Research On Reflective Teaching Of Chinese Teachers In Senior High School ——Taking G Middle School As An Example

Reflective teaching adds scientific reflection component on the basis of daily teaching,takes problem consciousness as motive force,takes teaching rationality as pursuit,and takes teacher professional development as target.At the moment when the new curriculum reform is in full swing,it is of great theoretical and practical significance to practice the reflective teaching of senior Chinese teachers.On the one hand,the practice of reflective teaching has a high demand on the comprehensive qualities of senior high school Chinese teachers,such as reflective consciousness,reflective ability,theoretical learning enthusiasm,practical and creative ability,time planning ability,cooperation and communication ability.The reflective teaching of high school language teacher,on the other hand,is conducive to help the language teacher with teaching practice of confusion,contradictions and problems,provide theoretical guidance for Chinese teacher's professional development and spiritual drive,is helpful to in-depth practice teaching is learning,to help high school Chinese teaching optimization and sublimation,help to improve the present situation of students' Chinese study,Therefore,the combination of reflective teaching theory and Chinese teaching practice in senior high school has great potential and has certain research significance.This article obtains from the high school in this period,combining the theory of reflective teaching,selected G middle school language teacher of reflective teaching investigation and study,found that the school language teacher there were many in the process of reflective teaching can be improved,in combination with present situation investigation and analysis the main factors influencing the high school Chinese teachers' reflective teaching,It provides a feasible reference strategy and reliable basis for the optimization of high school Chinese teachers' reflective teaching.The content of this paper is composed of the following parts.The logic is clear and the discussion is consistent,and the combination of Chinese teachers' teaching practice and reflective teaching theory in senior high school is preliminarily explored.The introduction part mainly introduces the origin,significance,literature review and research methods of the study.The first part: combing and summarizing the relevant overview of reflective teaching theory.Is discussed in this chapter are the focus of high school Chinese teachers' reflective teaching base,respectively expounds the reflection and reflective teaching and the profound meaning of the language teacher reflective teaching,and then on the basic theory of reflective teaching,in hopes to reinforce theoretical support,as well as the high school language teacher,summarized the characteristics and significance of reflective teaching.The second part: analysis of the current situation of reflective teaching of High school Chinese teachers.This chapter is divided into two sections.The first section focuses on the purpose of the questionnaire,the selection of survey objects,the design of the questionnaire and the implementation steps of the survey.The second section is the analysis of the problems existing in the reflective teaching of high school Chinese teachers.This section analyzes the current situation of reflective teaching of high school Chinese teachers through questionnaire survey,interview survey,classroom observation and other forms based on the survey objects of all high school Chinese teachers in G Middle School.The results of teacher questionnaire and interview show that there are some problems in the reflective teaching process of senior Chinese teachers,such as the reflective teaching consciousness needs to be strengthened,the reflective teaching theory cognition is not deep,the reflective teaching theory and reflective teaching practice are out of line,the reflective time is out of balance,the reflective environment needs to be improved,and the reflective approach needs to be expanded.Part three: analysis of the factors affecting the reflective teaching of Senior Chinese teachers.This paper analyzes G middle school Chinese teachers from internal and external levels to find out the causes of the problems,and summarizes the main factors affecting high school Chinese reflective teaching based on the review of research materials.Part four: the optimization strategy of reflective teaching for senior Chinese teachers.This chapter,based on the foregoing description and the reality,proposes feasible optimization strategies from the perspective of teachers from the individual level of teachers and from the external level of teachers,in order to help high school Chinese teachers better implement reflective teaching and achieve the goal of learning while teaching.The last part is to reflect on the content of the whole paper and the whole process of the research,and point out the shortcomings in the research and the direction of future efforts.