Ideological And Political Teaching To Reflect On The Theory And Practice Of Research

Pedagogical reflection is the basic concept of the elementary education curriculum reform and important form of strengthening teaching research as well as enhancing the quality of ideological and political courses. Implementation of pedagogical reflection activity benefits the teachers'establishment of modern teaching concepts and turns new teaching concepts into effective pedagogical activities. It also improves teacher's teaching awareness and enhances self-evaluation and self-adjustment ability. Proceeding of research and exploration of teaching reflection in ideological and political lessons is an important measure to strengthen the organic integration of practice into teaching concepts of ideological and political lessons, a significant research task of teachers as well as an important means to promote the development of profession of ideological and political teachers. Under the circumstance of new curriculum, the strengthening of teaching reflection activity contributes greatly to the promotion of new curriculum pedagogy and of the smooth development of elementary education reform. This essay, based on the study of many teaching reflection theories from home and abroad, analyzes carefully domestic and international practice and theory of teaching reflection and demonstrates sufficiently the necessity of implementation of teaching reflection in ideological and political lessons. According to the principle of"three closeness"of elementary education lesson reform, it combines the practice of teaching new ideological and political course and proceeds the common-sense exploration of new ideological and political course reflection thus gains firsthand experience of teaching reflection. According to the reflection of teaching reflection, it comes up with basic strategies of teaching reflection proceeding. This purpose of the study is to draw support from teaching reflection activities to implement the concept of school-based study, organically integrate thoughts and actions in pedagogical practice, to enhance the ability of teacher reflection and detection of instructional design and to reflect and embody the realization of the extent of curriculum objectives in order to advance the smooth implementation of new curriculum and the development of teacher professionalism.