A Comparative Study Of Teaching Reflection Between Novice And Experienced English Teachers In Senior High Schools

New English Curriculum Standard for Senior High School Students requires that teachers should change teaching ideas,improve teaching methods and attach much importance to raising ability of teaching reflection in order to promote teaching quality and students' overall development,meanwhile try to fulfill teacher professional development.While senior English novice teachers and experienced teachers are in different stages of senior high school English teacher professional development,occupying a large proportion of English teachers,they respectively have different abilities of teaching reflection.Teaching reflection as an important and effective way to improve teaching quality can raise students' development and teacher professional development at the same time.Only when senior English novice and experienced teachers constantly improve their abilities of teaching reflection will they better meet the demands of self-development or the requirements of new curriculum.Therefore,On the basis of Piaget's cognitive construction theory and J.Flavell's meta-cognition theory,the present study aims to investigate the overall situation of senior English teachers' teaching reflection and make an analysis of differences in abilities of teaching reflection between senior English novice and experienced teachers,with the purpose of putting forward some scientific and effective suggestions for senior English teachers,senior high schools and relevant education departments.In this thesis,one questionnaire and an interview are adopted as the research instruments,and the subjects are senior English teachers coming from four model senior high schools in Guangxi Zhuang Autonomous Region.The Questionnaire of English teachers' teaching reflection in senior high schools is based on Ding Yehong's(2012)questionnaire with slight modifications,including eight components: reflection on teachers professional development,reflection on cognition,reflection on existing teacher and student evaluation systems,reflection on classroom teaching,reflection on reflection methods,contents of reflection,problems in teaching reflection and causes of problems in reflection.The three research questions addressed in the present study are:(1)What is the overall situation of senior high school English teachers' teaching reflection?(2)Is there any significant difference in teaching reflection between senior high school English novice and experienced teachers?(3)What are the problems of English teachers' teaching reflection? What causes the problems?From the investigation,the following results are found out in the present study:(1)The general ability of senior high school English teachers' teaching reflection is in a medium level.To be concrete,the subjects' reflection on classroom teaching ranks the first,followed by reflection on teacher professional development,contents of reflection,reflection on cognition,reflection on existing teacher and student evaluation systems,and reflection on reflection methods;(2)Teaching reflection between senior high school English novice and experienced teachers are significantly different from each other,which lie in reflection on teacher professional development,contents of reflection,reflection on cognition,reflection on existing student evaluation systems,reflection on classroom teaching;(3)Senior English teachers think problems in teaching reflection are mainly for lack of initiative and being laziness,for lack of guidance on theories and for lack of resources;causes of problems in reflection chiefly lie in lack of professional guide,limitation of professional competence and tiredness in body and mind.Based on these findings,some practical advice is offered to senior high school English teachers,senior high schools and relevant education departments to better promote the ability of senior high school English teachers' teaching reflection.Firstly,senior high school novice English teachers should strengthen the cognition of teaching reflection while experienced English teachers solve problems and innovate positively in teaching reflection;English teachers utilize various approaches in teaching reflection reasonably.Secondly,senior high schools are suggested to reform evaluation systems for experienced English teachers and provide professional guides and school-based training for novice English teachers.Thirdly,relevant education departments should enhance the construction of English teacher teams and improve conditions for senior high school English teachers' teaching reflection.