Teaching Reflection

Since the 80's of the 20^th century, "reflection" in Western Europe has been understood and used by more and more people, and it quickly spreads in other countries outside . In china as the new curriculum reform requires the professional development of teachers, "reflective teaching" has been increasingly concerned in education. However, "teaching reflection", serving as a process and an ability, is a way to implement "reflective teaching". Therefore, the present study on "teaching reflection" aims to enrich its theory , build a bridge between teaching theory and practice, enhance teacher's vocational ability and deepen the new curriculum reform.Due to the complexity of the educational activities, there are many aspects involved in teaching reflection, among which teaching is the main task of teachers ,the subjects of reflection should be the teaching firstly. Classroom teaching is the main form of teaching, so this study on teaching reflection focuses on it. Since classroom teaching is divided into three stages according to time: before-class, in-class and after-school, teaching reflection can also be divided three types, and the thesis illustrates the three types respectively.The thesis is composed of four chapters: Chapter One introduces the basic concept, significance, content and features of teaching reflection, especially analyzing the distinction and the internal links between "reflective teaching" and "teaching reflection". Teaching reflection is a prerequisite, basis and a breakthrough of reflective teaching, whereas the latter is a result of systematic teaching reflection. According to the characteristics, Chapters two, three and four systematically investigate the purpose, form, contents and implementation of the three-phase classroom teaching reflection, and then sum up their own characteristics. For our further understanding, the thesis compares the three types of teaching reflection .On the other hand they are continuous, systematic, and essential elements of reflective practice. The relative importance of the three teaching reflection will change in teachers' vocational career.The fundamental objective of the present study is to make teaching reflection become teachers' conscious actions, so the thesis selects, and analyzes a few specific examples of different stages in order to improve the operational ability of teachers.