A Case Study Of A Reflective Teaching

The new round of elementary educational curriculum reform will go beyond theoriginal courses in curriculum objectives, curriculum structure, curriculum content,curriculum implementation and ways of evaluation. Obviously, teachers depending on theiroriginal teaching experience can't adapt themselves to new curriculum requirements. Thisputs forward a great challenge to many teachers, that is, to adjust to and carry out thecurriculum reform, teachers must change traditional education concepts, practice reflectiveteaching actively and become reflective teachers. Reflective teaching can improve not onlyteachers' educational practice but also teachers' way of thinking and living. It can alsomake teachers feel the value as educators and realize their professional development. So thestudy on "reflective teaching" provides not only theoretical instruction but methods andstrategies for how to become reflective teachers. It has profound meaning in theory andpractice.In the article, the author selects a middle-school teacher as a case study, who practicesreflective teaching effectively in her teaching, and collects her teaching stories frominterviews, field notes, observations, collections of teacher and student work and otherrelated artifacts. The analysis of her story has shown that she prefers to reflect herprofessional knowledge and teaching ability, personal educational conviction andprofessional morality in her teaching;She practices not "reflection-for-practice" also"reflection-on-practice", and prefers "reflection-in-practice" in her teaching, which is whata mature teacher is different from an initial teacher;To find the problems in her teaching,she adopts some reflective strategies, such as teaching log , talking with colleagues andstudents. The analysis has also shown that some conditions influence her reflection, such asschool's teaching environment, personal emotion, theoretical knowledge and the way ofattribution to problem in teaching. So, to provide an effective model for teachers' reflection,the study prefers to use the way of "bottom to up" to go near teachers' practice to knowabout teachers' reflection, and has the intention to explore reflective teaching deeply andsystematically. Based on the above, some suggestions on how to improve teachers' abilityof reflection, which sets an example for teachers and will help teachers practice reflectiveteaching more effectively, and meanwhile, the study provides a base for the further case.