The Theory About Cultivation Of Chinese Teachers’ Ability Of Reflection

Along with the progress of the society and its gradual refinement of social division andeconomizing, it puts forward a higher requirement for the specialization and the professionaldevelopment in every industry. The teachers who teach Chinese as a foreign language areregarded as the prompters in international Chinese education and promoters in broadcastingChinese cultures. In this sense, it is their duty and task to developing themselves. As a matter offact, the researches on teacher reflection show an obviously increasing in number since1980s,which indicts the improving and prompting functions about the teacher reflection. Therefore,"reflection","reflective teaching" and "reflective teacher" have become one of the key researchfields that attract more attentions.For the Chinese teachers, it has particular teaching objects and teaching surroundings. If theChinese teachers were to formulate a set of theory framework guiding the teaching processthrough the reflective practice and operation, it would be a benign circulation, making theChinese teachers gain a continuous development in their professions.This paper is divided into six chapters.The first chapter describes the causes and significance of the topic. The second chapter indetail describes the concept of reflective teacher of Chinese. The third chapter expounds thecultivation of Chinese teachers’ reflective ability of subjective and objective conditions. Thefourth chapter analysis to improve the Chinese teachers’ reflective ability by using the method ofevaluation. The fifth chapter shows the general pattern of teaching design teachers reflective. Thesixth chapter summarizes the research results and deficiencies, to provide a reference for futureresearch.It interprets and analyzes the necessity and general approach of cultivating the reflective teachers and takes the Comprehensive Chinese class as an example, discussing the implementationprocess of reflective Chinese teacher practice.