摘 要：反思性教学是近年来逐渐发展起来的一种教学理论，是促进教师专业化发展的有效途径。国内研究关于大学教师反思的较多，且多是介绍国外成就，针对初中英语教师的实证研究相对较少。本文对周口市四所初中的30名英语教师，关于初中英语教师反思教学现状进行问卷调查、访谈和案例分析了解。结果显示，反思性教学在周口市中学英语教学中并没有得到广泛的应用，大部分初中英语教师对反思性教学的认识不足，反思内容不全面且只有少数的受试者能够彻底地理解反思性教学；同时案例追踪结果证实了反思性教学途径的有效性。因此，中学英语教师应该加强反思意识，将反思性教学合理地运用到英语课堂中。

关键词：反思性教学;初中英语教师;调查与分析

Abstract：Reflective teaching is a teaching theory that gradually has developed at home and abroad in recent years, which is an effective way to promote the professional development of teachers. The subjects of Domestic research are almost university teachers usually the literature mainly introduce foreign achievements. There are few relative empirical researches on junior high school English teachers. In this paper, in order to know about the current situation of application of reflective teaching, there are 30 English teachers are selected to conduct questionnaires, interviews and case studies in Zhoukou. The results showed that the reflective teaching has not been adopted widely in Zhoukou. The majority of English teachers don’t understand well so that the contents of reflection are not comprehensive. However, only a few teachers thoroughly understand reflective teaching. The results of case tracking demonstrate the effectiveness of reflective teaching. Thus, English teachers of junior schools need to strengthen reflective consciousness and effectively apply it to English classroom.

Key words: reflective teaching; English teachers in junior high schools; investigation and analysis

Contents

摘 要 i

Abstract ii

I. Introduction 1

II. Research Design 3

2.1 Research Questions and Objectives 3

2.2 Research Methods 3

III. Research Results and Analysis 4

3.1 Results and Discussion of Questionnaire 4

3.1.2 The Frequent Ways of Reflective Teaching 6

3.1.3 The Content of Reflective Teaching 8

3.2 Result and Discussion of the Interview 9

3.3 Results and Discussion of the Case Study 10

IV. Suggestions 11

4.1 Personal Reflection 11

4.2 Asking Feedback from Learners 12

4.3 Sharing with Colleague 12

V. Conclusion 13

Bibliography 15

Acknowledgements 16

Appendix I 17

Appendix II 18

Appendix III 19

Investigation and Analysis on Reflective Teaching of Junior High School English Teachers

I. Introduction

Dewey in his book in 1933 pointed out that reflective thinking is the belief and practice, for any hypothetical knowledge to support their actions as positive, persistent and careful thinking. Later, another American thinker Mr. Schon developed this concept, and in 1983 formally proposed in his book The Reflective Practioners. The subjects of domestic research on reflective teaching are university teachers, but the literature mainly introduces foreign achievements. There are a few relative empirical researches on junior high school English teachers. Reflective teaching has been introduced to China since 20th century. Professor Xiong Chuanwu first began the research on reflective teaching in nineties of the last century professor of East China Normal University, then more and more experts and scholars dedicated to research in this area. However, most of English teachers didn’t adopt the achievement of the research.

Researches at home and broad have shown that reflective teaching is an effective way to improve the effect of classroom teaching and promote teachers’ professional development.