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1、新课改背景下新手教师课堂教学反思能力的研究A Study on Novice English Teachers Teaching Reflection Competence in the Context of New Curriculum ReformAbstract: Teaching reflection has attracted more notice and has been more applied in the teaching of foreign language in the recent years. By reviewing its theoretical and an
2、alyzing the reflective competence on the novice English teachers, we come back to the conclusion in this paper that the reflective competence plays a key role in teaching. The essay contains four parts. The first is overview of the paper on the research background, purpose and significance, which ma
3、kes readers understand the necessity of the research. The second part is literature review, which recalls historical researches on English reflective teaching, and elaborates the theoretical basis for the present study. The third part is the core of thesis. The author selects the novice English teac
4、hers in Shihezi University as the researchers. Finally, the statistical data carries on the analysis, and give a conclusion of the study. Key words: Teaching reflection; novice English teachers; reflection competence摘 要: 近年来，反思型教学在外语教学中越来越受到关注且研究日益增多。该文在梳理其理论根源的基础上，通过实证研究分析了新手教师的教学反思能力在在现实教学中的应用，得出语
5、言教学中教学反思能力的重要性。本文包含四个部分，第一部分概述，阐述了该论文的研究背景，目的和意义，使读者明白此研究的必要性。第二部分文献综述，回顾了国内外有关教学反思能力的研究，及阐述本论文研究的理论基础。第三部分是本论文的核心基础。关键词: 教学反思；新手教师；反思能力ContentsAbstract.1Key words.1Contents.21. Introduction.32. Literature Review.32.1 Definition of Reflection.32.2 Common Features of Reflection.42.3 Function of Refle
6、ctive Teaching.52.4 Factors Affecting Reflective Teaching.52.5 Methods of Reflective Teaching.62.6 Summary.73. Investigation.73.1 Subjects.73.2 Questionnaire and Methods.73.3 Data Analysis and Findings.83.4 Problems.93.5 Discussion.93.6 Suggestions .104. Conclusion.11Works cited.13Appendix.141. Intr
7、oduction 1.1 Research settingWith the development of English teaching reforms in china education system, the need to improve the quality of English teachers improving the quality of some English teachers teaching reflective in middle school, and training them to be best qualified for their teaching
8、careers is proving a great task indeed.Proper teaching designing is essential for both novice and experienced teachers. Although preparation does not guarantee successful lessons, walking into a classroom unprepared is more often than the beginning of a disastrous lesson. Besides, student can immedi
9、ately notice if their teacher is prepared or not. Unprepared teachers receive much trust and cooperation from the students.1.2 Research purposesThis study is about the reflective teaching competence in the context of NCR. It focuses on the real classroom process in which teachers needs to think abou
10、t the aims to be achieved, materials to be covered, activities to be organized, and techniques and resources to be used in order to achieve the aims of the class.1.3 Research significanceReflective teachers are not only because they have the willingness to conform judgment to principles and the disp
11、osition to seek reasons, but because they are able to reflect on the value of teaching and the whole personal development of students.Based on the experiences, we know that reflection has an important role to play in language teaching. Furthermore, we should believe that its role is not only enhanci
12、ng the teaching strategies and skills, it can also impact and strengthen the teaching beliefs.2. Literature Review2.1 Definition of ReflectionThe work of Donald Schon popularizes the significance of reflection in developing teachers knowledge about what to teach and how to teach more effectively. Af
13、ter his introduction, many researchers continue to elaborate on the concept. Definitions of reflection abound. For instance, some views of reflection as intellectual and affective in which individuals engage to explore their experiences in order to achieve new understandings and appreciations(Bound,
14、 Keogh and Walker 19). Deliberate thinking about action with a view to its improvement( Hatton and Smith 52). In Daudelins book he says A highly personal cognitive process which happens in the mental self(Daudelin 39). But in others book, they hold other views Opportunities to explore, articulate, a
15、nd represent their own ideas and knowledge(Osterman and Kottkamp 16). These definitions reveal that reflection is commonly conceived as a cognitive construct that tends to operate at the personal level. In a recent review, Akbari points out several conceptual with reflective practice in language tea
16、cher education and asserts that reflection, in its purely cognitive sense, will not be responsive to the social dilemmas the global community faced with and not contribute to the improvement of human society(Akbari 197). It is thus imperative to think in new terms about the practice of reflection in
17、 the field, as educational researchers are urged to shift the focus on the learning process of teachers.2.2 Common Features of ReflectionComparing with the traditional experienced and technical teachers more educators think that there are many distinctive sides in cognition, affection, emotion and w
18、ill.John Dewey thinks that reflective teachers not only need rational but also emotional. “Reflective teachers should have next three features: open-mindedness, responsibility, wholeheartedness”(Dewey 24-26). In one educatorbook “The British educator L.Stenhouse emphasizes liberation is played an im
19、portant significance in the development of teacher profession. He criticizes who regards education as the trend of transferring the culture mechanically and the view of obey implement. He holds teachers as researchers and he thinks reflection and study are the effective ways to arrive liberation, to
20、 realize the autonomy of teacher profession. J.Elliott uses the concept of teacher as action researcher to express the willing of developing teacher professional competence. Elliott finds that teacher changed the teaching strategy action is before the development of comprehension”(Huang 32).Huang ho
21、lds these three views as follows “First, reflective teachers treat the object as an openmindedness; they admit the new ideology and think the teaching continually. Second, on the teaching strategic decision, and if reflective teachers have new basis or information which can use, they will rethink th
22、e conclusion and judgment of teaching strategic decision. Third, on the teaching methods, reflective teachers pay attention to the probe and discovery, but the technical teachers always depend on teaching and guiding”(Huang 25-26). Another view like this, “First, reflective teacher is the critic. Se
23、cond, reflective teacher is the observer. Third, reflective teacher is the critic. Fourth, reflective teacher is the cooperator. Fifth, reflective teacher is the researcher”(Chen 14-15).2.3 Function of Reflective TeachingReflection plays an important role in teaching. So, the functions have been stu
24、died by many educators.“The first and most important basis for professional progress is simply your own reflection on daily classroom events. Very often this reflection is quite spontaneous and informal, and happens without any conscious intention on your part. Traveling to and form the institution
25、where you teach, or at other odd moments when you have nothing particular to occupy your mind, things that happened in the classroom come to mind and you start puzzling about what to do about a problem, work out why something was successful, rethink a plan in the light of the last lesson. This sort
26、of spontaneous reflection is the necessary basis and jump-off point for further development: it is the hallmark of the conscientious professional” (Penny Ur 319). Another person gives these views as follows “First, develop the teaching level of education. Second, solve the practical problem of educa
27、tion. Third, improve the living patterns of profession. Fourth, promote the body and mind development of students”(Lv 21-29).These are some views about the function of reflective teachers. To be a new teacher, we must master the ways of teaching quickly, so the first things we do is study the ways o
28、f other educators.2.4 Factors Affecting Reflective TeachingThe reflective practice under study consists of different tasks, including linguistic autobiographies, personal diaries, and reflective journals. In general, these recent studies on reflective practice in teacher learning confirm former find
29、ings about the role of reflection in guiding and shaping a teachers thinking. The reflective competence has many factors affect it.The individual-based reflective practice implemented in these studies, however, may also constrain that thinking and teacher learning in the reflective tasks at the pers
30、onal level. This thought is discussed in Zeichners review on different theoretical understandings of reflection in the teacher education literature. As he puts it, an important distinction is made between “reflection as a private activity to be pursued in isolation by individual teachers” and “refle
31、ction as a social practice and public activity involving communities of teachers”. He summarizes the view of many advocates of reflection as social practice and points out that the lack of a social context for teachers to discuss their personal beliefs and to construct shared understanding limits th
32、e professional development of teachers because teachers personal beliefs are brought to their own awareness through communication and interaction with others. “Not only on characterizing and evaluating the individual versus group portfolios, the higher reflective level disclosed in the collective pr
33、actice of product portfolio confirms the notion that reflection as a social practice engages teachers to think and reflect more critically on their beliefs and teaching than they can in individual reflective practice”(Orland-Barak 25). As Singh Richards put it, “Teacher-learning involves not only di
34、scovering more about the skills and knowledge of language teaching but also what it means to be a language teacher”(Singh Richards 18).As one of the educators of China who holds the different views. “The factors affecting reflective teachers are hysteretic concept, lacking of training, improper meth
35、ods”(Lv 33-53).As a mew teacher we should see the factors affecting reflective teachers clearly, and we will catch the right way to teaching.2.5 Methods of Reflective TeachingA great deal has been written in language teaching books and journals about the importance of teachers role. How to be a refl
36、ective teacher becomes a hot point in study of reflection. There are many views in and out of aboard.“According to Blum, effective teachers should make clear and focus instruction, follow smooth and efficient classroom and monitor students progress close. In addition to their personal interactions w
37、ith students, teachers should make full use of incentives and rewards for students to promote excellence. Certainly students efforts and achievements are highly correlated with effective classroom management. Therefore, teachers personalized care gives students hope for a better experience and relie
38、f from their negative expectations”(Nunan and Lamb 117). “(Teachers need ) to consciousness, preserve the students fragile newborn thoughts, support the evolution of the students thinking, and focus on the students knowledge, not theirs” (Thayer-Bacon 26). “Teachers create their own roles within the
39、 classroom based on their theories of teaching and learning and the kind of classroom interaction they believe best supports these theories” (Richards and Lockhart 104).There are also different views of Chinese educators. Shuhua Yang says “For language teachers, to be inquisitive means developing a
40、positive attitude towards new information about language changes and learners improvements. If teachers are well informed, students will luckily acquire up-to-date knowledge, and teachers themselves can reflect on their teaching methods and beliefs on times. All teachers were once students, and thei
41、r beliefs about teaching were often a reflection of how they themselves were taught”(Yang 4). “Teachers should hold some important methods of reflecting: teaching diary, teaching case, teaching narration, teaching postscript, network researching”(Lv 58-135). Through these studies, we can catch the reflective methods easily.2.6 Summary Reflective teaching has been discussed as a means of improving classroom practice and as a g
