| Reflection is of great significance to the professional development of teachers.It is an effective way to train pre-service teachers’ reflective ability by setting up the reflective courses.Using reflective homework in the reflective courses,will promote students’ ability of value judgment and humanistic care and give full play to the function of assessment.The reflective homework is the crucial teaching feedback for teachers and an essential tool for students to indepth learning.This study takes the self-built corpus as the main research instrument.Aiming to evaluate the students’ learning results,the author analyzes the characteristics of their reflective homework and explores the characteristics’ formation.The research questions of the thesis are as follows:Firstly,what are the characteristics of the reflective homework by Masters of English Education?Secondly,what promotes the formation of the characteristics?The reflective homework data originate from 51 Masters of English Education of grade 2018 in S Normal University.The self-built corpus supported by the research instrument Antconc3.5.8involves 631 reflective texts which are divided into 13 lessons.The author takes words as the breakthrough point of the study and makes statistics for each lesson to explore the characteristics of the reflective homework.First of all,the author counts by corpus the total number of words in reflective homework.Secondly,as to the division of basic analytic dimensions,the author refers to and synthesizes Bloom’s Taxonomy of Educational Objectives and Martin’s Appraisal Theory to form four dimensions,including knowledge,skills,thought,affect,each dimension corresponding to a certain number of keywords.By a specific dimension study,the author extracts the keywords from the corpus and counts the proportion of keywords in the total number of words to compare the differences among lessons.Combined with the change of the words’ total number and the keywords’ proportion,the author analyzes the characteristics of reflective homework from the perspectives of overall and specific dimensions.Besides studying the characteristics,the author takes Rogers’ Nondirective Teaching Theory as the theoretical basis to explore the reasons for the formation of reflective homework’s characteristics.The research shows that reflective homework has the characteristics of staged development and optimization of various dimensions.Firstly,reflective homework development can be divided into four stages: adaptation reflection stage,acceleration reflection stage,stabilization reflection stage,and sublimation reflection stage showing a well-developing trend.Secondly,from the four specific dimensions of knowledge,skills,thought,and affect,reflective homework also has the following characteristics: promoting thinking by learning,combining doing with thinking,deepening cognition,and strengthening emotion.The thesis further analyzes the causes of the characteristics.On the one hand,it is formed by the positive interaction between teachers and students,including teachers’ guidance,students’ attitude,and group cooperation.On the other hand,it comes from the effective implementation of curriculum design,including adhering to the teaching goal of learning by doing,emphasizing the training mode of comprehensive development,and attaching importance to the reflective basis of self-awareness.This study has enlightenment to higher education,especially for pedagogical students’ education.It also has a significant reference for teachers to carry out reflective courses and evaluate reflection results.In the process of reflective teaching,teachers need to recognize their role orientation,do well the work of designers,instructors and evaluators,create as many opportunities as possible for students to practice,and give full play to the advantages of students at any of their cognitive stage. |
