An Investigation On The Level Of Teaching Reflection Of Young Teachers In Primary Schools

At present,the value of teaching reflection on the improvement of teacher’s teaching quality,the renewal of teachers’ educational concept,teacher’s professional development and so on has been widely recognized and accepted,and the level of teaching reflection determines the quality of teachers’ reflection.As the main force in the primary school teachers,young teachers are the key to the curriculum reform of basic education in our country.Therefore,this study takes the young teachers in primary schools as the research object,takes their reflection level in the four dimensions of classroom teaching,teacher development,student development and interpersonal relationship as the research content,makes a comparative analysis of the group difference of the teaching reflection level of primary school teachers,and tries to put forward some suggestions to improve their teaching reflection level.Through combing and analyzing the relevant literature at home and abroad,this study provides a certain theoretical basis for the study of the teaching reflection level of young teachers in primary schools.On this basis,we determine the three levels of teachers’ teaching reflection,namely,the reflection of the technical level,the situational level and the dialectical level,and divide the content of teaching reflection into four dimensions,namely,classroom teaching reflection,teacher development reflection,student development reflection and interpersonal relationship reflection.Through questionnaire survey to explore the teaching reflection level of primary school teachers,the following results are: Firstly,the number of young primary school teachers at the technical level accounted for 12 per cent of the total number,75.5 per cent of the total number of young teachers at the situational level and 12.5 per cent of the total at the dialectical level.Secondly,from the mean of each dimension,from high to low are interpersonal relationships,classroom teaching,student development and teacher development.In terms of interpersonal relationships,the mean of the sub-dimension of teacher-colleague relationship is the highest,while the mean of the secondary dimension of teacher-student parent relationship is the lowest.In classroom teaching,the mean of the sub-dimension of teaching content is significantly lower than that of the three sub-dimensions of teaching objectives,teaching process and teaching methods.In student development,the mean from high to low is the development of student personality,the growth of students’ knowledge and ability,and the cultivation of students’ interests.In the development of teachers,the mean of professional ability is far from the mean of the three sub-dimensions of professional knowledge,personality cultivation and psychological quality.Thirdly,in the overall and various dimensions of the level of reflection,different genders,teaching age,job titles and school location of the primary school young teachers are significantly different.There are significant differences in the overall level of reflection and the reflection level of the three dimensions of classroom teaching,student development and interpersonal relationship,and there are no significant differences in the reflection level of teacher development.Based on the above results,this study combines the data collected by the non-structural interview method and the related theories to analyze and discuss.The following research conclusions are drawn: Firstly,the level of teaching reflection of young teachers in primary schools is at the overall situational level,and further efforts are needed to improve.Secondly,under the combined effect of many factors,the level of reflection of young teachers in primary schools is not balanced.Thirdly,there are significant group differences in the teaching reflection level of young teachers in primary schools,and they need to improve their reflection level in general.According to the conclusions,combined with the actual situation of the daily work of young teachers,this study puts forward relevant suggestions,including enhancing the sense of autonomy and improving professional literacy of teachers,cultivating the spirit of critical questioning,expanding the breadth and depth of reflection,paying attention to the differences between teachers,strengthening the construction of the reflection platform,balancing the input of urban and rural education,and stimulating the reflection vitality of teachers.