Middle School Mathematics Teachers’ Teaching Reflection Survey Research

In People’s Daily life, people usually take to help the development of the process of reflection and reflection is a reflection of the people of the past and to review their own feelings, or is the understanding of their own experience things or description. Educators often in their teaching process by using the method of teaching reflection, because teaching reflection can help educators to find the problems existing in the teaching process, and then improve. An earlier origin of overseas research on teaching reflection, educators in many countries are able to realize the importance of teaching reflection for educators, according to the actual situation to make the corresponding teacher professional standards, in the standard explicitly expounds the requirement of teaching reflection and understanding.In this study, the researchers first reference domestic and foreign research achievements of teaching reflection, comprehensive, and then to the middle school mathematics teachers as the research object, the purpose is to investigate the teaching reflection of the current state of the middle school mathematics teachers, through the whole data obtained from a questionnaire survey, find out the various factors influencing the teaching reflection and, in turn, raise teachers’ awareness of teaching reflection, strengthen teachers’ education teaching practice, and finally make the teacher’s professional development can be better implementation. In this study, the researchers first reference domestic and foreign research achievements of teaching reflection, comprehensive, and then to the middle school mathematics teachers as the research object, the purpose is to investigate the teaching reflection of the current state of the middle school mathematics teachers, through the whole data obtained from a questionnaire survey, find out the various factors influencing the teaching reflection and, in turn, raise teachers’ awareness of teaching reflection, strengthen teachers’ education teaching practice, and finally make the teacher’s professional development can be better implementation. Secondly, through the survey found that middle school mathematics teachers’ teaching reflection for reflection after teaching, after class will get students to understand the teaching effect to carry on the teaching reflection. Inexperience in middle school mathematics teachers’ teaching reflection, before teaching activities can not save for a rainy day, see the problems in the teaching activities, in the teaching activities can’t scatter your strength to cope with the problems, so most of the middle school mathematics teachers’ teaching reflection is in order to solve the learning problems of students or solve the problems of the rest after teaching, obviously such reflection is obvious. Followed by the study of ways of teaching reflection and teaching reflection of all kinds, each teacher’s personality also determines the different way of teachers’ teaching reflection, from the survey results show that the middle school mathematics teachers’ awareness of teaching reflection is higher, also will not teaching reflection on a regular basis, but also the corresponding problems, such as insufficient emphasis of teaching reflection, reflection mode is simple, reflection process become a mere formality and communication is less, the result is bad, and so on. Finally, the influence factors of the ways in which middle school mathematics teachers’ teaching reflection is based on gender, teaching age, the highest record of formal schooling, the opportunities, took part in the public class or the class participates in education the opportunity of each different, men and women teachers adopt ways of teaching reflection is affected by men and women is not the same as the learning ways of thinking, teaching experience and the degree of different also makes the differences in the ways in which teachers’ teaching reflection, various for the opportunity to learn how many objective also influence the way of teachers’ teaching reflection.