A Study On The Path Of Enhancing The Reflective Power Of Teachers From The Perspective Of Field And Habitus Theory

The trend of international teacher professional development and thoughts of reflective teachers have promoted the research ofreflective teachers in the aademic and teching fields,the guidance of the national teacher team construction policy,the reality problems in the primary and secondary school teachers' professional development,and the defects of the existing research require teachers to change their roles,become reflective teachers,improve teachers' reflective power.The teacher's reflective power is composed of the motivation of the teacher's reflection,the willpower,and the teacher's power to reflect.The cultivation of reflective teachers and the development of reflective practical activities have a close relationship with teachers' reflective power,taking primary and secondary school teachers as examples to study the path of improving reflective power is an important value subject.According to the theory of field and teaching habitus,teacher's reflective practice activity is a kind of happend inn the school field with teachers' habitus characteristics.The school field and teachers' teaching habitus interact with the teachers' reflective practice activity,the school field of the physical environment space,the power capital space and the psychological communication space,the teacher teaching habitus of the teaching development concept,individual aciton orientation and teaching methods,affect the enhancement of teacher's reflective power.Bourdieu's field and habitus theory is of vital significance for studing the reflection power of primary and secondary school teachers.Using questionnaires,interviews and other methods to obtain research materials for primary and secondary school teachers' reflection.Through the addition of variable processing and project analysis,the reliability andvalidity of primary and secondary school teachers' reflective scales were determined,the comparison of the mean,the analysis of variance,the correlation analysis,and the regression analysis were carried out on the basic conditions of the individual teachers,school field factors,and teachers' habits of teaching habits that affected teachers' reflective power.The study found that the level of teachers' reflective power needs to be improved,the basic conditions of teachers has little influence on teachers' reflective power,the school field has a certain degree of influence on teachers' reflective power,and teaching habitus have a great influence on teachers' reflective power.Therefore,the school field and teaching habitus are improtant factors that affect the reflection power of primary and secondary teachers.The field and habitual theories can be used as a new tool to enhance the reflection power of primary and secondary school teachers.In order to improve the teacher's reflective power,based on the teaching habitus of teachers,teachers can consciously control the teaching habits,can pursue the path of professional growth support,and can broaden reflective practice.Based on the school's field,they can focus on field residency and create ascension teachers reflect on the physical environment of space.Pay attention to the interests of teachers and create the right capital space that encourages teachers' reflection.Focus on reflective practice and create a psychological communication space that promotes teacher development.