A Survey Of Reflective Teaching Of Junior High School English Teachers

Since the fall of 2012,new education reform emerged in the stage of compulsory education in Jiangxi Province.Innovation of advanced curriculum and implementation of teaching reform receive more and more attention.New English Curriculum Standard of Compulsory Education of 2011 points out teachers should optimize teaching methods and improve professional level from practice and reflection,aiming at becoming a progressive,reflective and creative English teacher.As a consequence,English teachers’ improvement of reflective teaching is of great importance to curriculum reform.According to a comprehensive review of reflective teaching at home and abroad,the present research investigates the reflective teaching of middle school teachers in Xingguo county,with the purpose of finding whether the teachers know the idea of reflective teaching and how they carry out reflective teaching and what the impact factors of reflective teaching are,and what the strategies of improving the ability to reflect on teaching are.Eight local middle schools are regarded as subjects of the investigation,and interview is taken as main methods,by taking 150 local middle school English teachers’ questionnaires and 10 local English teachers’ interview as supplements.The investigative results are analyzed in SPSS.From the results,the present thesis sum up differences between the reflective teaching and gender,years of teaching,educational background,professional title,school type.The results of the investigation about the status quo of reflective teaching of junior high school English teachers are as follows.First,in teachers’ awareness of reflective teaching,middle school English teachers have strong concept of reflective teaching,and they consider it as a beneficial way to teachers’ sustainable professional development.Second,teachers reflect more about classroom practice and teaching methods,and less about teaching ideas or teaching evaluation system.Third,there are subjective and objective factors affecting reflective teaching.Fourth,teachers focus more on communication and discussion.Teaching is often reflected only after teaching.Fifth,reflective teaching awareness are significantly different in the school types,years of teaching,educational background,professional title.Reflective teaching practice,the influenced factors of reflective teaching and reflective teaching strategies in school types and education background embodies the significant difference.Therefore,the suggestions are stated from teachers,schools,and education administrative department.In summary,the present studies can not only provide references for teachers’ professional development,but also ameliorate junior English teaching reform.