A Case Study Of Outstanding Teacher’s Teaching Reflection

With the deepening of the basic education curriculum reform, teachers’ teaching concepts transformation lag has become the prominent problems of curriculum reform. At present, the great values of teaching reflection in solving practical problems of teaching, improving teaching quality, changing the teacher’s education concepts, promoting teachers professional development had been widely recognized, all levels of schools are very emphasis on teachers’ positive reflection on their own teaching practice. In reality, however, in the teaching reflection many teachers are weak consciousness of reflection, reflection mode single, lack of breadth and depth, and other problems, even lead to inefficiency of teaching reflection, it is difficult to play to the function of teaching reflection theory. To sum up the experiences of excellent teachers’ teaching reflection can provide references for the general teachers to carry out teaching reflection activity.This study using case study of qualitative research method, select F teacher who actively in the teaching practice of teaching reflection and achieved good results as the research object, the integrated use of literature method, interview, observation, physical method, physical collection method to collect information, analysis F teacher’s teaching reflection from the reflection type, reflection mode, content and level, reflection process dimension. Comprehensive study found that F teacher integrated use a variety of ways to the reflection of their own education teaching activities actively, such as think, write diary reflection and teaching postscript, participate in the educational research group of collective reflection, write reading experiences, write academic papers. Reflection content mainly includes classroom management and classroom teaching, in the reflection on the classroom teaching, the "instructional objectives", "teaching content" and "the subjectivity of the students in the process of teaching" reflect the most. On the level of reflection, F teacher’s reflection dominated by comprehensive reflection, followed by technical reflection, critical reflection is the least. The process of F teacher’s reflection is he found problems, analyze and solve problems, The process of F teacher’s reflection is the process of his education emotional sublimation, education wisdom generation, F teacher’s reflection is he criticism, clarify and changed the course of personal education concept, is the process of he learning and internalization the new theory, new ideas.The study also found that F teachers’ teaching reflection is influenced by his personal motivation, knowledge, ability, the time factor. Among them, the education belief and career expectations, professional ethics and sense of responsibility, open mind is the main factors that influencing F teacher’s reflection motivation. Moreover, educational philosophy of the school, management institution, teaching and research institution, the relationship between colleagues is also the important factors that influencing F teacher’s Reflection.On this basis, this study puts forward some suggestions to promote teachers’ teaching reflection: Teachers should set up the lofty professional ideal, strengthen the responsibility consciousness and reflective consciousness, active reflection. Teachers should pay more attention to the theoretical study to theory, to improve the depth of the reflection. Teachers should master the scientific reflection methods to improve scientific reflection. Teachers should actively participate in school teaching and researching activities, to find help from their companions. In addition, schools should become mandatory for encouraging teachers to reflection, improve the initiative of teachers’ reflection, Schools should give guidance to teachers the reflection methods; The school must strengthen the construction of teaching system, to create a good atmosphere and reflection organization environment for teachers.