A Study Of Inquiry Teaching Teacher's Reflective Thinking Level

Along with the main trend of the world of education reform,the Chinese state council held a national work conference in basic education in 2001,made the decision"on the basis of the decision of the education reform and development",further defined the course of building a new system of guiding ideology,thereby speeding up the basis of a new round of education reform.The outline for basic education curriculum advocates that"we must change course which put too much emphasis on passive learning,drilling,to promote students to be active,independent,and initiative in study and cultivate their abilities of collecting and processing information,and the ability to obtain new knowledge,analysis,as well as the ability to exchange and cooperation. Therefore,inquiry teaching has become the core problem in basic education curriculum reform.With the development of inquiry teaching,Many elementary and middle school carries out to explore new teaching method accompanying the hot discussion among professors,teachers and researchers.All kinds of magazines and newspapers emerge with teaching cases as a result of the application of inquiry teaching in various subjects and the further understanding of the front-line teachers.This paper discusses inquiry teaching cases published in the People Education on the 2002-2008 periods to study the teacher's reflection content.On the basis of the theory of Van Manen's three reflective thinking level and the content analysis methods,the researcher will measure what level inquiry teaching teacher's reflective thinking is on,in order to find out the factors which exert an influence on teachers and suggest effective proposals.According to the problems mentioned above,this dissertation consists of 4 main parts:Part one:preface.This part introduces the background,study bibliography,study significance,study clue and methods. Part two:it focus on frame and methods of inquiry teachingPart three:This part is to explore the results of case studies of teachers reflective thinking and discussion.It uses the main five largest dimensions to analyze and discuss. These dimensions include teaching objectives,teaching methods and teaching material contents,teaching process,teaching environments,teaching evaluation.Part four:The research result and suggestions.The research analyses the cases and proposed the improving ideas.