A Survey Of Novice English Teachers’teaching Reflection In Senior High School

The new curriculum reform of elementary education stresses that teachers should pay more attention to their abilities of analyzing and reflecting on teaching. Novice English teachers are in the initial stage of teaching career. In the process of combining theory with practice, they need to actively seek effective ways of promoting their rapid growth to meet the new objectives and challenges put forward by the English Curriculum Standards. As a way of self-practice and self-improvement, teaching reflection can shorten the growth periods of novice teachers effectively, and promote their professional development. Therefore, only novice English teachers be reflective practitioners can they adapt to or cope with the new curriculum reform better.Based on the related researches of teaching reflection abroad and at home, this thesis investigates the present situation of 80 novice English teachers’teaching reflection in senior high school of Linfen city by questionnaire and interview. The main contents of the investigation are the cognition, contents, types, dimensions, reconstruction and methods of novice English teachers’teaching reflection in senior high school, as well as the direct causes and influencing factors. The research questions are as follows:1) What is the current status of novice English teachers’teaching reflection in senior high school? 2) What are the direct causes and influencing factors of novice English teachers’teaching reflection in senior high school? 3) Are there any differences of novice English teachers’teaching reflection in senior high school on different genders, years of teaching, educational levels and school locations? If so, what are they?After questionnaire survey, the data was statistically analyzed through SPSS 17.0 and Excel 2007, and 8 teachers from different schools were selected for interviewing. The research found that:1) The current status of novice English teachers’teaching reflection in senior high school is as follows:a majority of teachers think that teaching reflection is necessary, but the cognition of teaching reflection is unilateral; contents of reflection rarely involve teaching concepts and objectives; little attention is paid to reflecting in class; teachers rarely reflect by reading literatures; the process of teaching reflection is incomplete; methods of teaching reflection are relatively single; 2) There are various direct causes of novice English teachers’teaching reflection in senior high school and the influencing factors of reflection are complicated, mainly affected by teachers and schools; 3) The differences of teaching reflection on different genders and years of teaching in senior high school are not significant, while that of reflection cognition, contents and reconstruction on different educational levels are significant, and the reflection cognition on different school locations are significantly different.Based on the analysis of the status of novice English teachers’teaching reflection in senior high school, some pedegogical implications are provided, hoping to improve novice English teachers’teaching reflection in senior high school.