Research On Reflective Teaching Of High School Chinese Teachers

Although the elementary education in the reform,quality education is to promote and compulsory education Chinese curriculum standards(2011 edition)"in advancing,teachers' reflection ability and innovation spirit also gradually to the attention of the education widely.However,the language in the process of practical teaching in high school,there are still given priority to with teaching experience in mechanical repetition of operational teaching behavior,lack of teachers' introspection consciousness,lack of innovation spirit,specialized level too low a variety of unreasonable phenomenon.Based on the theory and practice two aspects of reflective teaching together as a starting point,for the study of high school Chinese teachers' reflective teaching emphasis on analysis,through the literature research of reflective teaching research are found serious disconnect between theory and practice,pertinence and operability is not strong,the influencing factors of research problems such as less,through case analysis found that the high school Chinese teachers' reflective teaching has such problems as concept is weak,the implementation is not reasonable.Among them,the thought idea including weak reflection,cooperation and responsibility consciousness and the concept of Chinese curriculum,teachers and students view education philosophy is not science,such as unreasonable including teaching design,implementation and evaluation is not reasonable.Based on the problems existing in the high school Chinese teachers' reflective teaching and the reasons for analysis,and combined with the internal and external two aspects in high school Chinese teacher analysis the influencing factors of high school Chinese teachers reflective teaching,puts forward the solution of the high school Chinese teachers' reflective teaching strategies: first,teachers internal level: from the reflective education concept,teaching design,classroom implementation,teaching evaluation promotes reflective teaching practice ability,in this very attention by building high school language teacher professional community,rich theoretical knowledge and so on teacher education to promote teachers' professional development.Secondly,the external level of the teacher: the social and cultural aspects,The Times,the lifelong learning;The school level,actively support and cooperate with relevant evaluation and management system,efforts to build theculture atmosphere of democracy,cooperation,actively participate in the expert guidance and investigation,the activities of the communication system;At the student level,the new type of teacher-student relationship is constructed,and the students' reflective learning ability is cultivated.