Research On The Teaching Reflection And Improvement Action Of Junior Chinese Teachers In Junior Middle School

Teaching reflection is an important way to improve the quality of teaching and effectively promote the professional development of teachers,especially for the first-time teachers who have just joined the work.Due to the short teaching age and lack of teaching experience,the early Chinese teaching teachers in junior high school are difficult to solve various Chinese teaching problems in teaching independently,effectively and in time,and their teaching ability and teaching level are in an urgent stage of development.How to improve teachers’ teaching level and teaching ability through teaching reflection and realize professional development has become an important research topic for new teachers.This study takes the Chinese teachers of junior middle school as the research object,and selects the representative Chinese teachers to carry out targeted analysis and research,in order to provide an idea for the improvement of the teaching reflection level of the Chinese teachers of junior middle school in China.Based on the questionnaire,interview method and observation method,this study analyzes the teaching reflection status of junior middle school Chinese teachers,and analyzes the teaching practice,teacher-student relationship and teacher role.It is found that the junior Chinese teachers in junior middle school have problems such as weak teaching reflection consciousness,narrow teaching reflection perspective,single teaching reflection method and fragmentary teaching reflection content,which affect the quality of professional development.Teachers’ professional beliefs and role adherence,professional quality and theoretical level,reflection consciousness and attitude,and the path and way of reflection are the important factors affecting teaching reflection.Based on this research,this study organizes teachers to form a reflection improvement action research team,carries out three rounds of teaching reflection action research,and puts forward the corresponding countermeasures and suggestions: first,strengthen the teachers’ teaching reflection consciousness,improve the comprehensive understanding of the teaching reflection nature;improve the practice of professional development mechanism of Chinese teachers,and strengthen the study of teaching reflection action.