School-based Research On Teachers' Reflection Ability In Middle School

At the beginning of 2018,the Ministry of Education initiated the Action Plan for the Reform and Development of Teachers' Education(2012-2022).It clearly suggests that the promotion and optimization of teachers' comprehensive quality and professional level are the needs of ensuring national education and innovative talents.This requirement needs teachers to reflect constantly on their teaching activities.Teaching reflection is a process of analyzing and re-recognizing teaching behaviors,and it is also an effective way for teachers' professional development.Since 1980 s,there has been risen and developed an educational trend which emphasizes teaching reflection ability in countries such as Britain and America,it quickly draws educators' attention.Scholars domestic and abroad have conducted a profound study on teaching reflection,which provides methods and theories for the study of teaching reflection ability.In the reform of basic education,teachers are required to examine their own teaching,enhance reflection awareness and reflection ability,and improve teaching quality to support the development of higher quality and more fair education.Therefore,it is of great significance to study the problems of teachers' reflective ability and explore their reasons.In view of this,the paper takes A middle school in Xianyang city as an example to make a detailed survey and analysis on the teaching reflection ability of teachers in Xianyang city.The main contents are as follows:First of all,based on the literature review of teachers' teaching reflection ability,this study explores the background and significance of teaching reflection ability.The study of teachers' reflection ability can improve teachers' teaching ability and promote the professional growth and development of teachers.At the same time,the new education reform will be promoted smoothly,which will help teachers re-examine teaching practice with new ideas and new methods.Secondly,the author investigates teachers' teaching reflection ability under the five dimensions—the understanding of the teaching reflection and teaching reflection contents,teaching reflection methods and cultivating ability of teaching reflection pattern in the form of questionnaires,interviews and case studies.Data analysis shows that the teachers' teaching reflection consciousness is stronger,but in practice they are lack of theory of teaching knowledge reserves,and have low school-based training participation,therefore,they fail to achieve the desired effect.Combined with the results of teachers' interviews,this study indicates that teachers' inner factors,heavy teaching tasks of middle-school teachers,unreasonable teaching evaluation system and inefficient teaching and research activities affect teaching reflection ability.Finally,Based on the theory of teaching reflection,this study puts forward the strategies of improving teachers' reflective teaching ability in Xianyang A middle school,that is,to set up a lifelong learning concept,to advocate a diversified way of reflection,to create efficient teaching and research activities.School-based training is helpful to improve their own teaching theories,enthusiasm of teachers' teaching reflection,and teachers' school-based training system,which lays a solid foundation for the long-term sustainable development of teachers' education in China.