Research On The Reflection Development Of Full-time Master Of Education

Reflection,which is an important way to promote teachers' professional development,also is a key factor that to stimulate teaching enthusiasm and creativity,has the vital role for the improvement of teaching quality.As a new force of the future teachers,full-time Master of education development situation of education teaching reflection is worth us to focus on.However,there are less research on the pre-service teachers' reflection at present,and the research object s dispersed,let alone reflections on full-time master of education.Therefore,both theoretical value and practical significance are reflected on research of reflections on full-time master of education development.This research mainly used questionnaire survey to investigate the full-time m-ed in northeast normal university who has completed the educational practice.This study used the “full-time master of education development reflection questionnaire”,examined how the reflection of the current full-time master of education development from “normal reflection”,“learning reflection”,“internship reflection” three dimensions,and discussed the effects of reflection development and growth of master of education.240 survey questionnaires were gave out and recycled 231 questionnaires,the recovery rate was 96.25%,after excluding invalid 5 questionnaires,226 valid questionnaires were get,the effective rate was 97.84%.Study found that:(1)on the whole,full-time master of education in the three dimensions of activities can carry out a certain amount of reflection,the average in above average level;(2)There is a obvious relationship among the full-time m-ed' “normal reflection”,“learning reflection”,“internship reflection”,the relationship between the “normal reflection” and “practice” reflection is larger,associated with “course learning reflection” is small;Besides,the relationship between “course learning reflection” and “practice reflection” is more relevant than “reflection” at ordinary times;(3)the development of reflection conditions has a significant influence on the ability development of master of education;M-ed,who in the different development level,has different cognition on the development of the reflection promote ability,high development level group reflection are higher than low level groups on several aspects of promoting function of reflecting;Correlation analysis found that the correlation between “practice reflection” and reflection on promoting effect is higher than “normal reflection”,“course reflection”;Stepwise multivariate found that,“practice reflection” is the most influential factor to promote understanding of reflections;(4)full-time master's gender,education training mode type has a impact on reflection development condition,the score of male on the “course reflection” is higher than females;For two full-time master of education training mode,the reflection under the “through the integration of all the practice mode” is higher than “internship courses + training mode” in the demissions of “course learning reflection” and “practice reflection”;In addition,the lack of introspection skill learning and training,lack of theoretical knowledge also affects the development of reflection;But there is no significant differences in professional development.