| The construction of teachers has always been a key element to improve the quality of education.With the continuous deepening of educational reform,higher requirements have been put forward for teachers and even pre service interns.As the reserve force of teachers,the development of their professional ability has been paid more and more attention at all levels.As the core element of promoting teachers' professional development,the cultivation of teaching reflection should also be paid equal attention.For novice teachers,the level of teaching reflection is not only related to their professional development,but also an important index for them to quickly adapt to the new environment and grow into expert teachers.Based on the above research background,the research questions are determined as follows:(1)what is the current situation of teaching reflection of novice mathematics teachers in Tianjin?(2)What are the influencing factors of the current situation of teaching reflection of novice mathematics teachers in Tianjin?(3)Based on the shortcomings of the current situation,after the intervention and improvement of teaching reflection,does the teaching reflection of novice mathematics teachers improve?In order to investigate the current situation of teaching reflection of novice mathematics teachers in Tianjin,understand the influencing factors of the current situation of teaching reflection,and select cases for intervention and improvement according to the shortcomings in the current situation.Firstly,starting from the research problems,using the methods of questionnaire and statistical analysis,we can quantitatively understand the current situation of the teaching reflection level of the research object,and clarify its advantages and disadvantages.Secondly,combined with the current situation of teaching reflection,the typical objects are selected for interview to explore the influencing factors of the current situation of teaching reflection.Finally,based on the "evaluation index system and evaluation model of high school mathematics teachers' teaching reflection",referring to a number of improvement strategies of teaching reflection,and combined with specific teaching reflection texts,formulate the intervention improvement process,put forward the improvement strategies for different levels,and apply the strategy to the intelligent evaluation system.Using the method of case analysis,52 cases were studied on intervention improvement.The conclusions are as follows:(1)the teaching reflection status of novice mathematics teachers in Tianjin is at a medium level.Among them,the score rate of reflective thinking and critical thinking is higher,followed by the level of understanding,and the consciousness and ability of reflection and improvement are relatively weak.(2)Normal background factors have a great impact on teaching reflection,and professional will factors have a moderate impact on teaching reflection.Novice teachers with normal background are significantly better than teachers without normal background in all aspects of teaching reflection,and have a large degree of difference in the dimension of consciousness and ability of reflection improvement,and the degree of difference is a large effect.(3)The internal factors affecting the current situation of teaching reflection of novice mathematics teachers are mainly dynamic factors and professional quality of mathematics teachers.Among the dynamic factors,problem awareness is the high-level driving force to drive teachers' reflection,and the professional quality of mathematics teachers is mainly knowledge factors,including mathematics education theory knowledge and mathematics discipline knowledge.The external factors are mainly school environment and time factors.Among them,the reflection cycle affected by time factors will also have a certain impact on the current situation of teaching reflection.(4)Based on the shortcomings of the current situation,through the implementation of intervention and improvement,the mathematics teaching reflection writing ability of novice mathematics teachers has been improved,and the reflection consciousness has also been improved accordingly.Based on the above conclusions,this paper will put forward the corresponding development strategies to promote the teaching reflection of novice mathematics teachers from the aspects of concept,practice and conditional support.The development strategies at the conceptual level are as follows:(1)enhance the attribution of professional identity and enhance the internal drive of reflection;(2)Focus on reflection,normative guidance and develop self dialogue ability.The development strategies at the practical level include:(1)innovating the mode of teaching evaluation to bridge the gap between theory and practice;(2)Deepen informal learning and build a professional development community.The development strategies at the level of conditional support include:(1)standardization of training mode to standardize and improve the effect of reflection;(2)Self-conscious reflection,leading by professional elements. |
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