| The theory of reflection emerged in western countries in 1980 s,but not until 1990 s was it introduced to our country.Many scholars have studied reflective theory in recent years.A new round of curriculum reform has started in our country.Faced the curriculum reform,teachers’ professional quality is challenged.Teachers are required to change their traditional teaching conception and methods.Under such circumstance,teachers need to improve reflective ability to achieve professional development.Reflection is an effective method to facilitate teachers’ professional development.However,there are not enough empirical researches on teachers’ reflection,especially senior high school English teachers’ reflection in our country.This research aims to investigate the senior high school English teachers’ teaching reflection.Three questions are addressed.(1)What is the current situation of senior high school English teachers’ teaching reflection?(2)Are there any differences in senior high school English teachers’ teaching reflection in respect of gender,professional title,and school location?(3)What are the influencing factors of teaching reflection? This study embraced the quantitative and qualitative research methods together.The quantitative part contains a questionnaire and the qualitative part uses an interview.The questionnaire includes 8 dimensions of reflection.They are practice,cognition,affection,meta-cognition,criticism,morality classroom management and influencing factors.Over 100 senior high school English teachers from Hebei province were chosen as the subjects.117 questionnaires were collected and semi-structured interviews were held with 10 teachers chosen from the subjects after the questionnaires were obtained.The quantitative data collected through questionnaires in this study were analyzed through SPSS version 17.0.In order to analyze the qualitative data,the record of interview was carefully transcribed to text.The research found that: firstly,the overall reflective level of senior high school English teachers’ teaching reflection is intermediate.Then,on the overall reflective teaching level,there is no significant difference between teachers of different genders and school locations.Next,teachers with higher professional titles have higher level of reflection.However,in the dimension of classroom-management,the reflective level of advanced teachers is lower than that of Secondary Teaching Level 1 teachers.Fourthly,the influencing factors of senior high school English teachers’ teaching reflection contain subjective factors and objective factors.The suggestions of the study are as follows.Above all,teachers need to further improve the reflective level.In addition,in view of the differences of reflection in respect of gender and professional title,school leaders should distribute teachers of different genders and professional titles scientifically when they build the research and teaching groups to fully develop teachers’ ability of reflection.Last but not least,teachers need to improve the awareness of reflection and learn the strategies of reflection.Schools should give teachers help and guidance in reflective teaching. |
