Senior High School History Teachers’ Teaching Reflection Countermeasures To Improve The Capacity Of Research

Under the background of new curriculum, teachers’ professional development isfacing the challenge of higher. The improvement of teaching quality depends onexcellent teachers, along with our country the implementation of the new curriculum,how to improve teachers’ quality, how to cultivate professional teachers, which is notonly the need of education teaching, is a important subject in the education teachingresearch. Teachers’ teaching reflection ability is an important task in the developmentof modern teachers, teaching reflection, therefore, high school history teachers in theeducation teaching to study and reflection, in order to raise their professional quality,so as to keep up with the pace of The Times.This research according to the domestic and foreign research status of teachingreflection, by observation and investigation on Tongwei secondary school historyteachers’ awareness of teaching reflection, as well as the school history teachers in theeducation teaching is how to carry out teaching reflection, such as ways of teachingreflection, level, contents, schools for teachers’ teaching reflection which systemprovides support, etc. On the basis of investigation about the present situation of theschool history teachers’ teaching reflection, on the basis of the theory of teachingreflection, of the school history teachers’ teaching reflection ability are put forward onthe way of ascension, to promote the sustainable development of teachers.This article is divided into six parts:The first part is an introduction, mainly elaborated the research background,research purpose and research significance.The second part is teaching reflection research were reviewed, in combinationwith reflections on teaching the basis of the research status at home and abroad, theconnotation of "reflection" and "teaching reflection" the connotation of comb,secondly, on the basis of relevant literature, the understanding of the teachingreflection can be divided into the following several aspects:(1) the teachers’ teachingreflection attitude;(2) the content of teaching reflection;(3) the process of teachingreflection;(4) the level of teaching reflection;(5) the ways of teaching reflection andstrategy.The third part is the research method and train of thought. This research mainlyadopts the literature method, interview method, observation method and case law, in the domestic and foreign research status of teaching reflection is summarized on thebasis of, through the observation and interviews, combining with the teachingreflection of case, analyze the history and present situation of teachers’ teachingreflection in tongwei secondary, according to current situation of the school historyteachers’ teaching reflection, several approaches are recommended for promotingschool history teachers’ teaching reflection ability, method, strategy and so on.History teachers in the fourth part is in the tongwei secondary school interviews,observations and reflections on their teaching case analysis based on, from thehistorical teacher reflection motivation and attitude, the reflection of the content,process, and manners of the levels of reflection, the reflection of the paper analyzesthe current situation of the school history teachers’ teaching reflection.The fifth part is about the school history teachers’ teaching reflection promotionway. Mainly has the following three aspects:(1) the school at the system level createbetter atmosphere for teachers’ teaching reflection;(2) improving teachers’self-reflection consciousness;(3) the introspection of the history teachers should payattention to the inner development needs of students.The sixth part is the conclusion. This research mainly is the author of reflectionand prospect.