| Teachers’ ability to reflect on teaching is closely related to their professional growth and the overall development of students.As the main force of kindergarten,young Kindergarten teachers need to constantly improve their professional ability through teaching reflection.At present,however,there are problems need to be improved in kindergarten teachers’ teaching reflection.According to the literature,meta-cognitive theory plays an important role in promoting learners’ reflective ability in teaching.This study mainly adopts the literature method,questionnaire method and interview method.The results of the survey show that the self-made questionnaire "Teaching reflection questionnaire for young kindergarten teachers from the perspective of meta-cognition" has high reliability and can be used as a tool.From the perspective of meta-cognition,the overall level of teachers’ teaching reflection ability is good,and the development of preschool teachers’ meta-cognitive knowledge,meta-cognitive experience and meta-cognitive monitoring of teaching reflection is uneven.Young preschool teachers themselves have not deep cognition in the knowledge,experience and monitoring of meta-cognition of teaching reflection,which is superficial;Lack of internal motivation and initiative;Insufficient process monitoring and lack of adjustment behavior.This study analyzes the causes of the problems from both the teachers themselves and the outside.For example,teachers do not have a deep understanding of the theoretical knowledge of teaching reflection,lack of motivation for teaching reflection,and teachers have less experience in reflection;The reflection system of kindergartens needs to be improved,the work distribution of kindergartens to teachers is unreasonable,and kindergartens lack feedback on teachers’ written reflection;The lack of professional recognition of preschool teachers by the society and the poor treatment of preschool teachers.From this point of view,we propose targeted strategies to deepen teaching reflection meta-cognitive knowledge,guide the process of teaching reflection,improve reflection evaluation and feedback,give full play to the driving force of teaching reflection meta-cognitive experience,strengthen teaching reflection meta-cognitive monitoring,be good at finding problems,cultivate good reflection habits,and enhance teaching efficacy;Kindergartens should strive to create an atmosphere of teaching reflection and jointly achieve professional growth;The government should strengthen its support and make efforts to do a good job of reflection support for young teachers. |
