Research On High School Geography Teacher Reflection Ability

Since the 1990s, knowledge has become the most important factor of production, high-tech society are moving in the direction of development, which requires a high degree of scientific literacy and cultural literacy of talent, and cultivate these talents, we need our advanced educational concepts, advanced education act. Education today bears more heavily than any other time in the history of social expectations, and teachers as the main educational work should gradually from a career professional. However, in the first line of education, teachers and students are most familiar with learning and emotional condition at the time of their own educational methods to analyze and evaluate the implementation, is inseparable from the teacher’s ability to reflect, only through constant reflection of teachers, constantly sum up, teachers in order to continuously improve teaching practice, constantly updated, thus, the ability to reflect on training teachers is very important.This research uses the literature research method, the questionnaire survey, the expert consultation and the data analysis method to carry on the research. The full text is divided into six parts. First, to domestic and foreign research on Teachers’reflection ability of analysis and summary and understanding of the relevant theory, based on the summary and analysis of teachers’ reflection ability definition, characteristics, development stage and the influence factors. Secondly, the Guilin high school geography teachers’ reflective ability of the questionnaire survey, found that Guilin high school geography teachers reflective ability there are five aspects of the problem:First, teachers in the teaching process and teaching reflection slightly less; second, high school geography teachers teach preschool reflect on the existing problems in the mainly reflected in the emotion attitude and value view, with the help of other resources and exploration of ability, social, moral and political point of view on; third, high school geography teachers in the teaching process to review the existed problems mainly concentrated in the teaching to pay attention to students subject status, but the implementation of specific methods, can be flexible use, effect of classroom teaching progress of teachers’ reflective ability is larger, teachers in classroom teaching, the teacher always tangled my teaching schedule; Fourth, high school geography teachers in the problems existing in the teaching reflection is mainly although knew to reflect on the importance of teachers, but improve the ability to reflect on their own is too single, just to stay in the teaching level, also do not use a variety of reflection method; the fifth, high school geography teachers’ reflective ability exist gender differences, female teachers’ reflective ability is poor, especially in teaching preschool teaching as well as the process of male and female teachers in difference larger; the sixth, young teachers in the entry period and mature type of backbone teachers reflective ability is low, worthy of attention.On the basis of Guilin, the truth, through further discussion, put forward to improve the local geography teachers’ reflective ability strategy:first, students should pay attention to the formation of emotion, attitude and values in the process of teachers’ reflection; secondly, teachers’ reflection from the perspective of students, give full play to students’ subjectivity, solve the "listen to understand, do the problem is wrong, pass", paying attention to students learning geography, strengthen communication with students and improve the two aspects; and channels to strengthen teachers’ reflection, the diversification of the ways of reflection (multi write reflective journals, more communication with students, improve teaching methods, the use of network resources, exchanges between different regions of reflection finally, teachers); teachers should broaden their knowledge, improve the depth and breadth of reflection etc.