An Empirical Study On The Cultivation Of Reflective Learning Ability Of Normal University Students

In recent years,with the deepening of China's basic education reform and new curriculum reform,as well as the continuous development of international and domestic teacher specialization,it has promoted the improvement of teachers' ability and comprehensive quality in all aspects.The quality of teachers not only depends on in-service teacher training and post-service development,but also on pre-service training.To carry out reflective learning and improve the reflective learning ability of normal university students is not only conducive to the cultivation of the comprehensive ability and quality of normal university students,but also lays a foundation for the future normal university students to engage in teacher career and train students.Influenced by the thoughts of the reflective teacher training education and the reality demand of reforms of the teacher education in China,to explore the localization of reflective teacher training research in China,but compared to the earlier start time of the United States,Britain,etc.,in both develop policies and plans,and on the specific teaching strategies implementation are many deficiencies,corresponding to the students' reflective ability training strategy is more rare.This study focuses on the cultivation of reflective learning ability of normal university students,and explores an effective way to cultivate reflective learning ability of normal university students.This study took the 2016 and 2017 normal university students majoring in biological science(normal)of Shanghai normal university as the research object,and preliminarily explored :(1)the differences in the cultivation effects of different teaching methods on the reflective learning ability of normal university students,(2)the influence of the learning expectation of normaluniversity students on the cultivation of reflective learning ability.Through the implementation of the empirical research,tests different teaching methods in students' reflective learning ability training effect,in the search for features and advantages and disadvantages of various teaching method to use proven itself expected and initiative of learning students in the role of reflective learning ability cultivation,which provide experience for the cultivation of the students reference,to provide basis for college teaching reform.In this study,firstly the research background,research purpose and meaning of simple introduction,and then illustrates the research contents and methods of this study,the foreign and domestic studies of reflective teacher training status quo and lesson "heterogeneous" and "case analysis" two kinds of teaching methods in training on teachers and students ability to reflect on the research literature review;Secondly,the empirical research on the cultivation of reflective learning ability of normal university students is carried out and the research results are presented.The results include the comparison of grade points of the two normal university students,the comparison of their expectation of course learning and the difference of reflective learning effect through the teaching implementation of one semester.Thirdly,based on the research data,the author conducts analysis and discussion from the two aspects of the normal university students' expectation of the curriculum and the reflective learning effect.Finally,the author summarizes the research conclusions and puts forward corresponding Suggestions.The author also summarizes and reflects on the deficiencies in the research and provides reference Suggestions for future researchers.In this study,it was found that there were significant differences in the results of reflective learning ability test between the two grades of normal university students,and the 2016 grade with case analysis method showed better reflective ability.This result may be related to the integrity of the two teaching methods and the differences in learning expectations between the two grades of normal university students.This study shows that the effect of reflective learning depends on the integrity of reflective learning process and is influenced by students' learning expectation.