The Theories And Practice Research Of Mathematics Teacher's Teaching Reflection In Middle School

In recent years, the reflective ability of teacher has become the core factor that the international communities focus on, which affects the professional growth of teachers. The new course puts forward an important measure that to take the teacher' s teaching reflection as the reformation in education, it is a problem of worthwhile attention and researches. This paper is on the basis of a summary of metacognition theory, constructivism theory, teaching occupation growth theory and reflective teaching theory. Meanwhile elaborates on the concept, basic process, contents, type and method, etc. And inquiring the teaching reflection theories systematically. The writer thinks that, supervise and adjust for individual in his mathematics teaching ideas and behaviors. Mathematics teaching reflection is helpful for the self development and growth of mathematics teacher, it is considered to be the core factor of teaching professional development and self growth. Its contents includes education teaching principle, teaching strategies, teaching methods and skills, ethics of teaching and occupation morals, etc. Its process is five stages of "discovering problem →analysing problem→putting forward assumption→verifying assumption →summarising refelection" . Its type is reflection before mathematics teaching, with mathematics teaching and after mathematics teaching. The path is to write mathematics reflection summary, postscript after teaching, dialogue reflection, factual records observation and analysis in class, and activity research, etc.After inquiring the teaching reflection theories, a kind of teaching reflection model which put forward by professor GuLingyuan was introduced in the paper—the "Three stages two reflections" . Furthermore, the writer did a complete research on the model experiment in ShaLang Middle School of WuHua area in Kunming City, and received some understandings and conclusion by combining the case example analysis of "Three stages two reflections" experiment in this middle school. The writer thinks that the "Three stages two reflections" teaching reflection model is advantag ous to use the reflective teaching theories for practical fulfillment; The model can be simplified or improved in order to be convenient in operation; "Three stages two reflections" is a kind of model only, in fact the essential spirit is the reflective awareness and activity.