Analysis And Research On Teaching Journal Written By Teachers In Junior Middle Schools

Reflective teaching, a new way for the development of teachers, originated in the west,is taken seriously by teachers and other educational researchers at home and aboard，especially since the implementation of the new curriculum in the middle school. It has beenaccepted publicly and has become the sign of excellent teachers. Teaching journal, a form ofreflective teaching, is receiving more and more attention now. It is a method by whichteachers can continually and authentically record the process of teaching, the experiences andthe feelings which deserve to be studied in teaching, and it is a means which can promoteteachers’professional development. By writing teaching journals, they can reserve thesignificant events in the process of teaching for later reflection and write down what theywere thinking at that moment; by writing teaching journal, they can also summarize thesuccess and failure about the whole process of teaching, so that teachers can improve theirself-development ability. There are many researches about this aspect in foreign. However,there are few researches in this aspect in our country.This research chose five schools’English teachers as subjects. In the five schools, twoof them prescribe teachers to write teaching journals and inspect regularly, they havealtogether 21 English teachers; the other three schools just suggest teachers to write teachingjournals without inspection, and they have 33 English teachers in all. Firstly, in order to learnthe intensity of English teachers’reflective consciousness, the author investigated Englishteachers’writing situation by doing survey questionnaire in the five schools. The result is thatthe English teachers’reflective consciousness is not high; most of teachers do not write teaching journals, and some of them write journals just because of schools’prescription.Secondly, in order to learn the writing differences between teachers of differentprofessional ranks and different genders from the aspects of reflective content (success andinadequacy in teaching, students’state, inspiration in teaching, teachers’experience andthoughts evoked by reading) and reflective level (describing, rational level and actionresearch), the author collected 21 English teachers’teaching journals in the two schoolswhich prescribed teachers to write teaching journals. The results are as follows: (1) on thecontent of reflection, there is no difference between teachers of different professional ranks insuccess, inadequacy in teaching and students’learning state, but senior teachers and first levelteachers write more journals about the contents of inspiration in teaching, teachers’experience and thoughts evoked by reading. On reflective level, the senior teachers and thefirst level teachers’reflective level are higher than the new teacher and the second levelteachers’. (2) On the content of reflection, both male teachers and female teachers write themost journals about the content of success, inadequacy of teaching and students’learningstate, female teachers write more journals about the other three contents. On reflective level,female teachers’reflective level is a little higher than male teachers.