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Research on the Impact of Teacher’s Professionalself to Teaching Reflection

Author: LiYaLi
Tutor: GengWenXia
School: Hebei Normal
Course: Educational Economy and Management
Keywords: Teacher Professional self- Reflection Teaching Reflection
CLC: G451.1
Type: Master's thesis
Year: 2011
Downloads: 205
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Abstract

The shift from the theoretical construction of the original concern of teachers as well as teaching skills training since the beginning of the 1980s, in professional development for teachers, teachers' knowledge structure, the acquisition mode of thinking and teaching ability. With the deepening of the reform of basic education and professional development of teachers, teaching reflection more and more attention of education research and education practitioners. Most studies focus on the objective and rational factors did not fully take into account the teachers reflect on their own development needs of the relationship between teaching reflection. Teaching reflection, however, is not only rational cognitive process, it is closely related to the emotional process is familiar with the process of unification. The teaching reflection not only to improve the cognitive abilities of teachers, but also to focus on the emotional intelligence of teachers to develop. Reflection is closely linked to the concept of self reflection is its own reflection, others can not impose alternative teachers both reflection and object, is a reflection of the commitment. External requirements are usually only allow teachers to moment teaching reflection behavior, teachers are required to form a reflective thinking and habits, must be derived from the reflection pressure imposed from the outside into internal consciously reflective consciousness. Teachers' professional self-teachers to create professional life and reflect the interests of their own inclination, the sum of ability and personality unique teaching lifestyle and knowledge of the concept of the formation of the individual's own professional life, value system and teaching style. Teachers' professional self-teaching reflection is closely related to the teaching reflection not only need to be rational cognition-based, as well as attention to the important role of the emotional level, reach informed unification. Research on teaching reflection, not only to solve the teachers \Teaching reflection can really went into the teacher's teaching activities the teaching reflection can be sustained, careful, in-depth play its due role in the situational teaching practice and the complexity of the teaching behavior lies in whether teachers able their professional activities to develop reflection habits, so that reflection is rooted in the teachers' hearts, strong internal motivation based on self-development, self-transcendence. Study teachers' professional self-teaching reflection is very important theoretical and practical significance. Therefore, this study attempts to on the basis of existing research, from the teachers 'professional self \keen to reflect on their own educational practice, and to expand the study of teachers' teaching ability to reflect a new perspective. The structure of the paper is outlined as follows: The first part is an introduction. The first teachers' professional self-, teaching reflection of the status quo were reviewed to analyze the intrinsic link between self-teaching reflection and professional. The second part of the teaching professional self-reflection and teachers theory introduced, teachers' professional self concept, composition and characteristics as well as the concept of teaching reflection, composition and characteristics of system combing. The third part of the in-depth analysis of professional self in professional self-awareness, self-regulation of professional experience and professional teaching the reflection perspective, depth, awareness, initiative, enthusiasm, reflection habits, reflective power of the excitation and continued well Teaching Reflection performance to play all the implications. Fourth part gives the perfect teacher professional self-promote reflection teaching eight Countermeasures: First, the formation of the correct professional self-role cognition, expand the perspective of teachers teaching reflection; Second, role conflict as an opportunity to strengthen the teaching reflection depth; enhance the professional realm, enhance teachers' teaching reflective consciousness; the remodeling \thinking to form the habit of teaching reflection; Seven strengthen emotional management, adhere to the teaching reflection; eight teaching reflection combined with action research. This study helps teachers more in-depth understanding of the inner self main value, prompting teachers to improve the ability to reflect, to truly improve the quality of education and teaching. This study helps teachers correctly grasp the spirit of the new curriculum on the basis of positive face of high expectations and high standards of the new curriculum reform, the right to face the new situation and new problems encountered in the practice of teaching and help teachers re-grasp of their roles, and the role of the \complete embody the value of life. Improve the level of reflection of the majority of first-line teachers will have the reference reference value. The research also helps school administrators to provide better external support for teachers teaching reflection, prompting teachers to improve the ability to reflect, to truly improve the quality of education and teaching.

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