Obtaining Teaching Practice Wisdom Through Teaching Reflection

Teaching reflection is an introspective way of thinking in which teachers actively,consciously,and rationally reflect on their teaching practices,and improve their teaching level through reflection.Effective teaching reflection not only helps teachers solve practical teaching problems and improve their teaching practice level,but also is an important way to help teachers generate teaching practice wisdom.Teaching practical wisdom is a practical ability based on personal experience that enables teachers to fully adapt their teaching methods to the current classroom teaching format.The teaching practical wisdom of teachers is not "innate",but a process in which teachers grow from the "ignorance" of novice teachers to the "proficiency" of skilled teachers,and then to the "ease" of backbone teachers.In this process,teachers gradually promote their teaching practical wisdom through teaching reflection.However,in actual teaching process,there are very few teachers who truly solve practical teaching problems through teaching reflection and promote their own teaching practical wisdom quickly.Therefore,how teachers’teaching practice wisdom grow through teaching reflection is becoming the core issue of this study.Firstly,in order to answer the core questions mentioned above,this study adopts a qualitative research method based on a comprehensive review of current domestic and international research achievements.The author selected two backbone primary school teachers with similar teaching experience,who are from the same school but have different subjects.Mrs.Wang is an Chinese teacher and Mrs.Guo is an math teacher.The author utilized the opportunity of educational internship to take root in the teaching site and conducted a 5-month observation.During this period,the author collected real stories of two primary school backbone teachers.Through in-depth interviews and participatory observation,the study found that they achieved sustained growth in their teaching practice wisdom through timely and effective teaching reflection measures during their growth process.Secondly,the author sorted out the real stories of two primary school backbone teachers collected and began writing the paper.This article is divided into five parts:The first part briefly reviews relevant literature at home and abroad,introduces the research content,objects,ideas and methods,and data collection of this study;The second part focuses on clarifying the core concepts of "teaching reflection","teaching practical wisdom",and "backbone teachers",theoretically exploring relevant concepts,analyzing the relationship between teaching reflection and teaching practical wisdom,and discussing their generative value;The third part truthfully depicts and analyzes the stories of Teacher Wang in Chinese and Teacher Guo in Mathematics,who used teaching reflection to promote the continuous growth of their teaching practice wisdom during their growth process;The fourth part is based on the stories of two primary school backbone teachers,exploring the factors that influence the generation of teaching practice wisdom by two primary school backbone teachers through teaching reflection;The fifth part summarizes and summarizes the suggestions for teachers to generate teaching practice wisdom through teaching reflection.Finally,this study draws the following three conclusions:firstly,teachers are influenced by important events,important others,school environment,family environment,and personal characteristics of teachers in the process of promoting the generation of teaching practical wisdom through teaching reflection;Secondly,when teachers engage in teaching reflection,such as being influenced by inertia thinking,having a single way of reflection,and lacking depth and intensity of reflection,it can lead to the growth stagnation or regression of teachers’ teaching practical wisdom.Therefore,the cultivation of teachers’ teaching reflection ability helps them to perceive teaching and their own "abnormal situations",timely "identify and fill in gaps",and promote the continuous growth of their own teaching practice wisdom.The ability to reflect on teaching specifically includes cultivating reflective habits in teaching,rationalizing reflective purposes in teaching,and selecting reflective strategies in teaching;Thirdly,when teachers generate their teaching practical wisdom through teaching reflection,they are also indirectly constrained by the external environment.Therefore,generating their teaching practical wisdom through teaching reflection requires the joint assistance of schools,families and society.