The Development Of Reflective Teachers In Middle School Teaching

The reflective teaching has gradually become a strong teaching ideological trend which influences the educational practice of contemporary countries in the world. In China a series of studies to the theory and practice of reflective teaching has been done and some achievements have been gotten. However, there still exist studies from text to text, researches in surface, or other deficiencies.To know about the reflective teaching condition of middle school teachers of Guangxi, we designed a questionnaire named The Condition Of Teacher's Reflective Behaviors In Middle School Teaching to carry on a representative questionnaire survey. The results of the survey suggested that middle school teachers'consciousness of reflection is not strong, their reflective activities are quite primary and their reflective abilities are relatively bad. So, we put forward the thesis on The Development Of Reflective Teachers In Middle School Teaching. We mainly used the methods of combing theory research with practice research in the base of Jiangnan Middle School, Guangxi. Our research lasted a whole year. Reflective teachers are learner teachers or teacher groups who take teaching as a way and process of growing, who continuously inquire how to solve the questions between teachers themselves and teaching aims and teaching tools, and so on, and who continuously improve teaching theories and chase the reasonableness of teaching practice. Reflective teacher is a type of new teacher concept and the teacher training target which is a negation of technical teacher conception and competence-based teachers.The development of reflective teachers mainly involves the Congnitive Psychology, Critical Theory, Constructivist Learning Theory and so on. The training and development of reflective teachers attracts more and more attention of our country's education psychology theorists, educational policy makers and teachers .The main factors of reflective teachers are consciousness of reflection, habits of reflection, self-monitoring, procedure of reflection, etc. In accordance with the essential factors of reflective teachers and the condition of them, we constructed reflective teachers'training strategies and patterns:1,Reflective training strategy. It is a strategy of interaction and deliberation between experts and teachers. The expert divides the reflective theory into several parts and makes training plans in details. Then we combine the divided theory with the teachers'concrete practice to develop the interactive deliberation.2,Self- improvement strategy. The pattern of the strategy is: Preparing a lesson--adjusting the lesson plan--class listening-class teaching--lesson assessment of students--teaching postscript.3,Cooperation and enhancement strategy. The pattern is: Preparing a lesson—lesson presentation in the group—preparing the lesson collectively—attending classes—lesson assessment of teachers.4,Systematism strategy. The strategy was worked as school behavior to impose a systematism restriction and was carried out by teachers of every subjects .Based on the strategies and patterns constructed by theory research, we did almost one year's practice research in Jiangnan Middle School in Guigang. According to the"Lanqing Programme"for young teachers,""Master Teacher Project"for the teachers who have been teachers over ten years, and other teacher training activities, the school brought the strategies and patterns of reflective teachers into effect and described the combing of theory research and practice research by means of some typical teaching cases.Before and after the research, we had some certain quantity and quality tests of the samples according to the factors of reflective teacher. From the data statistics and analytical results of before-test and after-test, we found there were obvious and varied differences between them. The satisfaction of students to the teachers has been somewhat improved, so has teaching quality of school. The facts suggested that bringing the development of reflective teachers into effect can effectively cultivate teachers'consciousness of reflection and habit of reflection to improve their reflective abilities. The practice proves that the strategies and patterns of reflective teachers put forward in this thesis meet the actual requirement of present middle school teacher of Guangxi and they are feasible effective.Because of the researcher'ability is limited and research in short time this research of training strategies still needs to be further tested, improved and development.