The Study And Analysis Of Factors And The Degree Of Factors About Affecting The Teaching Reflection Of Mathematics Normal School Students

Since the 1980 s,reflection has ushered in the booming spring among the educational world,the researches about “The connotation of teaching reflection”,“The current situation of teachers' teaching reflection”,“The level of teaching reflection” have been emerging in endlessly.There are also a lot of researches about the factors of teachers' teaching reflection,but the objects of study mainly focus on inservice teachers,rarely pay attention to normal school students.Education policy greatly is teachers for the origin,teachers policy greatly is normal school students for the origin.In the complicated and changeable environment,what are the factors that affect the teaching reflection of mathematics normal school students? How to help mathematics normal school students improve the effectiveness of teaching reflection and the level of teaching reflection by avoiding adverse factors or using favorable factors? These problems need mathematics normal school students,school,and country to think about,they are also main research contents of this article.This paper firstly understood the factors affecting teaching reflection of mathematics normal school students through literature analysis method and Open-ended interviews.Based on it compiled questionnaire about the influence factors of mathematics normal school students' teaching reflection,then we conducted investigation among mathematics normal school students of Mathematics and Applied Mathematics to one Guangxi normal university.We came to conclusions:(1)There is no significant difference in influence factors of teaching reflection among mathematics normal school students having different genders or ethnic.(2)There are significant differences in influence factors of teaching reflection among mathematics normal school students that have different professional courses grade,and education and teaching beliefs,students' feedback,and practice school have greater impact on three levels of mathematics normal school students including “top”,“upper” and “medium” than the “down” level mathematics normal school students,students' feedback has greater impact on “upper” level mathematics normal school students than the “lower” level mathematics normal school students,practice school has greater impact on “lower” level mathematics normal school students than the “down” level mathematics normal school students.(3)There are significant differences in influence factors of teaching reflection among mathematics normal school students that have different teaching level,and students' feedback has greater impact on three levels of mathematics normal school students including “top”,“upper” and “medium” than the “lower” and “down” level mathematics normal school students.(4)On the “bigger” and “big” option,the total percentage of four items including evaluations of internship instructors,students' performances in mathematics classroom,students' wrong mathematical exercises,view of teachers are highest.This shows the four factors,relative to other factors,have relatively larger impact on mathematics normal school students' teaching reflection.The total percentage of three items in family dimension is lowest,this shows family have relatively small impact on mathematics normal school students' teaching reflection.Finally,according to the results of survey,we interviewed twelve senior mathematics normal school students,and had a deep insight into the specific impact of the internship instructors,students' feedback,and view of teachers on the teaching reflection of mathematics normal school students.What's more,we got some enlightenment about improving mathematics normal school students' teaching reflection effectiveness.