A Study On Reflective Teaching Of English Teachers In Senior High Schools

With the rapid development of economy, society has put forward higher requirements for the neededtalents. Especially with the globalization and modernization of economy, the status of English is more andmore important in our country. As the education system reform and the deepening of the new curriculumreform, English teachers’ professional development needs high requirements. In this new situation, Englishteachers should constantly improve their professional knowledge and skills.Since the late1970s, reflective teaching has got more and more attention by the education researchers.Reflective teaching is based on exploring and solving the teaching problems. Teachers mainly solve theteaching problems and make the teaching process better in the process of solving the problems to achievebetter teaching result. Studies find that reflective teaching is also a good way to promote teachers’comprehensive development. Teachers improve the actual effect of teaching and promote professionaldevelopment through reflective teaching.The purpose of this thesis is to survey the condition of teachers’ reflective teaching in senior highschools. What are the attitudes of English teachers towards reflective teaching in senior high schools? Whatare the frequent techniques of reflective teaching used by English teachers in senior high schools? What arethe factors affecting the effect of reflective teaching?Based on the above questions, the author conducted a study on English teachers’ reflective teaching.The author chose four senior high schools from Xinxiang as the study area, including No.1senior highschool, No.2senior high school, No.3senior high school and the Affiliated Middle School of HenanNormal University. In this investigation, the80participants of questionnaire are all English teachers whomthe author randomly chose from four senior high schools. Among them the author chose20teachers fromdifferent schools for interviews. And then the author chose4English teachers from the20teachers forin-depth interview.After the investigation, the author collected and analyzed the results and data of these problems. Theresults show that the senior high English teachers have a positive attitude towards reflective teaching. Theyoften reflect through self-reflection, through colleagues, through students and literatures. The frequent techniques of reflective teaching are getting the teaching information from students’ exercises, writingteaching journals or diaries, learning from other experienced teachers, lesson reports and reading theoreticalliterature. The factors that affect the effect of reflective teaching include both subjective ones and objectiveones. Internals factors include teachers’ gender, age, education background and teaching experience as wellas teachers’ introspection consciousness, theoretical basis, personal qualities, teaching attitudes, teachingcompetence and so on; external factors include the reflection of school culture, teaching task, managementstrategy and evaluation system, and external support and so on.Based on the above conclusions, the author puts forwards some suggestions and hope that can helpsenior high English teachers’ reflective practice.For teachers, it is suggested that they should change their belief and try to be life-long learners; striveto become action researchers; cooperate to create a good teaching atmosphere.For schools, it is suggested that they should guide correctly the function of college entranceexamination and reform the current evaluation system for teachers and students; set up scientific evaluationsystems for teachers and students based on the long-term development of schools; build a platform forteachers’ reflection and construct independent school training system.For educational administrations, it is suggested that they should reform the current school evaluationsystem and establish the quality education; increase investment in education and improve teachers’ workingand living conditions; strengthen the construction of English teachers, adjust and balance the structure ofEnglish teachers.