Research On Improving The Ability Of Teaching Reflection Of It Teachers In Primary And Middle Schools

In the 21 st century, with the constantly enriching of network information resources, the rapid development of information technology as well as the continuing promoting of basic education curriculum reform, information technology education is no longer just a replica and continuing of computer skill training. It has been given greater responsibility in the information literacy of students, and has a wider and deeper meaning in the information literacy education in primary, middle schools. As the educators of cultivating students’ information literacy and the implementers of information literacy education, information technology teachers(IT teachers), on the one hand, usher in a new development opportunity, on the other hand are faced with new challenges. New educational philosophy, curriculum view, teachers concept and students view requires IT teachers constantly to seek professional advancement and capacity development to improve their teaching ability and level.As an effective means of improving the teaching and promoting the development of teachers’ professional ability, teaching reflection has drawn more and more widely attention of school teachers. At the same time, teaching reflection has become an important proposition within the field of ability development of teacher education. Reflection ability on teaching is a kind of intelligent elements of affecting the quality on teaching reflection. Teaching reflections requires IT teachers to have the ability of teaching reflection. So the reflection ability on teaching should be taken seriously, and more study is needed.Based on this, the paper has used methods of a literature study, observation, questionnaires, interviews to carry out the research, and started with interpreting of the connotation of reflection ability on teaching and analyzes the theoretical basis of teaching reflection. The paper has combed the related teaching reflection theory, and pointed out the influence factors and the ability constitution of reflection ability on teaching. Meanwhile, this study bases on the five primary and middle schools in Chengdu and chooses the IT teachers in these schools as the the research object. This paper has also surveyed the problems about IT teachers’ ability of teaching reflection and conducted in-depth analysis and discussion to learn the underlying causes behind the teaching, which affect the reflection ability of information technology teachers. Survey found that most of the information technology teachers agreed that it is necessary to promote reflection ability of IT teachers in primary and secondary schools. They more or less engage themselves in teaching reflection in daily work. But there are also some problems in the reflection ability of information technology teachers. First, IT teachers lack of the enthusiasm and initiative of teaching reflection, and their problem consciousness and grasping ability are not strong. Second, they lack of the knowledge of teaching reflection and their reflection writing ability is not strong enough. Third, they lack of in-depth analysis of thinking ability of teaching problem. Fourth, the self-adjustment ability is weak after the IT teachers reflect their teaching. Fifth, they need to improve their consciousness and ability to work with people.On this basis, this study found out the deep reason to affect IT teachers’ ability of teaching reflection and explored the ways and means for information technology teachers to solve these problems. Three aspects of the strategy are put forward to enhance the IT teachers’ ability of teaching reflection. First, school level countermeasures include building campus cultural atmosphere for IT teachers’ reflection to form a good environment of teaching reflection, establishing reasonable teaching reflection mechanism to promote the virtuous circle of teaching reflection. Second, countermeasures of teachers’ level include making clear the connotation of teaching reflection, understanding the essence of teaching reflection, improving teachers’ cognition to the problem of education, developing their problem consciousness and reflection consciousness, carrying out the teaching reflection behavior and improving teaching reflection skills. Third, countermeasures of education departments level include setting up the training model of combining “school-based training” and “training outside school”, organizing case reflection exchange in different schools and building the platform for reflection study and exchange. Through the implementation of these strategies, we hope that the IT teachers’ reflection ability and the teaching quality of information technology can be further improved. Meanwhile, we also hope that we can realize the total goal of information technology teaching to provide good services for the reform and development of basic education.