英语-反思性教学在初中英语教学中的应用大学论文.doc

晋 中 学 院
本科毕业论文（设计）

题 目 反思性教学在初中
英语教学中的应用
院 系 外国语学院
专 业 英语
姓 名 郝朝慧
学 号 1004121309
学习年限 2010年9月至2014年6月
指导教师 王静 讲师
申请学位 文学学士学位

2014年6月6日

Acknowledgements

I would like to express my sincere gratitude to all the people who have helped me in the writing of this paper. Without their insightful suggestions, comments and assistance, I could not complete this paper.
First and foremost, I owe a great deal to my supervisor, WangJing, whose advice, encouragement and patience have been invaluable to my research. I am deeply moved by her serious attitude. Everything she gave me broaden my envision and strengthen my confidence to complete the paper.
Thanks should also go to my friends, they give me comments and support when I was in difficulties.
At last, I wish to express my affection and hearty gratitude to my lovely parents, who have supported me and ease my anxiety in the times of trouble and difficulties.

The Application of Reflective Teaching to English Teaching at Junior Middle School
Author’s Name: Hao Chaohui Tutor: Wang Jing

Abstract: Reflective teaching is a new teaching method which advocates and conforms to the concept of new curriculum. With the implementation of new curriculum, the requirement of teaching ability is higher and higher. And reflective teaching is one of the important ways for teachers to enhance their teaching quality. According to new curriculum standard, reflective teaching is considered as “a core element” for teachers’ professional growth and personal development.
This paper attempts to investigate the application of reflective teaching at junior middle school based on Meta-cognition and constructivism theory, and explains its significance and value. By reflecting before teaching, reflecting after teaching, and students’ feedback, it is proved that reflective teaching could arise students’ interest of learning English and they also would like to engage in class discussion, which not only foster teachers’ development, but also contribute to students’ comprehensive development. However, there are many difficulties to overcome in specific implementation. It is expected that the research on this subject will be better in the future. Finally, the author hopes teaching administrators strengthen the attention of reflective implementations, provide an example for teachers and organize teachers to reflect in the cooperation, which urge reflective teaching play a greater role in the middle English teachers’ vocational development.

Keywords: reflective teaching; application; development

反思性教学在初中英语教学中的应用

学生姓名：郝朝慧 指导教师：王静

摘 要：反思性教学是新课程倡导并符合新课程理念的新的教学方式。随着新课程的实施，教学对教师能力的要求也越来越高。而反思性教学是教师提高教学质量的重要方式。在新课程标准中，反思性教学被认为是“教师专业发展和自我成长的核心因素”。
本文以元认知理论和建构主义为基础，探讨了反思性教学在初中英语教学中的应用，并说明了它的意义和价值。通过教学前和教学后的反思，以及学生的访谈反馈，证明反思性教学能够引起学生对学习英语的兴趣，也愿意参与到课堂的讨论学习中。这不仅促进了教师的发展，也促进了学生的全面发展。但是在具体的实践当中，还有许多问题未解决，期望将来这方面的研究会更加完善。最后作者希望通过提高教学管理人员对反思实践的重视，为教师提供范例，组织教师在合作中进行反思，促使反思性教学在中学英语教师职业发展中发挥更大的作用。

关键词: 反思性教学； 应用； 发展

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Contents

Acknowledgements…………………………………………………………..….………..…i
Abstract in English……………………………………………….……………………....... ii
Abstract in Chinese……………………………………………………………………...... iii

Ⅰ Introduction 1
Ⅱ Literature Review 1
Ⅲ Theoretical Basis of Reflective Teaching 4
3.1 The definitions and classifications of reflective teaching 4
3.2 Meta-cognition 6
3.3 Constructivism 7
ⅣThe Application of Reflective Teaching at Junior Middle School 8
4.1 Reflection before teaching 9
4.1.1 Reflection on teaching goals 9
4.1.2 Reflection on teaching content 11
4.1.3 Reflection on teaching means 13
4.2 Reflection after teaching 14
4.2.1 Reflection on teaching process 14
4.2.2 Reflection on teaching effect 15
4.2.3 Reflection on teaching designs 17
Ⅴ The Significance of Reflective Teaching 18
5.1 Contributing to the development of teachers 18
5.2 Contributing to the comprehensive development of students 19
Ⅵ Conclusion 19
Bibliography 21
Appendix 23

Ⅰ Introduction
Since the 1980s, reflective teaching has become a hot topic in the educational research in western countries, which was quickly mentioned and introduced in other countries of teaching. Since the 1990s, our country has introduced the theory of reflective teaching and carried out a series of theoretical learning and practical study. A lot of educational reforms have proved that teachers’ active participation and support are crucial to educational reform. Thus, teachers’ professional development has become increasingly urgent in almost every country. And reflective teaching is a main way to promote the teachers’ professional development and enhance teachers’ teaching quality.
Reflective teaching aims to change teacher’s roles from knowledge provider to cooperators of students’ autonomic learning, and from mark evaluators to facilitators of students’ learning. It helps promote teachers’ theoretical growth and optimize teaching practice. It intends to enrich the theoretical foundation of the study and lays theoretical basis for the implementation of reflective teaching in the real teaching practice. Therefore, research on reflective teaching is of profound theoretical and practical significance.
Reflective teaching is a technical term with a quite particular meaning although different researchers adopt various definitions and theoretical frameworks for it. Reflective teaching is actually a problem-solving process with the purpose of developing a teacher’s profession and improving teaching quality. This paper discusses the reflection before and after teaching, and explain its significance. In this study, reflective teaching refers to a process that teachers reflect their teaching before class, think about the problems appearing in putting plans into effect in class and try to find the solutions so that they will know how to deal with the kind of the problem next time. Besides, the unsolved problems of this research are pointed out. It is expected that the research on this subject will be better in the future.

Ⅱ Literature Review
Recently, a movement of reflective teaching has received tremendous popularity all over the world. Reflection becomes the sign of an outstanding teacher and the crucial factor in teachers’ professional development, though there are many arguments in reflective teaching.
Educators and psychologists have studied widely on reflective teaching since 1910s. The author will first show typical studies on reflective activity. As we know, reflective activity tries to discover relationships between what we do as teachers and the consequences of those actions, which has substantially caused the rapidly increasing reflective teaching literature.
With regard to the notion of the term reflection, it should be traced back to John Dewey, who was an American philosopher and educationalist. His concept of reflective practice and reflection was developed through experiential learning theories. In his opinion, refection includes all open and wide system of experimental inquiry and a scientific problem-solving process which is followed by a reasonable selection in making decisions. He pointed out that the procedure consisted of five stages to solve problem:(1)suggestion; (2)intellectualization; (3)hypothesis; (4)reasoning; (5)testing. Reflection action is different from impulsive action which is based on testing and mistakes and also routine action which is mainly based on authority and tradition undertaken in a passive and unthinking way. (Dewey, 1933:20).
Van Manen (1977) classifies the forms of reflection into three types. The first one, the technical domain, is the means by which a given goal is reached. The second one, the practical domain, includes the clarification and analysis of individual experiences, meanings and perceptions towards the foundation of practical actions. The third one, the critical domain, takes moral and ethical consideration and doubts the relationship between the worth of knowledge and the nature of the social conditions.
It is Schon (1983) who makes the reflective teaching popular around the world after he proposed his professional expertise as Reflective Practitioner. He argues that objective experience about the world is not adequate for one’s behavior and that what is involved in one’s professional practice is one’s reflection-in-action and ability of solving problems in a creative way.
The use of reflection to improve teachers’ development has ever been mentioned by Zeichner(1988) who holds that the reflective teaching indicates teachers’ pondering over what happens in classroom lessons, and alternative means of achieving goals or aims. Additionally, teachers will take the deep consideration as well as the school background and social environment where they live.
Bartleet(1990) tries to utilize the notion of reflective teaching in second language teacher education. What he proposes is that a teacher should ask more whys and hows instead of whats in his or her teaching practice, such as “How might I teach differently?” and “How did I come to be this way?”. It is enlightening for a teacher to ask questions of whys and hows about his or her activities in and out of class because he or she is inspired and built up during the process of finding answers. Therefore, the reflective teaching plays a vital role in teacher education.
In ancient China, Confucius presented that if a teacher is in a state of confusion, which is related to reflection, he can make continuous self-development. Tao, a famous educator in modem China, holds that education is carried on the practice-thinking-creation road.
Now more and more scholars and teachers start to focus their attention on reflective teaching and some of them have made great achievements. The famous educator Hu(1994:5) defines that reflective teaching is a process where teachers critically analyze what happens in the teaching practice under the skills of logical analysis and the attitude of persistence on reflection. Xiong (1999) first introduces reflective teaching and applies the theories to foreign language teaching in China. And he also wrote a book about reflective teaching in 1999. In Xiong’s opinion, inquiring and solving problems rising from teaching is the basic point of reflective teaching. And the rationality of teaching is the main impetus of reflective teaching. Reflective teaching consists of four elements in the teaching and learning process. They are learners, teachers, tasks and context. Learners and teachers get involved in reflection and try their best to share some common understanding of reflective teaching in class. Teachers and students can develop together in the course of reflective teaching.
Articles and studies about reflective teaching in China in the past decade have mainly taken the form of review or introduction of some theoretical background information or descriptions of the processes, methods or the course for action research. However a survey made by Sun&Han shows that more than fifty percent of the teachers often reflect on their teaching with a purpose of extracting useful experience from it, however, only 18 % of the teachers believe that self-reflection influences one’s teaching.

Ⅲ Theoretical Basis of Reflective Teaching
The focus of this part is to discuss the theoretical basis of reflective teaching including definitions of reflective teaching and classifications of reflective teaching. Besides, the Meta-cognition and constructivism are included.
3.1 The definitions and classifications of reflective teaching
There are a few of definitions about reflective teaching. Every definition has different values. The original concept of reflection is proposed by Dewey who defines reflection ‘active, persistent and careful consideration of any belief or supposed form of knowledge in the light of the grounds that support it and the further conclusions to which it tends’ (Dewey, 1933). However, he fails to mention the relation between education and reflection. But the theory has been studied and developed by a number of educators and practitioners. Cruickshank (1981) considers reflective teaching as a specific teacher education method developed at the Ohio State University focusing on preparing teachers to become more thoughtful and wise. He defines reflective teaching as the teacher’s thinking about what happens in classroom lessons, and thinking about alternative means of achieving goals or aims. He also describes the purpose of reflective teaching which is to develop the good habit of thought (Cruickshank,1985).
Pennington states that ‘the term reflective teaching has come to signify a movement in teacher education, in which studying teachers or working teachers analyze their own practice and its underlying basis, and then considers alternative means for achieving their ends.’(Pennington 1992:48). She continues, “the use of the term reflection in the context of instruction can be interpreted in the sense of thoughtful consideration, as well as in the sense of mirroring, symbolizing or representing”.
Parker (1997) states that reflective teaching involves reflecting on one’s teaching. This reflection can take place before the event of teaching and manifest itself as planning, after the event as evaluation and simultaneous to the teaching and as reflection on action involving adjustments to or accommodation of some of the contingencies which arises. He argues that at a very general level, reflective teaching involves thinking about one’s teaching, an account of which will include use of such cognate terms as “reasoning”, “critical thinking” and “analysis” as well as “planning” and “evaluating”.
In China, after the analysis of some definitions of the western experts about reflective teaching, Xiong (1999) defines reflective teaching as the process that with the help of action research, the teaching subject insists on seeking and solving the problems produced from inner-self, teaching aims and teaching instruments, integrates ‘learning how to teach’ with ‘learning how to learn’, strives as much as possible to make rationality of teaching better, and makes himself or herself to be a scholar teacher’. Lv (2006) states that reflective teaching is based on scientific reflection to pursue reasonability of teaching