Preschool Teachers' Effective Reflection Of Collective Teaching Research

Since the 1980s, teaching reflection as an effective mean to promote the professionaldevelopment of teacher, increasingly attracts the attention of researchers at home and abroad. Atpresent, china scholars have carried out relevant researches for preschool teachers’teachingreflection, but only stay on the reflection of contents, methods and levels of investigation andanalysis, lacking of deeper research on the effects of teaching reflection. The kindergartencollective teaching activities which is the important part of the kindergarten education is theeffective way for promoting the children’development. Studying the effectiveness of preschoolteachers’teaching reflection, fully grasping the current status and finding problems in the study,to find out strategy and approach for improving effectiveness of preschool teachers’teachingreflection. Provide theoretical support and guidance for preschool teachers’teaching reflectivepractice. In this study, the effective reflection of the collective teaching refers to the process thatpreschool teachers actively use the relevant teaching knowledge and theory to reflect and thinkthe scientific nature, the suitability and effectiveness of the collective teaching activities designand implemented by them, find out advisable and the deficiency and do related attributionanalysis, to effectively guide its subsequent teaching and improve the teachers’professionallevel.This study is based on the of research achievements on teachers’teaching reflection athome and abroad. Using questionnaires, interviews, case analysis and documentary researchmethods to study the effectiveness of teaching reflection .The study includes the following parts:Part one, comprehensively expound connotation, characteristics and significance ofpreschool teachers’effective reflection of collective teaching. In this part the author defines theconcept of preschool teachers’effective reflection, elaborates the preschool teachers’effectivereflection in dimensions of the source of momentum, constructive process and guiding results.And proposes that the effective reflection of the collective teaching can promote professionallevel of the preschool teachers improve the effectiveness of collective teaching and promote thecomprehensive development of young children.Part two, Summarize the present situation of preschool teachers’teaching reflection. In thispart the author uses questionnaire and interview methods, conducted questionnaire survey of 130preschool teachers and interviewed 18 preschool teachers to grasp the present situation of teaching reflection from the four dimensions of the power sources, contents, methods and effect.And summarize the status of preschool teachers’teaching reflection on the basis of analysis.Part three, Summarize the main issues of preschool teachers’teaching reflection and doattribution analysis. In this part on the basis of analyzing the present situation of preschoolteachers’teaching reflection, the author attempts to explore main problems existed in preschoolteachers’teaching reflection, such as teachers’reflection activities lack of initiative ,the contentslack of profound and so on. And put forwards that the problems are caused by preschool teachersand kindergarten.Part four, Mainly elaborate the constructive strategy of preschool teachers’effectivecollective teaching reflection. In this part from two dimensions of teachers and kindergarten, putforwards suggestions to enhance the effectiveness of the teachers’teaching reflection, such asteachers’reflection attitude, awareness and sense of responsibility, ability of reflection and forthe kindergartens how to mobilize the internal power and create real security for teachers’effective reflection.