The Research On Current Situation Of Teaching Reflection Ability For Junior Middle School English Teachers

The English Curriculum Standard for Compulsory Education puts forward that the nature of English curriculum in compulsory education stage is the unity of instrumentality and humanism.In the actual teaching activities,the two characteristics of English teachers,instrumentality and humanism,are embodied in English teaching,which depends on the professional development of English teachers.Teaching reflection is the basis of teachers' growth and self development,and it is one of the important factors affecting teachers' professional development.Teaching reflection plays a big role in promoting the improvement of teachers' overall quality,so how to cultivate and improve the ability of junior middle school English teachers' reflection,make the teachers actively reflect on their own teaching practice and the education ideas,and make timely adjustment and improvement,is the current subject we need to research.Current researches mostly focus on teaching reflection at the university and high school English teachers' aspects,and also the researches focus on the importance of teaching reflection,teaching reflection and classroom teaching,teaching reflection and teachers' growth,effective ways of teaching reflection and so on.The number of researches involving the junior middle school English teachers' teaching reflection is relatively small.This study makes partial exploration in the junior middle school English teachers' teaching reflection ability,so as to understand the status quo of the junior middle school English teachers' teaching reflection ability in Kashi district,by analyzing the reasons affecting the ability of the junior middle school English teachers' teaching reflection and existing problems.On the basis of the analysis and discussion on the investigation results,the author,from the perspective of compulsory education English curriculum standard,in effective teaching reflection puts forward the suggestions and countermeasures to promote English teachers' professional development.This study is on the basis of the research status quo of teaching reflection at home and abroad,and it takes literature analysis,text analysis,questionnaire investigation,interview as the main research methods.The author adopts random sampling and stratified sampling method to select 183 junior middle school English teachers in Kashi district as research subjects.With the help of scholars Li Banban and Xu Jinfen's “Teaching Reflection Scale” questionnaire,inSeptember 2018,the author did a survey for junior middle school English teachers' teaching reflection.In this research,the contents of questionnaire include the basic background information of the junior middle school English teachers: genders,ages,teaching experience,educational background,professional titles etc.The body of the questionnaire contains seven factors: practice,cognition,emotion,meta cognition,critical dimension,morality and classroom specification.The collected data is analyzed by using the statistical software SPSS 22.0 social science statistics and quantitative analysis.It aims to figure out present situation of junior middle school English teachers' teaching reflection ability in Kashi district,and the different genders and different nature schools of teachers on teaching reflection ability among the different ages,teaching experience,educational background,professional titles of the differences among the teachers and so on.Finally,twenty teachers were selected from the survey objects to conduct interviews on teachers' teaching reflection attitude,methods and influencing factors.The research findings come to the following from questionnaire:(1)The teaching reflection ability of junior middle school English teachers is at an average level in Kashi district;(2)There is significant difference between male and female teachers at the overall level of teaching reflection ability,the quantitative score of female teachers' teaching reflection ability is higher than that of male teachers;(3)Teachers from different natures of schools also show a significant difference at the overall level of teaching reflection ability,the quantitative score of teachers in key junior middle schools is lower than that in ordinary junior middle schools;(4)There is the obvious significant difference in teaching reflection ability on the ages.Teachers are and under the age of25 years old and over the age of 36 years old have higher quantitative scores than those of other age groups.From the aspects on teaching experience,educational background,professional titles,there is no significant difference;(5)The contents of teachers' reflection are limited in the classroom teaching tasks and goals whether to complete or not.The way of reflection is single limited by many factors.From the interview knows that most junior middle school English teachers have a positive attitude towards teaching reflection and they can realize the importance of teaching reflection.The time of most English teachers' teaching reflection occurs after class,and the way of reflection is relatively simple.In addition,these English teachers think that external factors have greater impacts on their teaching reflection behaviors.Based on the above conclusion,this study proposes suggestions to improve the teaching reflection ability for junior middle school English teachers and promote the teachers' professional development from two aspects.One is for school administrators:(1)Establish a standardized evaluation system on teaching reflection;(2)Promote the guidance of experts andexperiential learning;(3)Build a research community for teachers;(4)Reinforce the cooperation and communication between college teachers and junior middle school English teachers.The other is for teachers:(1)Hold the consciousness of “reflection and criticism”;(2)Write a postscript with principles;(3)Find various ways of reflection;(4)Drive professional development through cooperation.