Research On Strategies To Improve Teachers' Teaching Reflective Ability In Primary And Secondary Schools Supported By Video Analysis Framework

Since the 1980s,there has been a trend of "reflection" in European and American countries,advocating "reflection" to promote teacher development.Teaching reflection focuses on the acquisition,possession and transformation of teachers' practical knowledge and becomes an important mechanism and core factor of teachers'self-development.Teaching reflection is a complex cognitive process.A complete teaching reflection cycle should include the reciprocating process of participating in practice to acquire experience,reviewing practice to find problems,describing the situation of problem construction,analyzing the clear deviation of problems and putting them into practice to solve problems.In the spiral upward process,the ability structure of teachers' teaching reflection is constantly restructured,and their internal qualities such as reflective motivation,reflective knowledge and reflective skills are optimized.In order to promote teachers' teaching reflection ability in the new era,the author tries to study the supporting role of video analysis framework in primary and secondary school teachers' teaching reflection ability.Through the comparative analysis of teaching reflection texts before and after the use of teaching video analysis tools,this paper explores the reflection content,level and shortcomings of primary and secondary school teachers in the process of teaching reflection,and uses this as a reference to design the ways and strategies to improve the teaching reflection ability of primary and secondary school teachers.Therefore,the main research contents of this study include four aspects:1.clarifying the concept,basic path and ability structure of teaching reflection in this study;2.elaborating the specific performance of video analysis framework to support primary and secondary school teachers to improve their teaching reflection ability;3.discussing the research results of primary and secondary school teachers'teaching reflection ability based on text analysis;4.putting forward the primary and secondary school teachers' teaching reflection ability based on the research results.Reasonable strategies for improving teaching reflection ability.The results show that:1.The reflective texts of primary and secondary school teachers on classroom teaching are relatively rich in content,involving four dimensions:students' learning,teachers' teaching,curriculum nature and classroom culture.After using video analysis tools,the integration of teachers' reflective teaching is enhanced;2.In the process of reflective thinking,teachers can generally complete the task of finding,describing and analyzing problems.However,the process of verifying hypotheses and solving problems in practice has been neglected,and the experience gained from reflection and the concept of teaching reform have seldom been integrated into the process of educational practice.3.Teachers have a single perspective of reflection,paying more attention to the downstream links such as methods,skills and effect evaluation,and paying less attention to the upstream links.4.Generally speaking,small and medium-sized schools pay less attention to the upstream links.The level of teachers'teaching reflection needs to be improved.Based on the above findings,the author first studies the teachers' perception of the use of teaching video analysis tools and the constraints of their reflective level in combination with in-depth interviews with teachers.Secondly,the author explores the strategies to improve teachers' reflective ability in primary and secondary schools with his own thinking:first,arouse teachers' reflective power and enhance their initiative;second,enrich teachers' theory.Knowledge improves the reasonableness of reflection;three is to guide teachers' reflection methods to promote the diversity of reflection;four is to urge teachers to follow-up action to improve the effectiveness of reflection;five is to create a good learning environment to ensure the timeliness of reflection.In order to provide guidance and help for primary and secondary school teachers to improve their teaching reflection ability.