Research On The Current Situation And Countermeasures Of Teaching Reflection Of Korean Primary School English Teachers

In the 1980s,the research field of teacher education represented by the United States,Britain,Australia and other countries set off a trend of thought to pay attention to and cultivate teachers’ reflective ability,and then the research on "teaching reflection" rapidly influenced the teacher education circle around the world.In January 2012,English curriculum standards for primary schools issued by the Ministry of Education(2011 edition)explicitly pointed out that " Insist on teaching reflection,enhance teachers’ professional ability,and study subject knowledge deeply through reflection,deepen the understanding of the education teaching process and students’ learning and understanding." Subsequently,the Professional Standards for Primary School Teachers(Trial)issued by the Ministry of Education in September2012 clearly pointed out that teachers should "persist in practice,reflection,re-practice and re-reflection,and constantly improve their professional abilities".After the basic education reform,the education cause requires teachers to have higher quality,teaching reflection can help teachers improve their own quality,so it is necessary for teachers to carry out teaching reflection.It is very necessary for teachers to reflect on teaching if they want to improve their professional quality.After the basic education reform,the education cause requires teachers to have higher quality,teaching reflection can help teachers improve their own quality,so it is necessary for teachers to carry out teaching reflection.Teaching reflection is an important way to promote teachers’ professional growth.It is very necessary for teachers to carry out teaching reflection if they want to improve their professional quality.At present,there are few researches on teaching reflection of English teachers in China,especially the research on teaching reflection of Korean primary school English teachers needs to be carried out urgently.In view of this,this study critical theory,constructivism theory and metacognitive theory,teachers personal practical theory,with seven Korean schools of yanji city 51 English teachers as the research object,This article USES the literature method,questionnaire survey method and interview method,first on the present situation of the Korean primary school English teachers’ teaching reflection reveals,next to the Korean primary school English teachers’ teaching reflection paper analyzes the causes of problems,finally aimed at the Korean problems existing in the primary school English teachers’ teaching reflection of put forward the corresponding countermeasures.The research conclusions are as follows:(1)The overall level of Teaching reflection of Korean primary School English teachers is mediocre.To be specific,English teachers in Xian primary schools do not have a comprehensive understanding of teaching reflection,the method and content of teaching reflection are relatively simple,and the effect of teaching reflection is general.(2)There is no significant difference in teaching reflection among Korean primary School English teachers with different academic backgrounds and professional titles;There are significant differences in teaching reflection level among Korean primary school English teachers of different ages.(3)The lack of organized training on teaching reflection theory and incomplete understanding of teaching reflection theory are the main reasons leading to the inadequate understanding of teaching reflection by Korean primary School English teachers.(4)The school’s help to teachers’ teaching reflection is very limited,and teachers’ teaching reflection experience is insufficient are the main reasons leading to the single use of teaching reflection methods by Korean primary School English teachers.(5)The lack of requirements and supervision on teachers’ teaching reflection content and teachers’ weak reflective consciousness on deep teaching reflection content are the main reasons leading to the single content of Teaching reflection of Korean primary School English teachers.(6)The main reasons for the poor teaching reflection of Korean primary school English teachers are the lack of teachers,the high pressure of teachers’ teaching work and the lack of good habits of teaching reflection.Based on the investigation and research on the current situation and influencing factors of Teaching reflection of Korean primary school English teachers,the paper puts forward specific suggestions to solve the problems in four aspects: insufficient understanding of teaching reflection of Korean primary school English teachers,single method of teaching reflection,single content of teaching reflection and poor effect of teaching reflection.(1)In order to solve the problem of insufficient understanding of teaching reflection among Korean primary school English teachers,Korean primary schools should organize training and learning activities related to teaching reflection theory and strengthen teachers’ learning of teaching reflection theory;Korean primary school English teachers should be strengthened in teaching reflection quality and teaching reflection theory learning.(2)In order to solve the problem of Korean primary school English teachers using single teaching reflection methods,Korean primary schools should give corresponding guidance to teachers in using teaching reflection methods,so that teachers can master a variety of teaching reflection methods;Korean primary school English teachers should strengthen their understanding of teaching reflection and be able to master and use more methods of teaching reflection.(3)In order to make Korean primary school English teachers teaching reflection content more diverse,Korean primary schools should make clear requirements for teachers’ teaching reflection content,so that teachers’ teaching reflection content is more comprehensive;Korean primary school English teachers should adhere to independent learning and enhance the awareness of teaching reflection.(4)In order to solve the problem of poor reflection effect of Korean primary school English teachers,Korean primary schools should reduce the teaching pressure of teachers,so that teachers have more energy to reflect on teaching;Korean primary school English teachers should develop good habits of teaching reflection and improve the quality of teaching reflection.