Research On The Development Of Teachers' Professional Reflection Level In The Information Age

Based on Professor Zhu Xudong's research on professional development of teachers at Beijing Normal University and Dewey's research on reflective psychological processes based on American pragmatist philosopher Dewey's research,the author has started discussions on the development of professional reflective reflection in the information age.Based on Professor Zhu Xudong's research on teacher professional development,the author believes that the object of teacher professional reflection in the information age should focus on "teaching students to learn in an informationized environment","developing students' core literacy",and "providing students with information services".At the same time,I believe that the professional reflection level of teachers in the information age can be divided into: "pre-experience subject" professional reflection level,"experience subject" professional reflection level,"cognitive subject" professional reflection level,and "critical subject" professional reflection level.Based on Dewey's analysis of the psychological process of human reflection,I believe that the psychological process of teachers' professional reflection in the information age is divided into three important steps: encountering professional problems,forming alternative strategies and measures to deal with professional issues,and coping with alternative strategies.And measures are tested(repeatedly)and corrected to make them scientific and reasonable.By analyzing the professional reflective psychological state of teachers in the information age,they summarize the dilemmas faced in the development of different professional reflection levels:(1)The predicament of the “pre-experience subject” professional reflection level development: Pay attention to the effect of professional practice,it is difficult to form alternative strategies and measures to deal with professional development problems,similar case analysis may not be able to reasonably detect and correct alternative coping strategies and measures;(2)“Experience subject” professional reflection level development The dilemma faced in China: the process of ignoring the “hidden” problems in professional practice and the formation of alternative strategies and measures to deal with professional development issues appear mechanized,relying on professional practice to detect and correct alternative strategies and measures may lead to erroneous professional concepts;(3)The predicament of “recognition of subject” professional reflection level development: easy to ignore ethical issues in professional practice,easy to ignore professional sensibility The role of alternative strategies and measures in responding to professional issues,rational understanding of professional practice may also fail to reasonably detect and correct alternative coping strategies and measures.The author attributed the predicament faced:(1)“pre-experience subject” professional reflection on the development of the dilemma in the development of the hierarchy: excessive attention to the improvement of professional skills and knowledge,neglect of professional practice effect,low professional cognition It is difficult to form alternative strategies and measures to deal with professional problems,and the particularity of similar cases may result in the failure to reasonably detect and correct alternative coping strategies and measures;(2)“Experience subject” professional reflection on the development of difficulties in the development of the hierarchy Because: excessive attention to their professional performance and neglect of hidden problems in professional practice,teacher professional perceptual knowledge,guidance,observation and thinking lead to the formation of strategies and measures to deal with alternative strategies in professional development appear to be mechanized and lack of rational "intervention" Professional practice to detect and correct alternative coping strategies and measures may lead to wrong professional concepts;(3)“Recognition of subject” professional reflections on the development of dilemmas in the development of hierarchy: teachers tend to notice the dominant factors affecting student development.Ignoring the hidden side,the implied acquisition of professional development comes from rational inquiry Professional dogmatism(rational understanding of alienation)guidance of professional practice could not reasonably detect and correct coping strategies and alternative measures.According to the attribution of dilemma,the author puts forward the strategy of teacher's professional reflection level development in the information age:(1)“pre-experience subject” professional reflection level development strategy: online and offline learning to master professional basic knowledge and skills,with information Technology increases the opportunities for professional practice,finds more similar cases on the network platform to avoid the speciality of a small number of cases;(2)The strategy of “experience subject” professional reflection level development: diligent writing and diligently sorting professional journals to enhance teachers' professional cognition Level,use information technology tools to record professional information to pay attention to the "hidden" problem in professional practice,intentional and rational "interference" in the professional practice process;(3)"recognition of the subject" professional reflection on the development of the level of strategy: sensitive awareness to influence students The hidden factors of development,the role of professional sensibility in forming alternative coping strategies and measures,and overcoming the habit of professional dogmatism to guide professional practice.