Research On The Current Situation Of Mathematics Teaching Reflection Of Teachers In Normal High School

With the continuous deepening of quality education, society puts forward higher and higher requirements on teachers. What’s more, mathematics teachers occupying an important role in education and teaching are also facing huge the challenge and the impact of high strength brought about by the new curriculum reform. As the way of self-improvement and self-development for teachers, teaching reflection plays a great role in improving teachers’ teaching ability and promoting students’ learning effect. Beyond the teaching circle, teachers reflect and to observe their own teaching behaviors from an overall perspective, integrating all the incidents related with teaching behaviors and having a new interpretation and recognition to get a better teaching effect. Throughout the whole teaching process, teaching reflection also covers the three aspects, teaching effect, evaluation and teaching links, aiming to improve the teachers’ mature teaching ability and teaching effectiveness.Based on it,with mathematics teachers 15 ordinary high schools in Handan city as the the research object, the paper utilizes such methods as questionnaire survey, interview method and literature review methods to make investigation and analysis of the current situation of high school mathematics teachers’ teaching reflection in their teaching process. According to the purpose of teaching reflection and the original intention, starting from the perspective of the front-line teachers, this paper investigates the practice activities of teaching reflection and combines teaching practices to study and analyze the present situation of mathematics teachers’ teaching reflection in ordinary high schools.According to the research objective, as well as the research on teaching reflection in the book, Teaching Reflection and Action Research, by Professor Shen Jiliang of Beijing Normal University, the writer determines the dimensions of the questionnaire survey based on full consideration of the actual situation of the research. Surrounding teachers’ cognition of teaching reflection, the time, content and records of teaching reflection, the writer designed the Questionnaire of High School Mathematics Teachers’ Teaching Reflection, with the questionnaire reliability being 0.906.First of all, the paper made the investigation among the mathematics teachers in fifteen ordinary high schools in the urban area of Handan City in the following aspects, such as, cognition, time, ways, contents and records of the teaching reflection. To achieve the purpose, 379 questionnaires were distributed to mathematics teachers in fifteen senior high schools in Handan city and 373 were returned. The recovery rate was 98.4%. In addition, some teachers were interviewed. In the form of mass measurement on the spot, the questionnaires were given away to the teachers participating in the investigation, which were returned after the test teachers finished filling on the spot.Survey results show that:(1) the understanding of teaching reflection: the vast majority of teachers considered it necessary for mathematics teachers in ordinary high schools to have teaching reflection, who, however, don’t have a profound understanding of the teaching reflection. Only a small number of teachers express that they can understand teaching reflection very well. There is even a considerable part of the teachers thinking it unnecessary to have teaching reflection. However, the majority of teachers that are willing to carry out teaching reflection think that teaching reflection is the summary and review of teaching behaviors and teaching effects and the discovery and solution of problems.(2) time for teaching reflection : nearly a half of the teachers surveyed said they had teaching reflections only occasionally and more than a half of the teachers had teaching reflection after the end of their teaching behaviors.(3) means of teaching reflection: Although showing that the teachers have a variety of means of teaching reflection, the survey results also show the teaching reflection of most teachers is characterized by strong randomness, without system and that nearly a half of the teachers just think about it or discuss it with other teachers, only less than one third of the teachers will write reflection journals and only less than a quarter of the teachers will transform teaching reflection into lessons to make in-depth research.(4) contents of teaching reflection: teaching reflection involves all aspects of the teaching process. According to all the contents listed in the reflection before class, results of the statistic survey show the population of each item is basically the same, while in the survey of while-class reflection, one third of the teachers chose to adjust the deficiencies in their lesson preparation in time according to unexpected problem; in the after-class reflection survey, the numbers of the teacher choosing teaching content, teaching process and teaching strategy are approximately equal. Relatively speaking, there are more teachers having teaching reflection on teaching contents; in addition, more teachers reflects the academic performance of students and related study habits.(5) records of teaching reflection : Although more than a half of the teachers said they would occasionally record the reflection results according to specific circumstances, but there are still quite a few teachers who are still not used to recording contents of reflection. What’s more, most teachers are relatively more accustomed to recording shortcomings in the process of teaching and only a few teachers will record students’ creativity. The results of the interviews with the teachers played the role of supplementary explanation and verification.Based on analysis of the factors influencing teaching reflection of the mathematics teachers in ordinary high schools, the research puts forward some suggestions in the following aspects, such as establishing correct educational concepts, enhancing knowledge base of teaching reflection; improving the level of teachers’ teaching reflection; schools creating good reflection atmosphere for teachers.