| The construction of high-quality teachers is the core of teacher education reform and the goal of teacher professional development.Under the influence of the ideological trend of reflection,it has become the trend and the need of reform to improve teachers' ability of reflection in various countries.In the construction of teachers' professionalization in our country,reflective teachers are regarded as an important goal of teachers' growth.Pre-service Education is the foundation and premise of in-service Education.A great deal of research shows that improving the reflective ability of teachers group should start from the educational stage of pre-service Education for teachers,which means it is of great significance to cultivate the reflective ability of normal students.Since the policy of free education for normal students was introduced in 2007,the public-funded normal university students have become the "reserve army" and "talent pool" of the teachers in primary and secondary school in our country,and they have made a the reform of our basic tremendous contribution to the elementary education reform in China.To a certain extent,the quality of public-funded normal university students relates to the quality of the teaching staff in primary and secondary schools as well as the quality of basic education reform.Therefore it is urgent and important to pay close attention to and cultivate the reflective ability of this group: to help those public-funded normal students realize the transformation from "experience teacher" to "reflective teacher".This paper,starting with the background of the research on reflective ability at home and abroad and based on the previous research results,analyzes the theoretical basis,development process and current situationof the research on reflective ability of the students in public-funded normal universities.Secondly,by referring to the existing research results,the paper improves the basic dimensions of the normal university students' reflective ability and constructs the framework of students' reflective ability in the public-funded normal universities.Next,by using the method of questionnaire and interview,this paper investigates the status quo of the reflective ability of the public-funded normal university students in H college,and compares it with the non-public-funded normal university students.At the same time,this paper explores the differences of the reflective ability of the students of public-funded normal university under different factors,finds out the external and internal factors that affect the reflective ability of the students of public-funded normal university,and analyzes the reasons accounting for the current situation of the reflective ability of the students.The results show that the reflective ability of the students in H college is generally at a low level,and lack of personal theoretical knowledge and weak reflective willpower are major problems;moreover,the reflective ability of non-public-funded normal students in H college is generally higher than that of public-funded normal students.Besides,there are significant differences in the reflective ability of the students with different grades and educational systems,but the differences are not remarkable among the students with different genders and majors.Then,by investigating the external and internal factors which influence the reflective ability of the students,we find that,the factors coming from school,family,educational practice and learning experience all restrict or promote the reflective ability of the students.Based on this,this study gives some suggestions on how to cultivate the reflective ability of the students in public-funded normal schools from the following four aspects:first,to cultivate the subject consciousness and enhance the reflectivefeeling;second,to enrich personal knowledge and improve theoretical literacy;third,to make use of reflective practice and improve the reflective skills;fourth,to create a communication environment and a reflective atmosphere. |
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