A Research On High School English Teachers’ Teaching Reflection Under The Perspective Of Educational Ecology

With the deepening of a new round of basic education curriculum reform in China,new requirements have been put forward for high school English teachers.Thus the original teaching experience and educational ideas can not meet these requirements any longer.In order to effectively implement the new curriculum reform,high school English teachers should update their education concepts and change their role.As teaching reflection is considered the core factor of “high school English teachers’ professional development and self growth”,teachers should attach greater importance to teaching reflection and becoming a practitioner of it.Meanwhile,educational ecology here aims to study the current status of High school English teachers’ teaching reflection and their causes and put forward strategies to assist teaching.In order to promote high school English teachers’ teaching reflection,the research regards the three relatively independent key high schools in Ganzhou(Ganzhou No.1 High School,Ganzhou No.3 High School and Ganzhou High School)as an educational ecology.First,the author puts forward three questions:1.What are the factors that influence senior high school English teachers’ teaching reflection under the perspective of educational ecology? 2.Under the perspective of educational ecology,which aspects do the three educational factors indicate ecological imbalance?3.Under the perspective of educational ecology,how should senior high school English teachers improve their teaching reflection ability? Secondly,the research objects(60 senior high school English teachers)are randomly selected from three key senior high schools in Ganzhou;Thirdly,three research instruments are adopted:(1)literature index analysis,which helps the author have an overall knowledge of the current status of teaching reflection in high schools;(2)questionnaire adopted from He Yanyan’s the master’s thesis(2013).They are distributed among sixty senior high school English teachers randomly from the three key high schools,and the questions are centered on English teaching reflection.According to the survey,it is found thatmost English teachers feel that the balance among the three teaching factors namely,teachers,schools and students is violated.And the last is interview,whose questions are focused on factors influencing high school English teachers’ teaching reflection,through the interview,it is found that two major factors(internal and external)are influencing high school English teaching reflection.The fourth chapter is research results and discussion,which analyzes the data collected in the questionnaires and answers the first question raised in chapter three.The fifth chapter is the conclusion,which mainly focuses on the implications and strategies to promote high school English teachers’ teaching reflection under the perspective of educational ecology,which is also the answer of the last two questions raised in chapter three.As to question two,the author concluded four aspects of imbalance among the three ecological factors;Concerning the strategies to improve English teachers’ teaching reflection,the author explores it from three relations namely: teachers and students,schools and teachers,and teachers themselves,which provides some suggestions for teachers to promote their teaching practice.There are five chapters in this paper.The first chapter is a general introduction about the background.The second chapter is about literature review,which is exemplified from two aspects,i.e.at home and abroad.The third chapter is the research methodology,mainly includes four aspects: research questions,subjects,instruments and data collection.The fourth chapter is research results and discussion on the analysis of the questionnaires and interview.The last chapter is the conclusion,limitations,implications and suggestions for further study.