A Survey Of The Situation Of Reflective Teaching By Middle School English Teachers

In recent years, teacher’s education has begun to shift from a simple approach to education of teachers’ professional development. In this research, reflective teaching has become the core issue of teacher’s education. More and more teachers are starting to accept and join the reflective teaching. According to the theory of reflective teaching, the process of foreign language teaching should be a process of self-reflection, self-understand, self-perfection and self-improvement of teachers. It can enable teachers to develop cognitive power, improve teaching methods and better teaching effects, and enhance teacher’s competence and qualification. The paper is concerned about three main questions:What’s the situation of reflective teaching in classroom teaching? What are the influencing factors in adopting reflective teaching for teachers? What suggestions teachers give?Chapter One introduce the definition of reflective teaching. Chapter Two provides the related theories of reflective teaching. Chapter Three and Four are the introductions to classroom investigation procedures, including professional development consciousness of reflective teaching, content of reflective teaching, the roles of teachers and main approaches of reflective teaching.Chapter Five is the most important part of the thesis. It reflects the reflective teaching’s status of implementation in the area by the analysis of the survey results, as well as the influence factors in the process of teaching reflection, which are from society schools and personals. On the basis of the above, in the Chapter Six some suggestions are put forward for many teachers. The author propose teachers not only to use some common way, but also to push the use of action research. She thinks only when teachers are actively involved in the study, it will be the true sense of reflective teaching implementation. Finally, the writer introduces several effective methods and some latest approaches of reflective teaching.