The Study Of Optimal Strategies Of Teaching Reflection In Primary Schools

Teaching reflection is teachers' individual or group focus on teaching or teaching situation,to explore ways to solve problems in their teaching activities or teaching situation,make their own teaching activities tend to be more reasonable.Although education researchers and education managers to giving teachers' teaching reflection high hopes,in fact,teachers' teaching reflection effect is not ideal.Optimizing the teachers' teaching reflection strategy,improving teachers' teaching reflection effect,not only can promote the improvement of teachers' professional quality,improve the education quality of teaching,at the same time,they will ensure the implementation of teacher leadership in the continuing education.Therefore,researching on this issue is of great significance.Through literature analysis,case analysis and interview research method,using the case of Changzhou Clock Tower District Primary School,and analyzes the two major issues of primary and secondary teachers teaching reflection activities,problems,one is teaching primary and secondary schools to reflect the perspective of a single,mainly in three aspects,one teacher teaching Reflection activities and more attention to teachers "how to teach" and ignored the students "how to learn",the second is the teacher's teaching reflection one-sided focus on the accumulation of knowledge of students,ignoring the development of students other capabilities,three teachers teaching fair lack of reflection,the four teachers teaching reflection more attention to classroom teaching,ignoring the content of teaching management;the second is the issue of teachers teaching in primary reflection of the shallow and formal.This paper argues that,to the teaching core educational community consists of three layers:the teachers and students to the teaching community of the main activities,which is grass-roots community;to serve the teachers and teachers' collective activities,education experts,education managers composed of education community,which is the middle community;because the common teaching of the faith and come together,across institutions formed groups of teachers across the region,which is the outer layer of the community.After the author community by means of educational theory to build an analytical framework that,from the three dimensions of the grassroots community,community middle and outer community analyzes the causes of the problem.First,primary and secondary schools teachers'personal reflection problem is due to the educational and cultural traditions of the impact Herbert teacher center theory and the impact of exam-oriented education model of utilitarianism;secondly,under the institutional context of teacher collaboration Reflection ineffective due to the teachers' collective teaching reflection ineffective teachers and researchers collaborate Reflection ineffective;Finally,teachers teaching reflection group is due to ineffective teaching groups of teachers to reflect the relative lack of stability and limited contact means.Based on the above analysis,the author proposes the optimization of Teachers Teaching Reflection active policy.Specifically,one concern students to reflect on the perspective,the role of teachers and grassroots community education,and second,the system changes the relationship between the community body,play a role in community middle third is to promote cooperation among Teachers from both internal and external point of view,give full play to the outer layer of the community role.