Research On The Present Situation Of Teaching Reflection Ability Of Primary School Teachers

Teachers need to have the ability of teaching reflection,has gradually become an international consensus,has been incorporated into the professional standards of teachers in many countries.Good teaching reflection ability can help teachers to develop personal practical knowledge,increasing the effective teaching behavior,enhance the professionalism,refining education wisdom.However,there are many researches focusing on the elementary school teachers' teaching reflection ability and improvement,lack of attention to the current situation of elementary school teachers' teaching reflection ability.The lack of research on the status quo,to a certain extent,restricts the effectiveness of the training path choice,is not conducive to the primary school teachers' teaching reflection ability from the actual state to the ideal state.In order to understand the actual state of teaching reflection ability,this study basis on Dewey's "six steps" of thinking,conducted a questionnaire survey among 247 primary teachers in 13 primary schools in Chengdu district,then carried on an interview to six teachers.The study found that there is still a lot of room for improvement in the teaching reflection ability of primary school teachers,the score at 80-100 accounted for only 6.8%.In gender,the difference is not significant,and there is a significant difference in education and teaching experience.In the analysis of the four dimensions are presented the following features:First,in terms of information collection,the timeliness was better,comprehensiveness was inadequate.The main factors that restrict the comprehensiveness are the deviation of teachers' understanding of teaching problems and the lack of computer skills.Second,in terms of method application,pertinence was good,diversity was inadequate.The main factors that restrict the diversity are the misunderstandings of teachers' methods of teaching reflection and the lack of teaching experience.Third,in terms of operating adjustment,situativity was good,procedure was insufficient.The main factors restricting the process are the deviation of teachers' beliefs and the burnout of teachers.Fourth,in terms of discovery and prediction,initiative and exploration were deficient.The main factors that restrict initiative and inquiry are teachers' lack of motivation and complacency.Based on the above analysis,this study puts forward the four suggestions for the improvement of the elementary school teaching reflection ability: first,the comprehensive information collection,reflection horizons open;second,the diversification reflection method,refining the teaching wisdom;third,revised for many times,action reflection process optimization;fourth,concluding and evaluating actively,and to wake up momentum.