Research On The Strategy Of Improving Primary Pchool Teachers’ Teaching Reflection Ability

With the rapid development of the professionalization of primary school teachers and the active attention to education from all walks of life,the teaching reflection ability of primary school teachers has received more and more attention,and has gradually become one of the important contents of the professional development of primary school teachers.However,the current theoretical research on the cultivation of primary school teachers’ reflective ability is not rich enough.Therefore,this study hopes to investigate the current status of primary school teachers’ reflective ability,and then put forward strategies to improve primary school teachers’ reflective ability based on previous research.Based on the combination of previous research results,this research analyzes the development status of primary school teachers’ teaching reflective ability by using questionnaires,interviews and observation methods.On the basis of combining the literature and materials,according to the instructor’s instructions,a specific and feasible questionnaire on primary school teachers’ teaching reflection ability was designed,and some teachers were found to conduct interviews on primary school teachers’ teaching reflection ability.The focus of the primary school teachers’ teaching reflection ability questionnaire was teaching reflection.Consciousness,the specific content of teaching reflection,the path of teaching reflection,and the method of teaching reflection,and the focus of the interview questionnaire is to conduct a more in-depth investigation on the basis of these four aspects.After investigation and research,we have basically grasped the development status of primary school teachers’ teaching reflective ability in this area.After analysis,we found that there are some problems in the overall teaching reflective ability of primary school teachers in this area,as follows: The teaching of primary school teachers’ teaching reflective ability is not implemented enough.The content of primary school teachers’ teaching reflection is not comprehensive enough;the channels used by primary school teachers to carry out teaching reflection activities lack diversity;the method application of primary school teachers’ teaching reflection lacks systematic and comprehensive.Through in-depth analysis of its causes,there are roughly two aspects: the quality of primary school teachers’ teaching reflection is generally not high;the implementation of school teaching reflection culture in this area is not thorough enough to implement the implementation of primary school teachers’ teaching reflection behavior,and teachers’ reflection behavior has not been really implemented.Based on the analysis of the current situation and existing problems of primary school teachers’ teaching reflective ability,the strategies for improving primary school teachers’ teaching reflective ability are put forward: strengthen teachers’ theoretical study,enhance primary school teachers’ teaching reflective awareness;teachers’ teaching reflective ability should guide students’ all-round development from the connotation;Teachers should be given effective reflection and guidance,actively open up various channels to encourage teachers to reflect;teachers should deeply grasp the methods of reflection and use them flexibly according to their needs;actively establish a reflective campus culture,and jointly build a good atmosphere for school teaching reflection.