A Research On Reflective Teaching In Junior Middle School English

Recently with the rapid development of economy,higher requirements for the needed talents have been put forward by the society.Especially under the background of globalization and modernization of the economy,English is becoming increasingly important in China.Along with the further development of research on reflective teaching in the world,a lot of fruitful studies on reflective teaching have been carried out by a large number of scholars at home.Reflective teaching refers to the process in which teachers continuously inquire and solve the problems concerning themselves,teaching goals and teaching methods by means of action research,"learning how to teach" with "learning how to learn" to improve the rationality of teaching practice,and finally become education scholars.It takes exploring and solving teaching problems as basic point.Teachers focus on solving problems in teaching and make the teaching process optimized in the process of solving problems,so as to achieve better teaching effective.In this study questionnaire and interviews were the main instruments with 50 English teachers as the research objects.The questionnaire of the situation of junior middle school English teachers' reflective teaching was lead on Li Banban and Xu Jinfen's English language teaching reflection inventory.The questionnaire contained six dimensions:practice,cognition,affection,criticism,morality and classroom management.This research focuses on three major research items:(1)What is the situation of junior middle school English teachers' reflective teaching'?(2)What arc the influencing factors that affect teachers' reflection?(3)What effects docs reflective teaching have on the teachers professional development?Through analysis of the results of the questionnaire and interview,it can be found that the current situation of junior middle school English teachers' reflective teaching is generally optimistic and they all make different degrees of reflection.Reflection is made most in the fields of morality and classroom management among the six dimensions.The degree of reflection is general in the aspects of cognition,criticism and affection.Especially,reflection is weak in teaching research.Reflection on practice is the least.Teachers are not quite willing to make reflection by written manner.This situation is caused by a number of factors.First,teachers' ages,years of teaching,educational levels and class hours all contribute to making influence.Furthermore,time,teachers' cognition and the result of reflection also play significant roles.Junior middle school English teachers reflect well among the following teachers:teachers whose ages are between 30 and 40,teachers who have more than 10 years of teaching,teachers who are junior college or postgraduate degree,and teachers who have 6 class hours per week.Many teachers think there is not enough time to make reflection when preparing lessons or having classes.Meanwhile,they claim that they do not realize the importance of' reflective teaching and regard reflection as useless.They think that it cannot obtain apparent result in a short time after they make reflection.However,after junior middle school English teachers can make reflection,they improve their ability to solve problems in teaching and quality of teaching accordingly and thus achieve personal development and boost professional development.