A Survey On Secondary Vocational School Practical Teacher's Teaching Reflection Ability

Short-supplied technical talented person restrict our country economic growth. But bearing training the technical talented person's secondary vocational school slowly develops, that cannot adapt to our country economic and social development. Since 2005, our country have been implemented a policy of secondary vocational school's expending enrollment last 3years, in 2008 the number of secondary vocational educational enrollment reached 8.1minllion. However, the secondary vocational school's new training talented person is still unable to meet the needs of society, enhance the quality of secondary vocational educational become the key to change the status of vocational education. In order to achieve the development of secondary education from scale development to improve the quality, our country put vigorously develops vocational education policy shifted to improving the quality of vocational education. Enhance the quality of secondary vocational schools lies in the quality of teachers, especially the quality of practical teacher. Improve the quality of practical teacher is particularly important, firstly, the student's technical skill is closely related to the practical teacher's practical teaching, and also the practical teachers responsible for training high quality professional talent person's mission. Secondly, with Chinese characteristics, combining work with study, school-enterprise cooperation and workplacemengts, the teaching practice in vocational educational in urgent need of high-quality practical teachers. Building High-quality practical teacher contingent lies in the development of teacher motivation, reflections as the internal driving force on the process of teacher's professional development can improve the teacher's quality, change the teaching behavior, and help the teache'rlearning to learn''learning to teach'capability, and is the way to achieve professional development and effective teaching. Teaching reflective as a capacity is teachers in teaching activities through the cycle of learning, practice, reflection, and then cultivation the practice.Given the teaching reflection ability's affect and importance, this study investigation aimed to teaching reflection ability of 230practical teacher in 5 secondary vocational schools. Through the survey and analyzed the data available: the practical teacher's lack of teaching reflection consciousness; teaching reflection misconduct: such as teaching critical reflection is not strong; the school management also affects teacher's teaching reflection, and has other factors like culture and atmospheres. According to the main problem proposed the strategy of how to enhance the practical teacher's teaching reflection ability: enhancing the reflective consciousness; fostering teacher's reflective habit; creating a new reflective platform; improving level of teaching reflective; promoting collaborative reflection and improving education management and mechanisms; creating a reflective atmosphere.