Content area
Abstract
Translation from original language as provided by author
With the gradual implementation of quality education, teachers initiative and creativity in the teaching and professional development has been paid more attention. Teaching reflection not only can awaken the consciousness of teachers, helping teachers to examine their own educational activities, but also can help the teachers to evaluate their teaching result in the complex educational condition. Although there are numerous works related to the domestic reflection on teaching, in these specific research, they mainly focused on the concept of reflective teaching and the formation of discussions on the theoretical basis of teaching reflection exploration, reflection characteristics of the teaching, content, strategies and models theoretical analysis. It is difficult to find and meet local educational practice workable theory and practice of reflective teaching model, so we must strengthen the teaching reflection of the actual process of site visits. This article is based on reflection theory, taking the bottom-up approach to the case, for example, selecting two outstanding young chemistry teachers in Yuexiu District, Guangzhou City, as the study objectives, through interviews, observation, qualitative research and other physical means of collection, analysis of physical materials, refining the interview. It also discusses the reflection of the two teachers on teaching knowledge, teaching them to reflect on what kind of content, and what factors affect the specific methods of teaching reflection. Finally, it is drawn a conclusion that if an outstanding teacher wants to promote the professional abilities, he should do what kind of teaching reflection. This study aims at enriching the teaching the theory and practice of reflection by studying some cases, and by comparing the two cases of the teacher's teaching reflection. As the research has shown, Teaching Reflection for the case studies suggested that the teacher reflected from the theory, experiment, asking questions in class, teaching methods, and other aspects. There are five ways that they reflect: self-reflection, student feedback, colleagues and experts to lead and network communication media. During these reflective activities, society, school, parents, life stress, time as well as own teaching experience, theoretical level, personality characteristics, methods and strategies also have great effects on reflection. In two cases, teachers reflect on rational analysis and deep thinking, we found that the main teaching points of reflection are: classroom teaching, student development and teacher development; teaching mainly static reflection reflection; teachers have the main stages of development the former level and quasi-reflective level of reflection-based initiative and rational reflection. Based on these findings, proposed to strengthen the relationships of teachers teaching reflection, teacher development, educational reform, pointing; teachers should pay attention to the dynamic generation of reflection, reflection can not be confined to after-school; teacher reflection should be in theory, problem representation , a hypothesis is strengthened so as to raise the level of reflection, up to a higher stage of reflection. In addition, First, to accept the teaching of subjective reflection, to be aware of the importance of reflection, taking the initiative to reflect; Second, with enough perseverance, Teaching Reflection requires a lot of work, you need to "perseverance" to hold on; Third, sharpen sensitive antennae; IV, open-minded, to find ways to solve problems, peer or expert advice to solve the problem. As the objects of this study are the two young teachers, it will also be greatly beneficial to teachers at the same stage of teaching posts and the students who will be
