A Case Study Of Kindergarten Teachers' Teaching Reflection

The professional growth of kindergarten teachers is related to the quality of pre-school education.The professional issues of kindergarten teachers have received unprecedented attention at present.Professional teachers are not "teachable",but grow up through continuous self-learning and reflection in practice.Reflection is an effective way to promote the professional development of teachers.Both the "Guidelines for Kindergarten Education(Trial)" and "Professional Standards for Kindergarten Teachers(Trial)"(2012)strongly call on kindergarten teachers to become reflective teachers,to reflect in practice and grow in reflection.However,through the status quo of kindergarten teachers' reflection,many researchers pointed out that there are still many problems in kindergarten teachers' reflection in teaching,the enthusiasm of reflection is not high,and the problem of formal reflection is serious.The existence of these problems undoubtedly makes the effect of reflection on the professional development of kindergarten teachers greatly reduced.However,when studying the current situation of kindergarten teachers' teaching reflection,we should also see that there are rich,useful and worthwhile teaching reflection experiences among the excellent kindergarten teachers.These successful experiences can help general kindergarten teachers to reflect on teaching.In this study,through purposeful sampling,a case study method was adopted.And Z teachers of Y kindergarten in H city were selected as the research object.Researchers comprehensively use research methods such asobservation,interview,and physical collection.On the basis of a brief review of the reflection and growth process of Teacher Z,the researchers focused on analyzing the current status of Teacher Z's teaching reflection from the aspects of reflection type,reflection content,reflection process,and reflection level,and finally summarized the characteristics of Teacher Z's reflection on teaching.The researchers found through the analysis of teacher Z's teaching reflection: 1.Teacher Z's teaching reflection includes reflection before action,reflection in action and reflection after action.Three types of reflection run through their actions,and reflection in action is the focus of these reflection type.2.In the reflection process,Teacher Z's reflection process is the process of finding problems-analyzing problems-solving problems.From the perspective of the implementation path,the post-action reflection path includes finding problems —analysing attribution— forming hypotheses —action improvement;the reflection path in action is identification—thinking(intuitive judgment)—leading — result feedback.Teacher Z's reflection process is problem-oriented,combined with action research,and has a certain degree of inquiry.3.In terms of reflection content,Teacher Z not only has a systematic reflection on kindergarten practice activities,but also includes reflection on kindergarten theme courses and teaching concepts.The reflection content has a layered structure.In the reflection on the collective teaching activities,Teacher Z mainly reflected on the objectives,preparation,process,teaching methods and teaching wit;Z teacher's reflection on children's game activities includes safety issues--interventionguidance,experience improvement--support,game conflict--response.4.At the level of reflection,Teacher Z's teaching reflection includes both technical reflection,understanding reflection and critical reflection.In general,reflection contributes to the improvement of Teacher Z's educational concept,the enrichment of practical knowledge and the generation of teaching wisdom.Personal factors are important factors affecting teachers' teaching reflection,such as strong reflective motivation,open-minded and open mind,profound theoretical literacy and good perception ability.In addition,the kindergarten's perfect teaching and research system and good relationship with colleagues also have a positive impact on Teacher Z's teaching reflection.Based on the above research,the researchers believe that kindergarten and kindergarten teachers can improve the quality of teacher's teaching reflection from the following aspects: Kindergarten should change mandatory reflection into encouraging reflection,create a good atmosphere for reflection,and create conditions for teachers to reflect.Kindergarten teachers should attach importance to the value of reflection and enhance the consciousness of reflection;they should strengthen the problem consciousness,discover the problem actively;they should strengthen theoretical learning and improve the quality of reflection;should promote exchanges and cooperation,using dialogue to promote reflection;try action research,using research to promote reflection;should be diligent in writing and thinking through writing.