Research On The Teaching Reflection Ability And Improvement Strategies Of Novice Kindergarten Teacher

Whether it is the current basic education reform’s requirements for teachers,the needs of the overall development of kindergartens,or the professional development needs of kindergarten teachers themselves,the professional quality of teachers is the focus of attention.Teaching reflection ability,as an important ability in the professional development of teachers,is also the basic quality that kindergarten teachers should possess.For novice teachers,due to the lack of teaching experience,teaching reflection is an effective way to help them grow rapidly.Therefore,it is particularly important for the kindergarten to cultivate novice teachers’ educational reflection.This paper conducted in-depth interviews with 8 novice teachers in Y Kindergarten from four aspects: theoretical literacy of teaching reflection,teaching reflection consciousness,teaching reflection process,adjustment and improvement.Then analyzed the interview results of 8 novice teachers by applying grounded theory,so as to summarize the characteristics,existing problems and influencing factors of the current teaching reflection of novice teachers in kindergarten.And then put forward the corresponding improvement strategies.Combined with the interview data,the theoretical foundation,reflection awareness,reflection process,and adjustment and improvement of teaching reflection are comprehensively analyzed,and the salient features of novice teachers’ current education reflection are summarized,that is,the theoretical basis is "systematic",and the main manifestations are: the theoretical knowledge mainly comes from the systematic learning in the university;The relevant theoretical knowledge of teaching reflection needs to be updated;Teaching reflection depends on the theoretical knowledge,less combined with their own exploration of personalized practice.Reflective consciousness has "necessity",which is mainly manifested as high frequency of teaching reflection,depth and persistence need to be strengthened;Ideological emphasis on teaching reflection and active reflection need to be strengthened.The process of reflection has "diversity",which is mainly manifested as problem-oriented reflection,and the setting of teaching reflection goal needs to be clear,the content of teaching reflection is rich,and the reflection in teaching needs to be strengthened.The method of teaching reflection are single and the scientific nature of teaching reflection needs to be strengthened.The adjustment and improvement has the "effectiveness",which shows that : the improvement way is relatively simple,and the improvement is mainly after teaching;The consciousness of scientific research and the ability of scientific research need to be improved.Based on the analysis of the research results,it is found that the novice teachers’ educational reflection mainly has the following six problems: the systematic knowledge of teaching reflection theory needs to be improved;The initiative of teaching reflection consciousness needs to be improved;The consciousness of teaching reflection goal needs to be clarified;The integrity of teaching reflection content needs to be improved;The diversity and scientificity of teaching reflection methods need to be improved;The effectiveness of teaching reflection improvement needs to be improved.Through the analysis of the research results,it is found that the teaching reflection ability of novice teachers needs to be improved,and the reasons are mainly internal factors and external factors.The internal factors mainly include the weak theoretical knowledge of reflection,the lack of motivation to reflect,the lack of teaching experience,and the weak research ability.And the external factors mainly include three aspects: the formalization of teaching reflection,the lack of sufficient time guarantee,and the unsound cultivation mechanism.Based on the problems and reasons for teaching reflection of new teachers,this study proposed one improvement strategy from the perspective of new kindergarten teachers.1.Consolidate theoretical foundation and promote deep reflection;2.Strengthen reflection awareness and stimulate reflection motivation;3.Enhance communication and cooperation,accumulate teaching experience;4.Improve research ability to promote reflection.From the perspective of kindergarten,four suggestions are proposed: 1.Value teaching reflection and create a reflective atmosphere;2.Reform management system and create conditions for reflection;3.Optimize cultivation mechanism and pay attention to teacher needs.By analyzing the characteristics of teaching reflection of new teachers,this study summarizes and sorts out the parts worth learning and some common problems of new teachers in teaching reflection,and discusses effective strategies to improve the teaching reflection ability of new teachers.On the one hand,it provides theoretical reference for the research on teaching reflection of kindergarten new teachers.To a certain extent,it promotes the in-depth study of preschool teachers’ teaching reflection.On the other hand,it has certain guiding significance for novice kindergarten teachers to carry out teaching reflection and promotes their own teaching reflection level.At the same time,as the cultivator of professional development for novice teachers,the conclusions of this study can provide references for kindergartens to effectively carry out teacher education and training.