Current Situation Of Teachers’ Reflection On Mathematics Area Activity In A Kindergarten In Nanjing

Area activity is an important part of mathematics education in kindergarten.Teachers’ reflection on area activity will promote their professional development as well as the quality of education.This study purposed to describe the current situation of teachers’ reflection on area activity in a kindergarten in Nanjing.Based on the existing literature,the study adopted grounded theory as a framework.Totally 101 written reflections selected from 34 teachers in A kindergarten were analyzed from three aspects:content,depth and tool of reflections.In terms of the content of reflection,the study found that the reflection mainly involved four aspects:activity materials,children’s activity,social interaction and cognitive operation and diagnosis.In terms of the depth of reflection,there seemed to be relation between the depth and the details mentioned.More details suggested deeper thinking.They were:describing the facts,putting forward measures,analyzing activities value,analyzing performance of children,expressing feeling,getting experience,analyzing the guidance from teacher,finding room for improvement,raising confusion and the other.According to the level of details,the researchers distinct four levels:no,simple,medium,and good reflection.In terms of the tool of reflection,the researcher found that the teachers rarely used theory as their tool of reflection.The theoretical base of reflection turned out to be relatively weak.Only 20 of 101 articles mentioned the regulations from government for reference.At last,feasible suggestions and expectations were raised,expecting to promote the level of reflection of the teachers.