A Study On The Status Quo Of Reflections Of Primary-school Teaching Reflective Competences

People are paying more and more attention to teacher reflective practicecompetences, teacher acquisition of practical knowledge in the research areas and thepractice situations on the teacher education in the modern world. Reflection is a keyfactor to teacher professional competences. It is the practical process that teachersconstruct his or hers autonomous experience by making an interactive dialogue withhimself or others in his or hers life world and his or hers teaching world. Teachingreflective competences is the such competences that teachers constantly examine,reflect and adjust himself or herself teaching activities in order to succeed in achievinga high-effective teaching subjective. It should consists of five factors of teacherreflective competences such as, teacher’s teaching reflective conscience, teacher’steaching reflective process, teacher’s teaching reflective content, teacher’s teachingreflective methods, teaching reflective culture in school. It is the cognitive processwhich is based on practice of teaching. It is the teacher inquiry process in order tosolve the problems which occur in the teaching practice. Ti is the critically constructiveprocess of teaching experience.The paper uses three methods such as questionnaire, investigation and talk show,investigates129teachers of primary school at Da Xue cheng in Chongqing. Theinvestigation activity happened in12,2013and1,2014. The investigation includes fiveparts such as teaching reflective conscience, teaching reflective process, teachingreflective content, teaching reflective methods, teaching reflective culture in school.We get several results on the study: First teacher’s teaching reflectivecompetences is strong, but there are differences in every dimensions. Second there is apositive strong correlation between the teaching reflective conscience and the teachingreflective competences. Third quite a few of primary school teachers teachingreflective conscience is strong but there differences in sex and age of teaching years.Fourth in the teaching reflective process, teacher prefer reflection after teaching ratherthan reflection-in-teaching, reflection-before-teaching. Fifth teaching reflective cultureof primary school copies the contemporary social culture and has the characters of hierarchy. Sixth teacher teaching reflective behaviors aim at instruction in class,teacher reflective content focus on the aspect of subject content. Seventh teacherteaching reflective methods have characters of pragmaticism, individualism andrandom, lack formal systematic training and theoretical guide.The paper tries to propose several strategies to improve the quality of teacherreflective competences, aiming at the problems of teacher’s reflective competences.