Comparative Study On Teaching Reflection Of Novice Teachers And Skilled Teachers In Primary Mathematics

In recent years,with the increasing emphasis on education,the ability of teachers has gradually become the focus of education research.In the ability structure of teachers,the ability of teaching reflection plays an important role.With the continuous promotion of curriculum reform and the continuous development of the concept of teachers' specialization,people begin to realize that teachers play many roles in the complex education and teaching,not only as organizers of teaching activities,but also as collaborators,guides,participants of students' learning,as well as a reflective practitioner,which is what we call researcher.We all know that teaching reflection can promote the improvement of teaching quality and the professional development of teachers themselves.Therefore,it is necessary and important to study teachers' teaching reflection.In the process of teachers' professional development,there is often a process from novice to expert teacher.In this development process,teaching reflection can promote novice teachers to grow into a proficient teacher,so what are the differences between novice teachers and proficient teachers in teaching reflection? Finding the differences between novice teachers and proficient teachers in teaching reflection can help novice teachers grow faster,so that teaching reflection can really promote the development of teachers.The main purpose of this study is to find out their own problems and analyze the factors that affect the differences by comparing the differences in teaching reflection between novice teachers and proficient teachers in primary school mathematics,and on this basis,put forward targeted suggestions for novice teachers and proficient teachers respectively.Specifically speaking,the research focuses on four aspects: first,what is the ontological meaning of primary school mathematics teachers' teaching reflection? Second,how about the current situation of teaching reflection of novice and proficient primary school mathematics teachers? Third,what are the factors that affect the differences between novice teachers and proficient teachers? Fourth,it puts forward suggestions for the novice teachers and proficient teachers.This study mainly discusses the relevant situation of primary school mathematics teachers' teaching reflection through literature research,interview and case analysis,so as to understand the current situation of primary school mathematics novice teachers and proficient teachers' teaching reflection,analyze the factors affecting the differences between them,and finally put forward corresponding improvement suggestions according to the existing problems.The thesis is divided into six parts:The first part is the introduction.Firstly,it clarifies the research background,which is based on the requirements of the development of the times for teachers' education and the background of mathematics teachers' own professional development.Secondly,it combs the relevant literature of teaching reflection,summarizes the previous views,and excavates the starting point of this study;Thirdly,it analyzes the nature and process of teaching reflection combined with relevant theoretical basis.Finally,it expounds the research purpose and significance,research ideas and methods.The second part is the theoretical analysis of the primary school mathematics teachers' teaching reflection.Through the analysis of literature,the definition of teaching reflection is defined.According to Lu Hongbo's classification,teaching reflection is divided into pre-school reflection,in teaching reflection and after teaching reflection,and the contents of various types of reflection are summarized.According to M.V.Manen's point of view,teachers' teaching reflection shows three levels: technical reflection,understanding reflection and criticism Finally,it summarizes the methods of teaching reflection,which are divided into individual reflection and collective reflection.The third part is a comparative study of teaching reflection between novice teachers and proficient teachers.This paper mainly analyzes the object of this study,the formulation of research tools and the comparative analysis of the current situation of teaching reflection between novice teachers and proficient teachers in primary school mathematics.In the comparison,it is found that these two types of teachers have shortcomings in teaching reflection.Among them,novice teachers are not sensitive to teaching problems,lack of strong motivation for reflection,lack of reflection on subject concepts and teaching experience,lack of problem-solving ability,and teaching reflection does not run through the whole process of education and teaching practice.Primary school mathematics proficient teachers are shown as follows: problem-solving is easily affected by the thinking set,there is a certain gap between the educational concept advocated by teachers and their own actions,and teachers themselves are inert.The fourth part is to analyze the factors that affect the differences of teaching reflection between novice teachers and proficient teachers.Through text analysis and interviews,the paper concludes that the factors that affect the two types of teachers' teaching reflection are divided into internal factors and external factors.The internal factors include education concept,knowledge base,reflection motivation,skill mastery and so on.The most important external factors are teachers' time resources.The fifth part is from the primary school mathematics novice teachers and proficient teachers on the lack of teaching reflection and influencing factors,in order to promote the primary school mathematics teachers' ability of teaching reflection,to improve the primary school mathematics novice teachers and proficient teachers' problems.The sixth part is the conclusion of this study.This paper reviews the whole process of the research,summarizes the shortcomings of the research,and puts forward the future research prospects.