The Research On The Implementation And Influence Factors Of The Historical Reflective Teaching In Middle School

In recent years, with the continuous advancement of a new round of basic education curriculum reform in our country, research on reflective teaching and reflective teacher development has received more and more attention of educators.At present, the research on the theory of reflective teaching is becoming mature,but the practice of reflective teaching is not deep enough, especially the history of reflective teaching research is relatively weak. Therefore, it is very important to study the situation of the implementation and influence factors of reflective teaching in middle school history, so as to better improve the implementation of the historical reflective teaching.On the basis of reflective teaching theory, this study selects the history teachers of four middle school history teachers in Heilongjiang Province, province as the research object, and takes the tool case study as the means, through interviews, observation, text analysis and other research tools, which aims to show the basic situation of the implementation of the history of the middle school in A City, analyzes the factors that affect the implementation of reflective teaching, and puts forward the basic strategy to improve the effect of reflective teaching, so as to achieve the development of the history of teachers’ professional development, and promote the healthy development of the history of education to explore a more suitable way.This study consists of four parts:introduction, text, conclusion and references. The main body is divided into three chapters. The first chapter of the main body descripts the processof four different development phase middle school history teacher in their reflective teaching implementation.The second chapter of the main body analyzes the factors that attribute to the status of the teachers in reflective teaching implementation.The third chapter of the main bodyputs forwardthe basic strategy to improve the effect of reflective teaching,from the administrative departments of education, the research department, schools and teachers,in order to improve the implementation effect of reflective teaching.The study found that:the implementation of reflective teaching in city A is attached great importance to provide the appropriate support for teachers to carry out reflective teaching, and create a good environment for reflective teaching of Middle school history teachers to reflect on the attitude of the whole more positive, middle school history reflective teaching practice in good condition. The implementation of reflective teaching reflects the characteristics of regional and community. The organization of effective teaching and research activities in City A, the clinical guidance of the Northeast Normal University, the teaching of reflective teaching, effectively improve the teaching practice of the group of teachers. However, the implementation of the middle school history reflective teaching also has some difficulties, such as the edge of the historical discipline, which has weakened the enthusiasm of teachers’ reflective teaching. Although the difficulties, but the teachers are more and more from their own initiative to respond, in the reflection of self development, and strive to improve their reflective teaching ability to improve and optimize the reflective teaching.The implementation of reflective teaching is a process of continuous exploration, but also the process of teacher professional development. It is believed that this study can provide more practical help for the middle school history teachers’reflective teaching practice, which is beneficial to enhance the professional identity of the teachers and promote the development of history teachers.It is hoped that this study can lead to more education theory workers and history teachers to implement reflective teaching to pay more attention and give more social recognition to history teachers in middle school.