Middle School Chinese Teaching Reflection

Teachers’ professional growth increasingly discussed by the society, teaching reflection as an important factor influencing teachers’ professional growth also got the attention of people. With the discussion of more and more, people find teaching reflection play an important role that cannot be neglected, teaching reflection is not only affect teachers’ professional growth, but also affect teaching development. With this realization, the paper will explore the teaching reflection Combined with Chinese curriculum’s characteristics, discover the reflection of Chinese language teaching in the middle school from the angle that teaching reflection be considered as cognitive action.In addition to preface expounds the origin of study, meanings of study, train of thought and the method of study, the main part of this paper can be divided into three parts:the first chapter is the first part what is mainly to define middle school Chinese language teaching reflection, through the analysis of the related definitions, find that Chinese Language teaching reflection refers to Chinese language teacher found the existent problems in teaching activities, have desire and ability to deal these problems through repeated, serious, persistent meditation process. The second chapter and the third chapter are the second part, this part discussed the subject, the object, the process and the model of the Chinese language teaching reflection as the cognitive activities. This part puts forward the idea that the subject of Chinese language teaching reflection including the individual and groups. No matter what form of subject should have some basic ability: clearing teaching reflection purpose, reflecting the teaching progress, regulating the teaching reflection behavior. The object of teaching reflection means the "problem" which exists in Chinese language teaching activities. On the one hand, the object is the cognitiveobjects of the subject, on the other hand the object possess relative initiative, which can reflect the subject of teaching. The process of Chinese language teaching reflection can be investigated from time dimension and space dimension. The main teaching reflection ways includes self talk, peer dialogue, teaching diary, lecture notes. The fourth chapter is this part three, this part focus on real proposed, promote the suggestions of Chinese language teaching reflection though the aspects of teachers, school and society, considered that Chinese teachers should improve teaching reflection consciousness, the schools should strengthen the attention of teaching reflection, the society should improve the cognition of Chinese language teaching.The qualitative research as the main line, the study using a variety of methods: literature study, interview method, comparative study on this paper.As a study on teaching reflection combining with Chinese language teaching, this paper argues that the starting point and the final destination should be Chinese language teaching activity itself, the study on Chinese language teaching reflection is not the ultimate aim, the ultimate objective should be the healthy development of Chinese language teaching activities, the Chinese teacher professional development and students’ all-round development.