Research On The Development Of Pre-service English Teacher’s Reflective Ability On Instructional Design During Teaching Practicum

Under the current educational situation,teaching practicum,as an important practical link in normal universities,is facing profound changes.Many pre-service teachers lack effective teaching reflection,so the application value of this research topic is taken seriously.Reflection in practicum can greatly influence the re-construction of pre-service teachers’ educational concept,teaching competencies,and self-identity.In recent years,scholars at home and abroad have also begun to study foreign language education practice,but mainly focus on theoretical aspects,such as reflective consciousness and approach,the influence of teaching practicum on reflective competency,and policies,models,development trend and international comparative researches of it.However,there have been relatively few researches on micro-application such as individual ability,practicum guidelines and reflective approaches of instructional design during practicum.Therefore,based on the weak aspects of previous studies,the purpose of this paper is to deeply understand the development of pre-service teachers’ instructional design reflection in teaching practicum,especially the difficulties and values in it,so as to strengthen empirical researches on the cultivation of individual comprehensive quality in educational practice.This paper makes use of questionnaires,interviews,case study and other research methods,aiming to answer the following questions:(1)What are the characteristics of pre-service English teachers’ teaching reflection?(2)To what extent does the practicum influence the pre-service English teacher’s reflective ability on their instructional design?(3)What are the main factors that influence the reflective ability of pre-service English teachers’ instructional design in the practicum?Through data analysis,teaching reflection ability of pre-service English teachers basically fits in the level of technical reflection.The results show that:(1)The critical level of reflection is paid relatively low attention,and the individual difference is extinct.(2)Pre-service English teachers are generally able to achieve meta-cognitive and moral aspects of teaching reflection.(3)The implementation of an operational level of teaching reflection is relatively not enough.(4)The attention of pre-service English teachers in teaching reflection is in the order of meta-cognitive > moral > cognitive >emotional > operational > critical level.It is found that the pre-service English teacher’s reflection ability on instructional design is in a state of development and change.The results are as follows:(1)The reflective changes in teaching process arrangement have increased significantly,including preparation,activities arrangements and time controlling.(2)The learner analysis reflection is significantly enhanced.(3)The reflection of textbook analysis has not changed much.(4)The compilation of teaching objectives is more precise and standardized.(5)The ways of reflecting on teaching evaluation have been increased because of the feedback from peers,students and guidance teachers.This paper provides basic practical guidance and training strategies for normal universities and high schools to promote their professional development,thus facilitating the cultivation of teachers’ professional development and related applied researches.