A Case Study On Reflective Teaching In High School English Teaching From The Perspective Of Postmethod

Since springing up in 1980s. reflective teaching, as an effective way to promote teachers' professional development, has been a popular topic in the field of education research both at home and abroad. Moreover,with further development of new curriculum reform, reflective teaching can help high school English teachers get across the ideas of curriculum standards better and apply what they think into teaching research. Therefore,the research on reflective teaching has great theoretical and practical significance in facilitating the implementation of new curriculum and improving teachers' professional competence. However, among the researches on reflective teaching, there are few theories adopted to analyze and guide reflective teaching especially for foreign language teaching.This thesis adopts postmethod pedagogy to guide the practice of reflective teaching and gives more targeted and feasible suggestions for effective practice of it from the perspective of foreign language teaching.This research, on the one hand, provides a general overvie of the outcomes of reflective teaching at home and abroad as well as detailed introduction to postmethod pedagogy. especially Kumaravadivelu's Macrostrategic Framework. to give some necessary complements to the concerning research. On the other hand, through the case study of three English teachers in a high school in Nanjing, the research endeavors to give answers to the following questions by analyzing their interviews and reflective journals. (1)In everyday teaching of high school, what do English teachers mainly reflect? What are the features of their reflection? (2) In everyday teaching of high school, what are the deficiencies of English teachers' reflective practice? (3) According to the Macrostrategic Framework of Postmethod, what are the suggestions for effective practice of reflective teaching?The findings of the research are as follows:Firstly, in everyday high school English teaching, high school English teachers mostly reflect on teaching methods, teaching procedures, students and teacher's performance and existing problems of a certain class. Most of the time, the orientation of their reflections is error correction; the level of their reflection is recalling and describing what happen in class; the way of their reflection is reflecting in the mind and the type of their usual reflection is individual reflection. Secondly, the major problems of their reflective teaching are respectively partial perception of reflective teaching, weak consciousness of reflection,lack of diversification in methods and narrow range and shallow level of reflection. Thirdly,according to the postmethod pedagogy, high school English teachers should take the initiative to reflect and dare to construct their own theories based on teaching practice by means of action research. Besides, teacher education programs and experts from university should be available for English teachers' effective practice of reflective teaching.This thesis is expected to provide reference for the frontier English teachers' reflective practice and help them realize the development of professional capacities.