An Investigation Into The Status Quo Of Junior High School English Teachers’ Teaching Reflection

The theory of reflection was not introduced to China until1990s. Reflection hasbecome the hot topic in educational research for the past few years. At present, thenew round curriculum reform is going on nationwide. This curriculum reformchallenges the quality of teachers unprecedentedly. The traditional teaching mode andmethod were gradually replaced by the reflective teaching mode. Under thiscircumstance, only the teachers who promote their reflective level can getprofessional development.Reflection theory calls for teachers to introspect and rethink the teaching practiceall the time. Middle school English is at a crucial stage in the whole process ofEnglish teaching. Meanwhile, it also exerts a great influence on the student’s Englishlearning career. However there are insufficient researches on junior high schoolEnglish teachers’ teaching reflection.This study investigates the middle school English teachers’ teaching reflection.The study aims to reveal the status quo of the junior high school English teachers’teaching reflection from the following seven dimensions: practical, cognitive,affective, meta-cognitive, critical, moral, and classroom management. Questionnairesand interviews are employed to collect data. The results of study are as follows: first,the overall reflective level of secondary English teachers’ teaching reflection is atintermediate level. Second, there is no significant difference on the overall level ofreflection between male and female teachers. Third, there is no significant differenceon the overall level of reflection between the teachers in urban school and those inrural schools. Fourth, there is no significant difference on overall level of reflection ofdifferent years of teaching, but there is significant difference on dimension ofclassroom management. Fifth, the higher the professional title is, the higher theoverall level of reflection become. Furthermore, this research provides reference forsecondary school English teachers’ reflective practice and teachers’ professionaldevelopment.