An Investigative Study On Senior High School English Teachers' Reflective Teaching

Since 1980s western countries firstly have done investigations into reflective teaching and have developed it.Not until 1990s did Chinese scholars begin to study reflective teaching and emphasize it in English language teaching.At that time,the aim of English teaching in China,to a great extent,was to teach language points and increase the accuracy in language tests.In recent years,with the reform of EFL education,there are more studies on teachers' reflective teaching because reflective teaching is considered to be a more positive means to attain the actual teaching effectiveness and to promote initiative and active teaching.Nowadays,how to carry out reflective teaching in senior high school English teaching is explored more and more by teachers and researchers.This study aims to investigate the reflective teaching of English teachers in high school.The research questions are as follows:1.What is teacher's perception on reflective teaching in terms of reflection awareness,content and strategies of reflective teaching and factors affecting reflective teaching?2.Is there any difference in senior high school English teachers' teaching reflection in respect of different genders,school types,educational background,teaching years,and professional titles?If so,what are the difference?Eighty-one participants are from Senior School Attached to Bohai University,the 120 th Senior High School,the 21 th Senior High School and the 40 th Senior High School in Shenyang.Questionnaires and interviews are used and analyzed with SPSS19.0.The results are shown as follows: Firstly,current situation of senior high school English teachers' reflective teaching can be found from four aspects.From the point of reflection awareness,most teachers realize the importance and function of reflection in teaching,but some held one-sided view to it.From the view of reflective teaching content,most teachers only focus on reflective teaching achievement but ignore other aspects.For reflective teaching strategies,many teachers are more willing to exchange ideas with colleagues after class.From the point of factors affecting reflective teaching,subjective factors have much effect on many teachers.Secondly,teachers' demographic factors have a significant effect on their reflective teaching because different genders,educational background,teaching years,professional titles and school types have an influence on teachers' reflective teaching.Teachers understand the concept of reflection more entirely who have long teaching years or high educational background or work in key schools.Besides,teachers working in key schools understand the content of reflective teaching more deeply.What is more,teachers can use strategies of reflective teaching more properly who work in key schools or have short teaching years.As to factors affecting reflective teaching,female teachers are affected by more factors than male teachers and teachers with high professional titles are not easy to be affected.