Study On The Design And Implementation Of Training Plan For Primary School PE Teachers’ Reflection Ability

The word reflection has been cited in western education field since the 1980 s and now it is a prevalent word of time in the field of teacher education globally. For every qualified teacher, reflective ability is needed. The fostering of that ability is the most effective way to elevate teacher’s professional level. Nevertheless, most primary school PE teachers lack the awareness and ability of reflection, with incomplete reflection content, low depth of reflection,quite single reflection method, etc. Since 2010, when Hebei Normal University undertook the National Teacher Training Program(NTTP), rich experience has been accumulated. The author is honored to participate in the whole process of the day release course project for rural primary school PE teachers of this NTTP program. With a tentative combination of the National Teacher Training Program and teacher reflection, during the project implementation process, a training plan of the reflection ability of rural primary school PE teachers was designed and carried out. The aim is to refine the day release course project for rural primary school PE teachers of the National Teacher Training Program, to foster primary school PE teachers’ ability and awareness of reflection, and thus optimize rural teacher team by facilitating the professional development of rural primary school PE teachers.The applied research methods include literature review method, survey method,statistical method, etc. During the design stage of the training plan, the author read scores of books about teachers’ teaching reflection and a large number of related literatures. The theoretical basis is established after summarizing the concept of PE teacher reflection, content and method of teacher reflection and elaborating relevant theory, with the book Primary and Secondary School Teachers Professional Development Standard and Instruction---Physical Education and Health as basic framework and standard of fostering teachers’ reflection. The training plan is based on reality by designing questionnaires to learn about the reflection ability of PE teachers undergoing training and by taking successful experience of excellent training plan for reference. As for the implementation stage of the training plan, the author took part in the management of training, studied with the teachers together and at the same time made observation to find and solve problems, so as to guarantee that the training plan iscarried out effectively. In the analysis stage of the training plan, qualitative analysis and quantitative analysis are adopted. quantitative analysis is used in the data processing of the second questionnaire about the PE teachers. Moreover, qualitative analysis is used in analyzing the dialogue records with PE teachers and achievement of goals. The main research results are as follows.(1) According to the survey, from the perspective of teacher profession base and professional practice, the teachers pay great attention to love towards life, physical and mental health, the active implementation of security education and health education, teamwork and sharing of experience. In these aspects, the teachers have strong reflection awareness and reflect well. Generally speaking, however, rural PE teachers still lack teacher’s reflection awareness and do not understand reflection deeply, namely incomprehensive in reflection content and not profound in reflection depth.(2) In view of theoretical and realistic basis, reflection ability training plan for teachers is designed to construct the training model of “study- reflection- practice-reflection”. In the college study stage, “study-reflection” model is mainly used. From the perspective of teacher profession base, the deficiency of teachers’ reflection will be the content of teachers’ reflection training plan and there will also be different kinds of reflection like microteaching,theme experience sharing session, teaching video watching. In these learning and reflection procedure, PE teachers’ self-reflection ability. In the “shadow-teacher”(closely follow)study stage, ”practice- reflection” model is mainly adopted. from the perspective of teacher professional practice, the reflection shortcomings will be the focus of reflection training.Three kinds of activities, namely, visiting and evaluating a class, practice teaching class,lesson study to foster the practice ability of teaching reflection. In addition, the two phases ”study- reflection” and ”practice- reflection” are effectively combined together as complete training plan.(3) The training plan of college team study(study- reflection) is carried out at the Training Centre of Hebei Normal University. relevant Experts and local leading teachers are employed to give lessons and instruction. The training plan of “shadow teacher”(closely followed) study stage is carried out at each “shadow school” and specially guided by teaching mentor. The PE teachers getting trained are asked to complete the activity tasks carefully.(4) The effect evaluation of the training plan for the reflection ability of PE teachers undergoing the training is a combination of qualitative and quantitative analyses. The variation of PE teachers’ reflection ability before and after the training is detected by analyzing the data of questionnaires, records of case study and achievement of study tasks.According to the teachers’ feedback, the design and implementation of the training plan are effective.(5) There are some deficiencies in this study. The subjective reasons are quality differences of the teachers who get the training and lack of comprehensive knowledge of the actual needs of teachers who get trained, which can influence the training effect. As for the subjective reasons, the limits of the author’s ability lead to not deep enough study of teacher reflection level and ability evaluation. Lack of effective control over the implicit feature of teacher reflection restricts the depth of research...