Research On The Teaching Reflection Of Novice Teachers By Using Nvivo

Novice teachers are the important stage of teachers' professional development,while the analysis and research of teaching reflection journals of novice teachers can not be ignored.In the present study,there are many studies on the teaching reflection of subject teachers,but there are few comparative studies on the teaching reflection level of the multidisciplinary,even interdisciplinary novice teachers.The teachers' professional development in the new era needs multidisciplinary integration,which aims to cultivate innovative talents and teachers.Therefore,this paper makes a qualitative analysis and comparative study on the teaching reflection log of the Innovative novice teachers and the novice teachers who teach the non examination subjects.In this study,we use the method of text coding analysis,and use Nvivo11 software to encode the teaching reflection log of innovative novice teachers and non exam oriented novice teachers.Innovative novice teachers are six innovative practitioners selected from the innovative practice projects in Risechina.The six non exam oriented novice teachers are selected from novice teachers in the art,science,information technology and physical education of Y primary school in Beijing.Each novice teacher selected 4 teaching reflection journals,a total of 48 articles.Combined with the literature analysis method and the use of a reasonable theoretical research framework,a comparative analysis about the two types of novice teachers was conducted in the content of teaching rethinking,the level of reflection and the rethinking process.The study found: First,innovative novice teachers and non-examination subject novice teachers have some teaching reflection ability.However,non-test subject novice teachers mainly concentrate on descriptive reflection and non-reflection lower reflection levels,and innovative novice teachers can reflect from the high level of dialogue reflection and critical reflection.Secondly,from the perspective of the process of thinking,innovative novice teachers are more proactive in rethinking issues and discovering problems,and after in-depth reflection and analysis,they can effectively put into action to carry out practical processes.The novice teachers in non examination subjects are more passive in their reflection,and after analyzing the problems,they do not take effective measures in time.Thirdly,reflections from the content point of view,reflect the dimensions of novice teachers is more abundant,there are five major categories,eighteen subcategories.Among them,novice teachers of non-test subjects have no teaching reflection in the two sub-categories of curriculum development and school education and teaching environment.It shows that the novice teachers who teach non examination subjects are poor in innovation ability,too dependent on existing teaching materials and teaching experience,and lack the ability to integrate theory with practice.Innovative novice teachers are more willing to share their own teaching reflection experience with their peers,and they are more willing to help each other in the team.They have stronger collective awareness and frequent communication.Non-testing disciplines novice teachers tend to handle affairs alone.