A Study On The Teaching Reflection Of Chinese Masters

With the continuous development of new curriculum reform, teaching reflection as a teachers’ professional development of new method in front of the teacher, subjective initiative, this method can mobilize teachers, help teachers to search out my own shortcomings, forward to teachers to teachers’ professional direction. In the process of research, using the method of combination of theory and practice, theoretical achievements at home and abroad to find the reflection of teaching at the same time, collecting a large number of Chinese teachers teaching reflective practice case, enable the reader to see Chinese teachers is how to develop in the road of specialization, in the hope that a certain extent to language teachers some enlightenment.The main body of this paper consists of five parts: the first part is the theoretical basis of teaching reflection. According to the psychological and philosophical point of view, so that readers understand the teaching reflection is based on Constructivism and metacognition theory and the two generation. The second part is the influence factors of teaching reflection. Studies the influence of teaching reflection formation background, background environment consists of two factors: teacher occupation attitude and school field. From the beginning of the second part, each a headline, I will combine theory and practice case is divided into two parts, one is the teaching reflection theory, two is the Chinese teacher reflection case. The third part is the reflection of teaching content, in accordance with the division of teaching elements. Teaching elements are classified according to the classification of "ordinary high school language curriculum standard", the theory of teachers’ requirements in line with "high school teacher professional standard". The fourth part is the reflection of teaching content of two, according to the specific operation division. I divided into successful enlightenment, lessons, teaching inspiration, creative, and then teach design five parts. The fifth part is the reflection on the table. The teacher save double takes time and reflect on their own according to the week, reflection and Reflection on the table at. Zhou Fansi applies to the teacher after class feedback timely reflection, reflective form suitable for teachers semester semester or academic year summary, to their teachers work reflecting, to find their own shortcomings and the gap compared with the amount of teacher professional, its theoretical basis for the "middle school teachers’ professional standards”.Reflective teaching is a new method to help the professional development of teachers, hope that through this paper can provide some help for the vast number of Chinese teachers.