The Research On The Middle School Teachers' Teaching Reflection

Teaching reflection is the basis of the growth of secondary school teachers and self-development. It is an important factor in teachers’ professional development, playing a significant role in promoting the overall quality of secondary school teachers. This study can not only deepen the teaching reflection theory and rich the theoretical basis of teaching reflection, more importantly, to help secondary school teachers to recognize the importance of teaching reflection and to improve the level of teachers’ teaching reflection. At the same time, I hope to offer a few suggestions for the optimization of the support system of secondary school teachers teaching reflection and to promote teacher change to the reflective teacher.The theoretical basis of this study is the current situation of domestic and international research on teaching reflection. It uses literature, questionnaire, interview as research methods and uses questionnaire and interview outline as the main research tool. It uses stratified sampling and random sampling method to extract part of teachers in secondary schools of Shangluo City’s six schools for the survey. In April and May2011, to investigate teaching reflection of current situation of the survey, the main content of the survey are:the understanding of secondary school teachers on the effect of teaching reflection, teaching reflection time, the frequency of the teaching reflection, the content of teaching reflection, the strategy of teaching reflection, the reasons causing teaching reflection, the factors affecting teaching reflection, teaching reflection behavior for follow-up.Study found that:firstly, the vast majority of secondary school teachers are teaching reflection, but there is a deviation to understand the teaching reflection; secondly, secondary school teachers teaching reflection occurs mainly after the class, but it lack consistency; thirdly, the content of teaching reflection of secondary school teachers mainly stay in the teachers, the teaching content, teaching methods and students work, lack of breadth and depth; fourthly, teaching reflection strategy is divided into teaching reflection means and teaching reflection ways. Teaching reflection means include writing reflection journal, case studies, action research and expert consultation. Teaching reflection ways include through themselves, by their students, by colleagues, by books, literature and theory. In fact, the teachers choosing to write reflection journal, case studies, action research as the teaching reflection means and selection through themselves, by their students as the teaching reflection ways are more. There are significant gender differences, seniority differences, differences in the category of schools of teaching reflection strategy; fifthly, the teaching reflection behavior of secondary school teachers is not timely follow-up; sixthly, the factors affecting teaching reflection include their own factors and school factors, but lack of theoretical knowledge and awareness of conscious from their own factors is the most important factors.On the basis of analysis and discussion of findings, I put suggestions and countermeasures to promote teachers’teaching reflection from the three aspects of teachers, schools and education departments. Firstly, teachers should establish a correct outlook on education and enhance the knowledge base of teaching reflection; improve teaching reflective consciousness, to develop good teaching reflection habits; master scientific teaching reflection strategy and deepen the content of teaching reflection. Secondly, schools should establish a scientific and rational management of teachers; create a good atmosphere for teachers’teaching reflection. Thirdly, education sector should provide security conditions for the teachers teaching reflection.