and carried on the empirical research on the following two issues:(1) What is the status quo of English teachers’ teaching reflection in rural middle schools?(2) What are the factors that influence English teachers’ teaching reflection in rural middle schools?The results show that:(1) English teachers’ teaching reflection level is between practical action and critical reflection. In general, the level of teaching reflection of English teachers in rural middle schools is relatively high.(2) Education and teaching period has a significant effect on the level of teaching reflection. English teachers’teaching reflection level in rural middle schools has a big difference in education and teaching period, the improvement of teaching reflection level depends on the increasing education. The higher education a teacher occupies, the higher teaching reflection level he will reach. And from the means compares former presented, we could see that English teachers’teaching reflection level in junior schools is prior to English teachers’in senior schools.The thesis discusses the teaching reflection influencing factors of English teachers in rural middles with a combination of qualitative and quantitative research and puts forward some advice on the improvement of English teachers’teaching reflection in rural middle schools. Finally, the sample size of study is not very big, and the main research method is questionnaire survey. Therefore, the research conclusions in the above aspects have some limitations and shortcomings.