The Situation And Countermeasures Of Reflective Teaching By Senior School Teachers Of The Ideological And Political Course

Having been introduced since1990, Reflective Teaching, which was prosperous in thewest, has spread rapidly in China, when it was the reform of quality education. ShandongProvince, the new senior school curriculum reform also started in2004. On the other hand,the study of the humanities and science started late, and had weak base, there are still somedisadvantages in theoretic research and educational practice aspects, which is obviouslyagainst changing educational country to education power. The thesis’s starting point anddestination point are based on this point.As a senior school ideological and political course teacher, from entering the post to now,ten years has passed, when it was the beginning of the new curriculum reform of high school.The reform of the ideological and political course requires the teacher to change their rolesfrom experienced teachers to exploring teachers, while demanding the student to master activelearning, cultivating innovative characteristic, which are identical to Reflective Teaching. Thewriter’s purpose of choosing this topic bases on his teaching experience and some confusionsabout it, aims at combining educational teaching theory with their own teaching practice,exploring the rationality of Reflective Teaching used in the ideological and political teaching,finding effective ways to cultivate reflective skill, meeting the needs of the ideological andpolitical course.By means of literature method, experience sum-up method, interviewing method, thethesis focuses on the understanding of the problem, operating standard problems andindividual subjective understanding, tries to analyze the problem from subjective andobjective aspects. Subjective factors relate to individual self-cultivation and responsibility,while objective factors concern numerous theoretical schools, which have their owntheoretical support, conduct different operational model, together with working hours and theinfluence of policy environment, all these make Reflective Teaching have poor effects.Thirdly, the thesis does in part countermeasure research from education theory andoperational skill aspects, especially the illustration of six operational skills: the experienceskills, analysis skills, strategic skills, evaluation skills, practice skills, communication skills,which comply with the methodology of theory to practice, help further promote thedevelopment of teaching practice, provide operation standard for Reflective Teaching in the ideological and political course of senior school.