The Characteristics Of Teacher Reflection And Its Intervention Study In The Primary And Middle School

Teacher reflection is the unity of identity and cognitive conflict.The teachers need to monitor and adjust the teaching activity;analyse and evaluate the completed teaching practice;think and reflect the whole education concept.Through these cognitive process can enhance teachers' teaching reflection ability,improve the level of teacher's reflection,the teaching level and teaching effect,ultimately and promote teacher's professional development.Since Schon proposed the "reflection in action" and"about reflection of action" two basic types of reflection in 1983,particularly set off"teacher reflection wave"in education.East China normal university professor Ye Lan mentioned:"a teacher writing a lifetime lesson plans,it is not necessarily to become famous;but if a teacher can insist on writing teaching reflection for three years,it is possible to become a teacher".Psychologist professor,Lin Chongde,also proposed"excellent teacher =reflection+ teaching process".All of these show the importance of teacher reflection.So this study study the characteristics of the primary and secondary school teachers reflection.The study consists of four parts.According to the result of investigation and data analysis,we got the following conclusions:(1)The questionnaire of the primary and secondary school teacher-reflection after revision has a good reliability and validity index and is suitable for the primary and secondary school teachers in China.Through exploratory factor analysis and confirmatory factor analysis,the structure of the scale has high validity and reliability(Alpha=0.881,GFI?CFI?TLI?IFI>0.90;AGFI>0.85;0.05<REMSA<0.08).the revision questionnaire has 23 items,concluding practice,cognition,moral,emotional,meta cognition,critical.Each factors,besides practice factors(three topics),all have four topics.(2)After revision of the present situation investigation questionnaire,primary and secondary school teachers reflection is good(M = 3.34),the overall level of middle school teachers' reflection level is generally higher than that of primary school teachers(F=6.85,p=0.000).(3)Primary and secondary school teachers' reflection is affected by many factors:?different grade:F= 6.85,p=0.001,high school teachers' reflection is the highest,M=3.45;followed by junior high school teachers,M= 3.32;the reflection of primary school teachers level is relatively low.?education:F = 3.72,p= 0.005,teachers reflection level with the highest degree is master,M=3.73;followed by Dr,M=3.65.? teaching experience:F= 3.98,p = 0.003,within one year teaching experience teachers' reflection is the highest,M= 3.56;followed by teachers' teaching experiencein more than 20 years,M = 3.40;teaching experience in 6-10 years had the lowest levels of teachers' introspection,M= 3.22.? work attributes:F= 7.42,p=0.001,professional management is the highest level,M= 3.47;followed by the teacher in charge and the teaching,M=3.36,followed by classroom teachers,M=3.26?(4)primary and secondary school teachers' reflection is different on the various dimensions,the level of the moral dimension is the highest(M=4.18),then the emotional dimension(M=3.51),and the lowest level is the critical dimension(M=2.67).(5)The primary and secondary school teachers and teachers' independent reflection(r?0.436),the teachers' job burnout(r = 0.314),trait coping styles(r = 0.218)and between teachers' job performance(r = 0.437),there were extremely significant correlation(p<0.001).The primary and secondary school teachers,teacher autonomy,the teachers' job burnout into the regression equation of teachers' job performance,standardized regression equation is:the teachers' job performance = 0.344*teacher independent + 0.230*teacher reflection ?(-0.179)*teachers'job burnout.(6)The teachers' reflection ability can be improved through the experiment.The experimental intervention plan designed by myself is good and can increase the level of teachers'job performance.