A Probe Into Two Modes Of Reflective Teaching Practice For New Chinese Teachers

’Teachers’ have attracted more and more attention currently in the Teaching Chinese as Foreign Language(or TCSL) field. Researchers and scholars take much concern about the teachers’qualities and professional development. Meanwhile, reflective teaching provides a new way of thinking for teachers’ development. And especially it is way more useful for Chinese language teachers at the novice stage since it combines teachers theoretical and practical development as well as teaching practice and reflective practice. Reflective teaching created a new method of professional development for Chinese teachers at the novice stage.The gold of this study is to explore the effects of reflective teaching practice under two modes. The study was conducted with the combination of qualitative and quantitative research methods. The reflective way of keeping a journal had been chose by taking it’s operability and effectiveness into consideration. The study follows up 6 novice teachers during 6 months to one year. All subjects were divided into A and B groups. Groups A kept reflective journals under unstructured and unguided mode while group B kept reflective journals under the guide of DRIP A structure. Teachers’ reflective practice had been studied with two dimension:reflective content and reflective level. Group C had been set as a control group to verify the effectiveness of reflective practice. And a follow-up interview was also taken for finding out if teachers still kept the habit of reflective thinking.Research findings show:(1) The reflective contents of teachers who teach Chinese as a Foreign language at the novice stage were different from teachers who teach other subjects. Teachers in this study focused on’students’ from the beginning to the end. The reflective direction was from outside to inside. (2) Keeping reflective journals could help novice teachers who teach Chinese as a foreign language to review their teaching practice and situation, to identify the problems and puzzles, to explore the causes and solutions to achieve better teaching. Reflective practice can bring changes to contents and levels of teachers reflection. (3) The effectiveness of DRIPA structure has been proved and it has some advantages ① novice teachers of group A tend to describe their teaching practice more specific and try to relate to the theories they learn and self-development plan while reflecting. ②the novice teachers who reflect under the guidance of DRIPA structure tend to verify their conclusions or plans through assumption or seeking other information sources such as students and other teachers opinion. Teachers reflective level can be improved by systematical and structured guidance (4) Teachers’ way of thinking under the mode of unguided reflection were harder to be changed, and the their reflective level tend to be improved slowly. (5) Teachers need structured or systematical guidance during a long-term reflective practice to achieve a better development.