A Study Of English Teachers’ Reflection In Senior High Schools In Hohhot

Teaching reflection is the foundation of senior high school teachers’professional development. It is an important factor to influence theprofessional development of teachers, and plays a great role in improving theoverall quality of teachers. This research is conducted not only to deepenteachers’ understanding of teaching reflection theory, strengthen thetheoretical basis of teaching reflection, but also to help teachers to realize theimportance of teaching reflection, and improve teachers’ teaching level. Atthe same time, the author presents some suggestions for the education systemto cultivate professional teachers, who are adept at teaching reflection.The study is based on the teaching reflection researches both at home andabroad. The literature review and the survey with questionnaire are used forthe paper. The SPSS and EXCEL are used to analyze the data. The method ofstratified sampling and random sampling is employed to investigate teachersfrom three senior high schools of Hohhot. The main contents of theinvestigation include senior high schools teachers’ attitude towards teachingreflection, ways of teaching reflection, teaching reflection frequency, contentof teaching reflection, and factors that have an effect on teaching reflection.The results can be seen as follows. Firstly, most senior high schoolteachers have developed the habit of teaching reflection, while there are somebiases on teaching reflection. Secondly, teaching reflection occurs mainlyafter class, and lacks coherence. Thirdly, teachers’ teaching reflection contentlacks breadth and depth, and teachers just focus on themselves, students’homework and the teaching contents. Fourthly, teaching reflection iscorrelated with teachers’ education background. Fifthly, the factors thatinfluence teaching reflection include school regulation, teachers’ theoreticalknowledge and teachers’ self awareness. Based on the analysis and discussion of the results, the author putsforward suggestions and countermeasures from the perspectives of teachers,schools and education departments. The teacher should establish the correctconcept of education, enhance the knowledge of teaching reflection and theawareness of teaching reflection, develop good habit of teaching reflection,master the scientific strategies of teaching reflection, and enrich the content ofreflection. The school should establish a scientific and rational managementsystem of teachers, and create a good atmosphere for teachers’ teachingreflection. Last, the education administration should provide guarantee for theteaching reflection.