An Narrative Inquiry On The High School English Teacher’s Teaching Reflection Under The Background Of New Curriculum Reform

Both the requirement from development of knowledge-based economy for talented person and the challenge from new curriculum implementation for teacher’s professional competence present teaching reflection has drawn great attention from researchers and front line teachers.In the 1930 s, scores of researchers focused on teaching reflection and created a whole set of mature theories for it. Additionally, a mountain of researches from abroad and at home have proved teaching reflection deserves a critical method for teachers to achieve professional development. Specifically,teaching reflection could effectively help teachers improve their teaching efficiency.According to action theory and constructivism theory, this thesis applies narrative inquiry as the main research method to answer the following three questions. First, what characters does the reflective content of the teacher have under study? Second, how does the teacher’s reflection progress in the course of his teaching reflection? Third, What level of reflection dose the teacher attain to ?With purposive sample, this research chooses an English teacher from Tanchang No.1 middle school in Gansu province and collects data with the teaching reflection and interview. Based on the data collection,the researcher has inducted and encoded the materials with content analysis. Then, the research text has been presented based on the three-dimension analysis mode from Connelly & Clandinin(2000, 2008) and been analyzed based on the analytical framework of this thesis.The research results have shown that teaching reflection deserves an important way for teacher to generate the new knowledge and to activate teacher’s old knowledge. Secondly, with narration,systematical inquiry could effectively help teacher discover the theories hidden behind the behavior and fuel teacher to change his mind by understanding and analyzing. Therefore, narration is the best way for teacher to record and deliberate his experience. Last but not the least, continuous teaching reflection could help teacher to adjust teaching objective and improve teaching methods. Hence, the process of teaching reflection is also a process for development of curriculum.