Rural Primary School Teachers Teaching Reflection Ability Promotion Strategy

In2010, the CPC Central Committee, the State Council promulgated the National Mediumand Long-Term Program for Education Reform and Development(2010-2020)(hereinafterreferred to as " program for education"),which clearly emphasized the need to build high-qualityteachers team.The achievement of this request requires teachers to reflect on and summarizetheir teaching activities constantly. It is beneficial to update their education concepts, improvetheir own teaching behavior and teaching quality in the way of teachers’ reflection on teachingactivities. As an important way of promoting teachers’ professional development, teachingreflection has caught much attention by researchers of educational theory. Although manyexisting studies have shown that many scholars have focused on the study of the theory ofteaching reflection, studies on Primary School Teachers’ practice of teaching reflection are rare.Based on the collection, arrangement, analysis and summary of the existing references, theauthor firstly gives his understanding of teaching reflection and teaching reflection ability, thedifferences and connections between them, then expounds the significance of teaching reflection,the types of teaching reflection and strategies of teaching reflection, etc. Based on the aboveresearch, the author investigates several teachers who were in rural primary schools of TanchangCounty, Gansu province by using Questionnaires and interview in order to realize the presentsituation of the Primary School Teachers’ teaching reflection, and then puts forward strategies forimproving the ability of teachers’ teaching reflection.There are five chapters in this thesis: Chapter one, which includes three parts. Part one is abrief introduction of the research background and the research questions; part two reveals theresearch purposes and then expounds the significance of studying the question; part threedescribes the research methods and gives a basic framework of this paper. Chapter two:On thebasis of discussing,analyzing and summarizing the teaching reflection theory,the author gives hisown understanding of teaching reflection and teaching reflection ability. Chapter three:Theauthor investigates and analyzes the current situation of teachers’ teaching reflection in ruralprimary school, which is described specifically in the following two aspects:the design processof investigation and analysis of the effective factors of teachers’ teaching reflection in ruralprimary school. Chapter four:In the case of a grasp of the current situation of primary schoolteachers’ reflection,the author proposes strategies including the construction of teachers’reflection strategies and that of the external environment, which are beneficial to promote ruralelementary school teachers’ teaching reflection ability. Chapter five: the author combes the maincontent of the paper and summarizes the advantages and disadvantages,on this basis, the author appeals to the government, schools and teachers to embrace the teaching reflection andcontribute to it in a public and meaningful way.