A Study On Strategies Of The Improvement Of Normal Students’ Reflective Ability

With the further promotion of basic education reform in our country, normal college students, the major source of basic education teachers, have been gaining more concern and attention about their training. Under the influence of reflection thought, reflective teacher and reflective teaching are increasingly becoming the important goals of the current teachers’professional development and educational reform, and the most important indicator of reflective teachers and reflective teaching is the teachers’ reflective ability. So it is urgent and important to concern and nurture normal college students’reflective ability. "Modern Educational Technology", as a normal college students’public course, aims at improving normal college students’information literacy and developing their ability and awareness to apply technology to promote instruction.In the instruction of this curriculum, Central China Normal University takes the cultivation of reflective ability into its training objectives. However, in the actual teaching process, the cultivation results is not such satisfied. For the problems in the implementation process, this paper surveys the factors which would help normal students reflect, and attempts to make three strategies on the basis of the survey. Furthermore, it apply them in teaching and so as to explore the effectiveness of the proposed strategies in training students’reflective ability, and hope to provide valuable information on developing normal students’reflective ability in Central China Normal University.This paper first use literature research methods to understand the factors which affect teachers’reflective ability. Then on this basis, it conducts a questionnaire survey to determine the factors which would help normal students reflect. Moreover, according to the statistical result, it proposes three strategies such as resource support, reflection guidance and group interaction. With quasi experiment method, it respectively investigate the differences in reflective level between no-policy group and resource supporting group, no-policy group and reflection guidance group, and no-policy group and group interaction group. So as to verify the effectiveness of the proposed strategies on the practical level. The results show that the resource support strategy which concern learners’knowledge related to reflection can enhance the learners’the ability to reflect. This enhancement mainly show in understanding, questioning and analyzing of events when compared with the no-policy group. The reflection guidance which focuses on reflection method can also enhance learners’explanation, understanding, questioning, analyzing and criticizing of events. In addition, the group interaction which concerns cultivating learners’enthusiasm and initiative of reflecting has also been shown to enhance the learners’reflective ability, enthusiasm and initiative of reflecting. By comparing reflective level of three groups, the reflection guidance group has showed the highest level, followed by the group interaction group, and finally the resource support group.The paper in final consolidate the deficiency of the study. For example, the evaluation of normal students’reflective ability is single; the experimental control is not precise enough. And there is a lack of long-term tracking on reflection. Carrying out subsequent study to improve the above shortcomings is the future effort direction.