Research Of The Junior New Teachers Reflective Teaching

With the improvement of curriculum reform of elementary education,the demand to teacher's teaching ability connecting with teaching reflection that promotes teacher's specialty development,teaching quality,is increasingly more and more strict.When novice teachers in junior school enter their post,they will be usually difficulty in handling kinds of problems timely owning to a shortage of experience and adaptability.Therefore,enhancing ability of teaching reflection is indispensible for middle school novice teachers to adapt class setting and further elimiate much of hardship in their profession.The thesis investigates current situation of teaching reflection of beginning teachers in certain six junior schools in Guangdong Province analyzed by Spss17.0 statistical software by means of questionnaire survey,interview,document research,classion observation,based on the empirical research.It is found that respondents haves some questions in teaching reflection type,method,technology,model,content,level and process,and the major factors that can impact teachers' teaching reflection are teachers themselves,schools,and education administrative departments.Strategies to improve noive teachers' teaching reflection in junior school are proposed through analysis of findings from the intercal and extercal level.Inner factors primarily are teachers themselves,which includes education teaching theory knowledge,professional knowledge,teaching reflection consciousness;external factors are schools and education administrative departments.Junior schools should set up thorough teaching evaluation system and incentives to boost teacher reflecting and accelerate the assessment content of teaching reflection.