The Exploration Of Chinese Reflective Teaching

Contrast to traditional teaching, reflective teaching has the superiority of full-scale resonablity, nimble timeefficiency and spiral development, so, more and more researchers and practicians of education theory attach high importance to it and think it as one kind of effective teaching which can bring students the biggest interest. It has also become a mark of outstanding teaching. However, it isn't a complete task to study the theory and practice of Chinese reflective teaching under the Standard of Chinese Curriculum.The thesis includes three parts. The first part is the value of Chinese reflective teaching. Only if Chinese teacher realizes the value of reflective teaching, can he produce the needs of carrying on it. And then the needs promotes him to carry on it. Chinese reflective teaching can help teacher realize the difference between theory knowledge and practicality knowledge, which urges theory knowledge change into practicality knowledge, so, it is an effective way that Chinese teacher promotes and develops. In the process of Chinese reflective teaching, Chinese teacher can break the original stylizes, usualization and customization in teaching, which can help teacher improve their present teaching situation by analyzing and judging their teaching action and action basis completely and objectively. It also can make their teaching fit the Chinese course property. In addition, the carrying out of the Standard of Chinese Curriculum and give play to the importance of Chinese course, also needs Chinese teachers change their education thought in the process of Chinese reflective teaching, changing the roles from the agent of curriculum to the creator.The second part is teacher's introspective wisdom and its formation. The teacher's introspective wisdom is the closest and directest factor that concerns the success or failure of Chinese reflective teaching. It is one kind of ability that teacher distinguishes, analyses the issue found in introspection positively, then supervises, adjusts and improves their teaching action to optimize and surmount their teaching. It is formed by Chinese teacher's introspective consciousness, introspective technical ability and introspective will. The introspective consciousness is in the begin stage of the formation of introspective wisdom. The introspective technical ability is the guarantee that Chinese reflective teaching can be put into effect smoothly. The introspective will make Chinese reflective teaching persevered and continued.The third part is the concrete implementation of Chinese reflective teaching. Chinese reflective teaching is empty talk without its concrete implementation. It is realized by practice rank, introspection rank and surmounts rank. On the rank of practice, the Chinese teacher, through reflection, query the teaching rationality to find out teaching problems and finally define the nature of it. Only on the basis of those steps, can new plans be found for solving problems or improving teaching, and in the end, the final target of controlling, improving and surmounting teaching can be reached. The three ranks cannot separate, supplements and complement each other and become a whole.In a word, the thesis will explore the value of Chinese reflective teaching, Chinese teacher's introspective wisdom and its formation, as well as the concrete implementation of Chinese reflective teaching chiefly.