A Study Of Primary School Teachers' Reflection

In 2010, the CPC Central Committee and the State Council issued a"National Education Reform and Development of Long-term Planning Programs (2010-2020)". In that paper, an explicit proposal is to construct a team of teachers with high quality. In order to improve their own quality of teachers is an important way of teaching activities for their own reflection.Often reflecting on their teaching activities, teachers can update their education, improve the teaching behaviors, improve the quality of teaching, do research in the teaching practice and teaching in a dominant position and improve the teaching of teachers in their daily work of the initiative and creativity.In recent years, domestic and international research on reflection of teachers gradually increases and theoretical research riches, but the researches on reflection of primary school teachers'teaching are less. This study tries to focus on the reflection of the primary school teachers'teaching in the classroom. Through questionnaires, physical analysis, interviews and other survey methods, a systematic survey on the status of the reflection of the primary school teachers'teaching, and give some advice of solving the problems in the survey.The whole article can be divided into four parts. The first part is foreword. This part describes the background and significance of the study. The second part is the situations on internal and external researches. This section reviews the researches related domestic and abroad, and find inadequate to determine the stand point of this study. The third part is the status of the reflection survey of the primary school teachers'teaching. Through questionnaires, interviews and material analysis to understand the status of the primary school teachers'teaching reflection and find problems. In the survey, the author finds that the problems exist in the teaching reflection process of primary school teachers. These problems mainly reflects on seven aspects: the first one is the weak sense of reflection; the second one is that teachers can not find an accurate reflection problem; the third one is that the reflection is not deep enough; the fourth one is that the content doesn't complete; the fifth one is that the perspective of reflection is narrow; the sixth one is lacking in a systematic study of the problems; the last ne is the pathways of reflection are less. The fourth part is to propose the strategies and suggestions to improve teaching ability. On the basis of the above analysis and discussions about the issue of attribution, the author gives certain suggestions on making the reflection of the primary school teachers'teaching better on the aspects of the schools and teachers. Schools needs to provide a good environment for the teachers to reflect, to promote the teachers'reflection, to timely guide for the teachers'teaching reflection, and then even to let the teachers to master the effective methods of reflection. The teacher individual should improve the awareness of reflection, enrich their theoretical basis, and develop good habits of reflection.