Problems And Countermeasures Of Teachers' Teaching Reflection In Ideological And Political Course

Education is some kind of social activity which can cultivate talents and shape people with good qualities, meanwhile, it also functions as the tool to promote culture, transmit the experience in social production and life. The rising and falling of a country is relevant to education in which teachers are centered. Nowadays, it is the era of knowledge economy where the society regard the ability to innovate as a benchmark for measuring talents. At the same time,the state has been advocating the talent-centered concept, which brings great challenges to the teachers' professional knowledge and their abilities in teaching. However,the improvement of teachers' professional level is never separated from the teaching reflection. In 1980s,the "reflection" trend was rising in European countries,which had great impact on the development of education and the "teaching reflection" had become the mainstream topic in the society. In the current stage,teaching reflection has become a point of view which has been universally accepted in the field of education in the world. So. It is bound to play a decisive role in the further reform of China's basic education. Theoretically,the teaching reflection is the process of deep thinking and reestablishment of curriculum delivered by teachers. Through the reflection of teaching, teachers can improve their understanding of teaching, cultivate the ability of self-analysis and self-evaluation. Finally,their teaching concept will be gradually changed from the experience-oriented type to professionalism-oriented type and they will become the professional teachers. The teaching reflection plays an important role in the process of self-perfection of teachers in which they can cultivate their professional ability, improve their teaching quality and level, thus achieve the ideal teaching effect. Therefore, the analysis and research on the teaching reflection is of immeasurable theoretical and practical significance in promoting curriculum reform and expanding teachers' professional knowledge and ability.In the background of the new curriculum reform, the teaching reflection of ideological and political teachers in high school is of great importance. However, the teaching reflection in present situation is not ideal, as the real effect of teaching reflection is not exerted and most of them are superficial. However, in real teaching, the ideological and political teachers often give classes with the same content again and again every year. As time passes, they will become exhausted and lose interest in teaching exploration, not to mention the teaching reflection. And those ideological and political teachers who have ever made a teaching reflection will be confused because of lack of guidance. Their self-analysis is often superficial or it just stays in the stage of consciousness and it is difficult to carry out in-depth.Therefore, they will not put them into practice, which leads to a serious disconnect between theory and practice. At the same time, the phenomenon that some teachers complete the"reflective diary" just to cope with the examination of their superior occurs from time to time,so it is difficult for them to take practical actions. Therefore,it is necessary to re-recognize the connotation of teaching reflection and conduct a careful review of the reflective behavior.This paper adopts literature research, experience summary and interview methods comprehensively to study the teaching reflection of teachers in ideological and political classes. By sorting out the domestic and foreign literature on teaching reflection and starting from the meaning and characteristics of teaching reflection, the paper analyzes the effect of teaching reflection on ideological and political teachers in high school accurately. It is not difficult to find out that in the actual situation, there are many factors restricting the teacher's reflection on teaching by carrying out research on the actual situation. This paper has listed these factors, based on which, it also puts forward some strategies for coping with the problems existing in teaching reflection for ideological and political classes.This paper is divided into five parts. The first part puts forward the background of teaching reflection and summarizes the research methods and significance of the teaching reflection for ideological and political teachers. At the same time, this paper also summarizes the present situation of the research on teaching reflection at home and abroad. On such basis,the paper proposes the understanding of existing research results. The second part studies and analyzes the teaching reflection theoretically. In the third part,the author expounds the necessity and significance for the teachers to carry out teaching reflection on politics classes in high school. The fourth part analyzes and researches on the current situation of teaching reflection for ideological and political teachers in high school, as well as their reasons. The fifth part puts forward the countermeasures to improve the level of teaching reflection and summarize the whole paper by combining with the analysis of the current situation of teaching reflection of ideological and political teachers in high school.