Discuss The Teacher’s Reflective Thinking And Its Cultivation

Since the 1980s,reflective teaching has once become a hot topic in the field of teaching theory,but with the passage of time,the number of hot topics in teaching research has continued to increase,and the heat of reflective teaching has gradually diminished.The reason for the reduction is that reflective teaching is easy to be solidified into daily teaching reflection.Teachers try to replace reflective teaching with teaching reflection.Second,the standard of reflective teaching is not clear,that is,to what extent is it appropriate for teachers to reflect.And behind these reasons is teachers’ vague understanding of the origin of reflective teaching.Reflective teaching originated from reflective thinking,and reflective teaching should also be a kind of reflective thinking teaching.Accordingly,the key to reflective teaching is that teachers first need to have reflective thinking.So,we might as well go back to the original state of reflective teaching,start with the teacher’s reflective thinking and use it as a breakthrough point to re-evoke reflective teaching.This research is mainly divided into four parts.The first part is the introduction,including why the teacher’s reflective thinking is studied,how is the existing research on reflective thinking,how to carry out this research,and the conceptual analysis of reflective thinking,etc.These laid a solid theoretical foundation for the follow-up of this research.The second part began to conduct specific research,first,the ontological problem of "what is the teacher’s reflective thinking" is solved.Through the analysis of the elements and the comparative study of the elements of three typical reflective teaching models in the West,constructed the element structure of reflective thinking required by teachers.This is mainly a reversible closed loop structure of "concept reflection→expression reflection→process reflection→transformation reflection".On this basis,the third part continues to explore from the three aspects of thinking toughness,thinking judgment and thinking logic,the practical problem of "why reflective thinking is better than ordinary thinking" is solved.The study found,for teachers,compared with general teaching thinking,teachers with reflective thinking show greater resilience in thinking,they are full of enthusiasm for exploring the essence of teaching,They regard teaching as their lofty ambition and pursuit in life,This became the initial driving force that continued to promote teachers’ reflection;in terms of thinking and judgment,teachers with reflective thinking are better at starting from the perspective of life,avoid the danger of one-dimensional thinking,and strive to pursue the fusion of scientism and humanism;in terms of thinking logic,teachers with reflective thinking are more rigorous and coherent,and can more completely follow the logical form of "difficulty-hypothesis-new belief",and observe the objective law of "internal negation-the same affirmation-negative affirmation" in the development of the thing itself.Together with the element structure,they interpret the true face of the teacher’s reflective thinking.Finally,the fourth part tries to explore the practical way of cultivating teachers’ reflective thinking.The research mainly takes teachers’ external language,teaching theory and practice,and teachers’ teaching life as the three starting points,and advances layer by layer,from shallow to deep,from point to surface,and make further efforts to cultivate teachers’ reflective thinking.