Surveys About The Level Of Theaching Reflection Of Middle School Teachers

The implementation of the new curriculum for the qualities and abilities of middle school teachers is a new challenge, and thus the theory and practice of teacher professional development is developing,and teaching reflection is the core issue of teacher professional growth.Therefore how to improve the level of teaching reflection and thus effectively promote their own professional development is an important research subject for current education of teachers.Firstly,this study basing on the analyzation of the theoretical literature attempts to do a more comprehensive discussion about the level of teaching reflection of middle school teachers, with a view to providing some guidance in theory and practice of professional growth for the majority of teachers.Secondly,Through questionnaire surveys and interviews about the level of teaching reflection of middle school teacheners,we get the factors what affect the level of teaching reflection and analy one by one and contribute to help teachers identify and overcome the obstacles of impoving the level of teaching reflection. Finally,on the basis of inspection of practice, we explore a practical path for middle school teachers to train reflective abilities to impove their level of teaching reflection.In order to adapt to the developpment of the level of teaching,the study refers the division of the level of teaching reflection of Van Manen,so as to explore the teaching reflection situation of middle school teachers,the author conducted a survey study as a example of the middle school teachers in Binzhou.Through the survey,the study found the level of teaching reflection of mostly middle school teachers is at practical action; qualifications, seniority and school place commonly effect of the level of teaching reflection of mostly middle school teachers in Binzhou; there are significant differences about different qualifications for teaching, student development,teacher-student relationship;there are significant differences about different titles for teaching, teacher development,teacher-student relationship;there are significant differences about different seniority for teaching, teacher development,teacher-student relationship. According to the results of studies and the problems found,the study analied the factors impacting the level of teaching reflection of middle school teachers and proposed four strategies to improve the level of teaching reflection of middle school teachers:To improve the reflective awareness of middle school teachers, to improve the theoretical literacy of middle school teachers,to conduct atmosphere for teaching, to improve the evaluation system of middle school teacher.Through the survey and study about the situation of the level of teaching reflection of middle school teachers in Binzhou in Shandong provice,this paper described the level of teaching reflection of middle school teachers and carried out summary and evaluated about this,then deeply analy their impacting factors, thus take the appropriate measures to promote the level of reflection of middle school teachers.Any theory proposed, their vitality and value lies in its ability to guiding ideas ang servicing practices, this paper is dedicated to identify and overcome the obstacles of the development of professional growth and provide the corresponding countermeasures and suggestions to improve the level of teaching reflection of middle school teachers in Binzhou in Shandong provice.