Research On The Design And Practice Of Learning Activities To Improve The Teaching Reflection Ability Of Normal Students Under The Shared Regulation

As society develops,our country increasingly attaches importance to the construction of teachers,and normal colleges also pay more attention to the training of normal students.Reflection is the driving force of teachers’ professional development and one of the ways to attain personal growth.Nevertheless,there are many problems in the reflection process of normal students in practice.In the specific practice,normal students only pay attention to the process of lesson preparation and teaching process,ignoring the reflection before,during and after teaching and the process of learning from the advantages of others.As a new collaborative learning framework,shared regulation focuses on solving learning tasks and pays more attention to reflection,which can help normal students to complete their tasks with high quality,and can better promote normal students to conduct personal reflection,joint reflection and team reflection,thus triggering the in-depth reflection of normal students.Based on this,on the basis of reading a large number of literature,this study integrates the improvement of normal students’ teaching reflection ability into the process of shared regulation,and carries out three rounds of action research with information technology as the learning content,in order to promote the improvement of normal students’ teaching reflection ability.This study first clarifies the connotation and definition of shared regulation and teachers’ teaching reflection ability through literature review,clarifies the research status of shared regulation and teaching reflection,and then determines the research issues and ideas.Secondly,under the guidance of constructivism theory,situated cognition theory,reflective practice theory and teachers’ professional development theory,the advantages of the application of shared regulation in improving teachers’ reflective ability in teaching and the design principles of this learning activity are clarified,and eight elements such as learning content,learners,learning objectives,community,resource tools,learning tasks,learning division and learning evaluation are analyzed and designed,Then,it designs the framework of learning activities to improve teachers’ teaching reflective ability under the regulation of sharing.Finally,based on the framework of the activity,three rounds of action research were carried out,in which the process of sharing regulation and learning content were appropriately adjusted.In addition,the learning activities were evaluated by questionnaire,classroom observation and interview,and the effects of learning activities were analyzed by SPSS and UCINET6.The results of action research show that normal students can constantly adjust their own ideas,cognition,and improve their own teaching process during this learning activity.Under the shared regulation,the learning activities to improve the normal university students’ teaching reflection ability are conducive to the normal students to complete their tasks,form reflection habits and improve their teaching reflection ability.The process of shared regulation can well help normal students to realize their own professional development.The research in this paper expands the application research of shared regulation,and the learning activities to improve normal students’ reflective ability in teaching have a certain inspiration to teachers’ professional development.