Research On The Reflective Teaching Ability Of Rural Primary School Teachers In Yunnan

Since the "Professional Standards for Primary School Teachers" released in 2011,it has proposed that teachers must have the professional ability to reflect and develop,and the importance of reflection on the professional development of teachers has gradually attracted the attention of domestic and foreign researchers.At present,there is a dilemma of reflection and teaching separation in teaching practice,and teachers can combine reflection and teaching well in the process of reflection teaching.Reflective teaching ability is an important ability for teachers to reflect on teaching,and it is also the core ability that teachers should have.However,in the past,there were fewer research on the ability to reflect on rural elementary school teachers,especially in the design of groups and dimensions.Therefore,this study takes rural primary school teachers as the research object to design,investigate and analyze the situation of the teacher’s reflection teaching ability.Based on the research on the ability to reflect on the ability to reflect on reflective teaching,this study designed the content framework of three dimensions including reflective teaching design capabilities,reflection teaching ability,and reflection of teaching evaluation ability.This framework self-edited a rural primary school teacher reflecting on the questionnaire and interview outline of the teaching ability.Then,in order to investigate the rural teachers of primary schools such as Kunming,Xuanwei,Qujing,Nujiang,and Nujiang,they obtained 282 valid questionnaire data and 10 teachers interview recording materials.The1.Teachers of rural elementary schools in Yunnan are strong in teaching ability but have internal differences.The titles of rural primary school teachers,school types are significantly related to reflective teaching ability;there are also differences between the three dimensions of rural primary school teachers’ reflection teaching ability.Compared with reflection of teaching ability and reflection ability,reflection nature The teaching evaluation ability is weak.2.Teachers in Yunnan Rural Primary School’s reflection in teaching ability are mainly affected by their own factors,school factors,and external training factors.Its factors include the time and energy of self-reflection,the awareness of self-reflection,the traditional learning experience and teaching experience;the school’s factors involve school policies and administration,school reflection system and atmosphere,teachers’ collective reflection time and teaching evaluation system;Reflective teaching content and the use of training harvest.3.The improvement of the improvement of teachers in rural elementary school in Yunnan is recommended to adopt strategies in schools and themselves.On the one hand,the school leads and supports teachers’ ability to reflect on teaching ability,and on the other hand,teachers consciously improve their ability to reflect on teaching.Through the improvement of reflective teaching ability through schools and individuals,the quality of teaching quality of rural primary school teachers is ultimately promoted.