A Research On English Teachers' Self-reflection Upon Teaching In Senior High School

More and more scholars began to study teaching reflection since 1980 s.Teaching reflection has gradually become an important way for teachers to continuously improve teaching level and achieve professional development.The new curriculum reform requires teachers to change teaching concepts and become reflective teachers.However,the author found in educational practice that teaching reflection of English teachers is not very effective.Therefore,this paper aims to find out the current situation of teachers' teaching reflection,and existing problems and put forward suggestions.The paper investigated 77 high school English teachers in Hongtong County.There are two research questions:(1)What is the current situation of teaching reflection of English teachers in senior high school?(2)Are there differences in teachers' teaching reflection in terms of sex,educational background,the years of teaching,and school category? If so,what are the specific differences? This research adopted questionnaire,interview and text analysis,and used SPSS to analyze data.From the results we can find that:(1)Most English teachers in senior high school recognize the necessity and effectiveness of teaching reflection,but lack related theories.Secondly,the compositions of teaching reflection of English teachers are superficial.They focus on obvious and observable aspects,such as teaching behaviors,teaching activities and teaching effects,and ignore the reflection of teaching concepts and learning situation of students.Thirdly,the categories of teaching reflection in senior high school is incomplete,neglecting the reflection before class.Fourthly,teachers are short of effective approaches to teaching reflection.Next,regulations about teachers' teaching reflection in schools are irrational,especially in rural schools.Finally,the main influencing factors of teaching reflection are subjective factors,followed by objective factors.(2)There are significant differences in the approaches to teaching reflection in English teachers' sex,years of teaching and school category.Meanwhile,cognition and reconstruction of teaching reflection are influenced by educational background.Based on the current situation of English teachers' reflection,the author puts forward the suggestions from two aspects.In the aspect of teachers:(1)Learning related theories to improve reflective consciousness;(2)Insisting on reflecting to improve reflective ability.In the aspects of school:(1)Providing platforms for teachers to develop the atmosphere of teaching reflection;(2)Establishing the management systems to improve the efficiency ofteaching reflection;(3)Providing more opportunities for teachers to learn how to reflect effectively.