Action Research On Developing Normal Students' Reflection Ability

Since the launch of the reflective teacher movement in the North American continent in the 1980 s,Cultivating teachers with reflective thinking,reflective awareness,and reflective ability becomes an important topic in the field of teacher education research.Such teachers often have a clear plan for their professional growth and know that they not only have to reflect on what they think and how to reflect on them to improve their teaching and education skills.What is more important is that such teachers know what they should reflect on and how to reflect on them.What to do to improve their teaching and education capabilities.As the beginning of the integral part of teacher education,teacher-training students cultivate self-reflective ability and influence on the entire teacher education is self-evident.However,in the face of poor reflection training ability,it is too biased towards the reality of theoretical research,through practice.It is particularly important to research and explore a way to cultivate the reflection ability of normal school students.Based on this,this study will introduce the reflection studio and the four major approaches of professional development into the research of the cultivation of reflective abilities.From Hubei Normal University,18 normal students are selected as research objects,and through content analysis and interviews to understand the reflection of normal students.The important information of the current level of competence,reflective awareness,and reflective dilemmas;through the action research method,the four steps of planning,implementing,observing and reflecting on the tactical framework of the reflective studio cultivation capability are developed.The whole action research section is divided into four sub-stages to explore.The best way for normal students to reflect on the development of their abilities is to optimize and enrich the problems in the research on the application of reflective studio training strategies in the cultivation of students' reflective ability.In the four phases of action research,the process of rethinking the studio's reflective ability training strategy has been continuously enriched and improved: First,effective feedback guidance plays a key role in the development of the reflection ability of normal school students.It makes the instructor Both the teachers and students have emerged in the process of reflecting on their abilities.Therefore,targeted improvement or intervention guidance is provided.This not only enhances the width and depth of reflection of every normal student,but also strengthens teachers and students.An important way to reflect on interactions and cultivate emotional communication;Second,in addition to reflecting on diary writing as a way to improve the reflection ability of normal students,“reflective diary feedback +reflective practice + reflective diary writing”,contrast practice reflection + reflective practice +reflective diary writing" model can effectively enhance the reflection ability of normal school students.Combining research findings with the comprehensive analysis of the content,level,awareness,characteristics,and content of interviews conducted by normal students during the various stages of action research,The following two conclusions can be drawn: First,the reflection studio is conducive to the cultivation of reflective ability of normal school students;second,the four major ways of professional development of serving teachers also apply to the professional development of pre-service teacher teachers;The content and form of reflection of students are more unique in the preparation stage of teachers.