Research On The Development Of Reflective Ability Of Junior High School English Interns Based On Teaching Logs

English Curriculum Standards for Compulsory Education(2017 year-edition)requires teachers to carry out teaching reflection and promote their professional development.Teachers' reflective ability refers to the ability of teachers to evaluate and adjust themselves and teaching activities positively and actively in educational activities.(Wu Weidong & Luo Bowei,2001).Educational internship is an important period for the transformation of trainee teachers from the role of educatee to educator.It is also the main way for teachers to practice educational theories and gain teaching experience.Therefore,more and more researchers begin to pay attention to the reflective ability of trainee teachers.This study selected teaching journals of 30 junior English trainee teachers for one semester(sixteen weeks)of a normal university in Shandong Province as the research subjects.The research methods mainly include the combination of intensive reading analysis of teaching journals and mathematical statistics,as well as interviews.This paper attempts to answer the following two questions:(1)What are the changes in reflective content,reflective level,and reflective process of junior English trainee teachers in the early,middle,and late period of the internship?(2)What are the reasons for the changes in the reflective content,reflective level,and reflective process of junior English trainee teacher?The research results show that:(1)In terms of reflective content,the trainee teachers' reflection on the educational environment mainly focuses on the early period of the internship,while reflection on the relationship between teachers and students mainly focuses on the middle period of the internship.In the whole practice process,trainee teachers' reflection on themselves have given them new insights into their teaching abilities and teachers' occupation.The reflection on classroom teaching and students' learning mainly focuses on the early and middle period of the internship.In terms of reflective level,from the early period to the late period of the internship,the reflective level of the trainee teachers has developed from technical reflection to practical reflection.In terms of reflective process,the reflective process of the trainee teachers is not perfect in the early and middle periods of the internship,which generally lacks the two processes of analyzing problems and putting into action.In the late period of the internship,the reflective process of the trainee teachers has been preliminarily improved,but it still needs to be greatly improved in every link of the reflective process.(2)The changes in the reflective content of the trainee teachers are mainly due to the changes of trainee teachers' attitude and the different tasks faced by the trainee teachers in each period of the internship.The help of the internship instructors is the main reason for trainee teachers' reflective level changes.The reason for the change in the teacher's reflective process is the guidance of the internship instructor and the growth of the trainee teachers themselves.This study has certain enlightenment for the cultivation of reflective ability of normal university students and pre-service teachers.First of all,normal universities should offer courses on teaching reflection to help normal university students systematically learn relevant knowledge about teaching reflection.Secondly,during the internship of normal students,the internship instructor should give guidance to the interns in teaching reflection in order to promote the improvement of normal students' reflective ability.Thirdly,teachers themselves should form a good habit of daily reflection.