A Case Study On Teaching Reflection Of Middle School Teachers

Teaching reflection is an important researching subject of teaching theory and teacher education in Pedagogy. There is important researching significance in teaching reflection study. Firstly, teaching reflection is an important way to facilitate the teacher’s professional development and professional level. Secondly, the teaching reflection of primary and secondary school teachers can improve the quality of education and students’ all-round development. It also can promote the smooth implementation of the curriculum reform of basic education. Many teachers have acquired great progress in teaching and improved their professional standards through teaching reflection. However, some of the correlative studies and my investigations reveal that the teaching reflection of some of the primary and secondary school teachers is not sufficient. In analyzing my researching data, I found that there are three main questions including the weakness and insufficiency of teaching reflection consciousness, teaching reflection content and the backward of teaching reflection method in teachers’ teaching reflection. Based on these three questions, I will study on how to promote the teaching reflection of teachers.The histories and experiences of excellent teachers have some degree of typicalness. Learning from the successful experiences of the teaching reflection of excellent teachers can promote the teaching reflection of other teachers. I will take the qualitative measurement as the method of case study in this paper. Through the investigation of some middle-schools and their teachers, I choose an excellent teacher —teacher Yang in R middle school from county Z in Chongqing as the research subject. In order to investigate the circumstances of the teaching reflection of teacher Yang comprehensively and entirely, I take survey method and observational method. As a result, I have acquired much first-hand material about the teaching reflection of teacher Yang, especially in teaching reflection consciousness, teaching reflection method and teaching reflection content. In sorting out and analyzing these datum, I depict the development of teaching reflection of teacher Yang and summarize the excellent experiences of teacher Yang in the aspects of teaching reflection consciousness, teaching reflection method and teaching reflection content. In the teaching reflection consciousness aspect, we must foster problem awareness, observation ability and imagination on one hand; on the other hand, we must sum up the experiences regularly and integrate the teaching reflection in every aspect of life and make it a part of life. In the aspect of teaching reflection method, we must learn the method of teaching reflection and apply variety of teaching reflection strategies through the teaching practice on one hand; on the other hand, we must establish variety of teaching reflection approaches and make innovations in teaching reflection strategies. In the aspect of teaching reflection content, we must enlarge the area of teaching reflection content and make it more comprehensive. Simultaneously, I found that there are some questions and insufficiencies in the teaching reflection of teacher Yang which I have investigated in the research. Next, based on sorting out and analyzing the research datum, I have analyzed the personal factors, the factors of teacher education and the factors of teacher’s work environment that influence the development of teaching reflection of teacher Yang. The personal factors are the ideal, belief, disposition, interest, hobbies, life history; the teacher education factors are higher education and in-service training; the factors of teacher’s work environment are the school systems, colleagues and students. Lastly, I have provided some suggestions and strategies to promote the teaching reflection of teachers from the aspects of teachers, the teacher training departments and the schools. For the teachers, firstly, they must strengthen their senses of responsibility, foster their awareness of the problem and enhance their thinking abilities. For the teacher training departments, firstly, they must strengthen the training in teachers’teaching reflection in higher education, secondly, they must strengthen the in-service training of teachers. For the schools which the middle school teachers work in, firstly, they must establish a sound system of teaching reflection, secondly, they must create a cultural atmosphere which can help enhancing teachers’teaching reflection, thirdly, they must provide necessary devices for teachers’teaching reflection, fourthly, they can enhance the senses of responsibility of middle school teachers in various ways, fifthly, they can enhance the awareness of the problem of teachers by establishing sound teaching evaluation system, and they can also create good conditions for fostering the thinking ability of middle school teachers.