A Case Study Of University English Teacher Reflective Learning Based On Classroom Videos

Teaching reflection is a hot topic in the field of pedagogy and is an important way to promote teacher's professional development.It helps to improve teacher's teaching competence.Some teachers have improved themselves through teaching reflection and made much progress.However,for some teachers,choosing unreasonable ways of teaching reflection or lacking depth and breadth in the content of teaching reflection leads to inefficiency of teaching reflection.Therefore,this thesis tries to seek an effective way of classroom video-based teaching reflection to improve the quality of classroom teaching,promoting teachers' professional development and providing reference for effective teaching reflection.This study selects teacher L,a young university English teacher in Hubei Province as research object,which combines methods of literature,case study,and interview.Based on the teacher's classroom video,the mainly following research is carried out(1)Reflective learning based on self-observation.Taking classroom questioning as entry point,The study analyzes teacher L's classroom video and get some research data,the reflective learning based on data statistics,reflective diary and other means of learning.(2)Reflective learning based on students' participation in instructional design.Through students' watching video in groups and discussing the feedback materials repeatedly new teaching design is formed.The reflective learning based on the principles of information diffusion is proposed.Through the discussion and analysis of teacher-students' joint optimization of teaching video after instructional design,the effectiveness of reflective learning for teachers and students to participate in instructional design is verified.(3)Reflective learning based on peer assessment and feedback.Based on a comprehensive evaluation of teacher L's teaching process by graduate students,teachers,etc.,a reflective learning based on triangular fuzzy numbers is proposed.Through the analysis of peer-reviewed teaching video after the reflection of peer professional guidance,the validity of reflective learning based on peer evaluation and feedback is verified.(4)The role of reflective learning based on classroom video in university English teaching.A case study was conducted with teacher L as a subject,and throws muchlight on the role of reflective learning based on classroom video in improving teacher learning,teacher development,and teaching effectiveness,as well as the reinforcement of student subject awareness,summarizing the inspiration from university English teaching process based on reflective learning research.Through the case study,it is found that university English teachers using classroom video to conduct reflective learning is conducive to the improvement of teaching quality.Reflective learning can be reasonably used in specific teaching objects,teaching content,and teaching process,which is conducive to the improvement of teachers' reflective learning efficiency and also provides feasible practical methods for the interdisciplinary study of teaching reflection.