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中国某某某某学校学生毕业设计(论文)题目：OnReflectiveTeachingofEnglishforaforeignlanguageTeachers姓名：000000班级、学号：00000000000系(部)：经济管理系专业：商务英语指导教师：00000000开题时间：2008-04-03完成时间：2009-11-121 2009年11月12日1 毕业设计任务书…………………………………………………1毕业设计成绩评定表……………………………………………2答辩申请书……………………………………………………3-4正文……………………………………………………………5-33答辩委员会表决意见……………………………………………34答辩过程记录表…………………………………………………35目录33 课题OnReflectiveTeachingofEnglishforaForeignLanguageTeachers一、课题(论文)提纲1引言1.1英语反思性教学的必要性1.2本文的结构安排2反思性教学研究回顾2.1反思性教学在国外的研究2.2反思性教学在国内的研究2.3总结3反思性教学的基本基础3.1认知和元认知3.2构建主义3.3人道主义4反思性教学对英语教师的意义5阐述反思性教学对英语教师的影响5.1反思性教学的方法5.2反思性教学的方面6反思性教学举例7结论二、内容摘要中国在世界舞台上扮演着越来越重要的角色，而中国人对英语的学习热情也随之达到了前所未有的高度。然而，在英语作为第二语言的教学中还存在许多问题，作为教学中的关键因素之一的教师必须积极行动起来提高自身素质，33 改善教学质量，而进行反思性教学是教师能够改善课堂教学的有效途径。本文从理论和实践角度对反思性教学进行论述，说明它在外语教学中的合适性和可用性。教师要科学系统地开展反思性教学实践，从而改善英语课堂教学和实现自身素质的发展。此外，本文详细分析了一位英语教师的反思过程，希望能给广大英语教师一些建议。最后，文章指出了反思性教学研究中还有待解决的问题，为进一步的研究给以启示。三、参考文献[1]Wilen,W.,Ishler,M.,Hutchison,J.&Kindsvatter,R.DynamicsofEffectiveTeaching,1999[2]LongmanWilliams,M.andL.M.Burden.PsychologyforLanguageTeachers.Beijing:ForeignLanguageTeachingandResearchPress,1997[3]李玲.反思性教学与教师的反思能力的培养[J].东岳论丛.2002,3[4]芦真金.反思性教学及其历史发展[J].全球教育展望.2001,3[5]武继红.英语教师反思性教学实践初探[J].外语界.2003,1[6]熊川武.说反思性教学的理论与实践[J].上海教育研究.2002,633 OnReflectiveTeachingofEnglishforaForeignLanguageTeachers000000Abstract：Chinaplaysamoreandmoreimportantroleintheworld,suchastheentryintoWTOandtheimminent2008BeijingOlympicGames.Accordingly,ChineseenthusiasmtowardsstudyingEnglishhasreachedanunprecedenteddegree.However,inEFLteaching,alotofproblemsarepresent.Inthecase,EFLteachers,whoplayavitalroleinEFLteaching,mustimprovetheteachingqualitiesintheirteaching.ReflectiveteachingistheeffectiveapproachtoimprovingEFLteaching.Reflectiveteachingisarisingmethodology,whichreferstotheprocessofself-reflectionofsecondlanguageteachersinvolvingfindingproblems,analyzingproblemsandsolvingproblems.ThisapproachistoimprovethetraditionalteachingsoastoadapttothenewEnglishteachinginthenewera.Reflectiveteachingaimsatteachers'changeandself-development.Thiskindofapproachstatestheactualteachingprocesses,andseekstogainabetterunderstandingoftheseprocessesbyexploringwithteacherswhattheydoandwhytheydoit.Theapproachisteacher33 initiatedanddirectedbecauseitinvolvesinstructorsobservingthemselves,collectingdataabouttheirownclassroomsandtheirroleswithinthem,andusingthatdataasabasisforself-evaluation,forself-development,forchange,andforimprovingEFLteaching.Thestudyistoreviewreflectioninteachingpractice,includingthedefinitionandthecharacteristicsofreflectiveteaching,sothatteacherscanclarifywhatreflectionteachingisabout,whyitisimportant,andbetterunderstandinghowtheycangrowtobereflectiveteachers.ThethesisalsoanalyzesonedeliberatelychosenexampleconcerningteacherreflectionfromtheperspectiveofimprovingEFLteachers'teaching.Afterthat,thethesispointsouttheunsolvedissuesonreflectiveteachingtotriggerthefurtherstudy.Keywords:reflectiveteaching；criticalreflection；EFLteachers；professionaldevelopmentChapterOneIntroduction1.1TheNecessityofReflectiveTeachinginEFLTeachingSincetheearly1980satrendinteachinghasbeenrising,thatis,reflectiveteaching,whichwasintendedtohelpteachersimprovetheirpracticeinEFLteaching.ItwaspopularizedbyCruickshank(CruickshankandApplegate33 1981;Cruickshanketal.1981)andZeichner(Zeichner1981-2;ZeichnerandTeitlebaum1982;Zeichner1983).Theyhavereportedonprojectsattemptingtoassistbothpre-serviceandexperiencedteacherstoteach"reflectively".ButwhyisreflectiveteachingnecessaryforcontemporaryEFLteachers?Beforeansweringthequestions,aninvestigationintothecurrentconditionsinEFLteachingshouldbemadefirst.1.2StructureoftheThesisThepapercontainssevenchapters.ChapterOnemainlysuppliesabriefintroductiontothenecessityofthereflectiveteachingforEFLteachersaswellasthedefinitionandcharacteristicsofreflectiveteaching.ChapterTwoprovidestheliteraturereviewaboutreflectiveteaching,focusingonthepreviousresearchesofreflectiveteachinghomeandabroadinordertopointoutthenecessityforthisstudy..ChapterThreepresentsthetheoreticalbasesofreflectiveteaching.ChapterFourisconcernedwithreflectiveteachinginpractice,talkingaboutimplementationofreflective33 teachinginEFLteaching.ChapterFivepresentsthesignificanceofreflectiveteachingtoEFLteachers.ChapterSixprovidesoneexampleofreflectiveteachingtoillustratethereflectiveteachinginEFLteaching.ChapterSevenpresentstheconclusionofthestudy.Implicationsofthestudyarealsodiscussed.ChapterTwoTheliteraturereviewaboutreflectiveteaching2.1PreviousResearchesofReflectiveTeachingAbroadMostofthepreviousresearchesabroadconcerningthetheoryofreflectiveteachingarebasedongeneralteachereducation,insteadofspecificEFLteaching.Dewey(1933)isthefirsttolookontheteachersasreflectivepractitioners,whoaretheprofessionalsthatcanbringtheinitiativeintofullplayincurriculumandeducationreforms.BasedonDewey'work,peopledosomedeeperresearchesintoteacherreflection.Researchers(Schulman;1987;Zeichner&Liston,1987)thinkthatteacherreflectionisakindofthinkingmethodandattitudebywhichteacherschooseteachingeventsrationallyandisalsoteacher'smeta-cognition.Experiencedteachersarefacedwitha33 dilemmathattheyneedtoresolve.Eachdilemmarequiresthatteachersutilizebothprofessionalknowledge(whetheraboutthecurriculum,professionalethic,orindicatorsofchildabuse)andrationaldecision-makingskillstomakeajudgmentaboutandtakeactioninresponsetothedilemma.Theseteachers,regardlessofthecorrectnessandwrongnessoftheirdecisions,decidewhattodoonlyaftercarefulandthoughtfulreflection.2.2PreviousResearchesofReflectiveTeachingatHomeDomesticworksonreflectiveteachingareveryfew.ThereisonlyafamousbookOnReflectiveTeaching,whichiswrittenbyProfessorXiongChuanwu(1999).Lu(2001)summarizesthefeaturesofreflectiveteachingas:1)awaytotraintheteacher'sthinkingabilityandanintegrationandtransformationoftheteacher'stheoryintoresearchpractice.2)requiringtheteachertoparticipateandreflectthewholeprocessofteachingfromthebeginningtotheend,centeredoninstructiveobjectivesandvalues.3)anindividualactivityreliedonthesupportofateamMeanwhile,hethinksreflectivethinkingcanliberatetheteacherfromtheconventionalteachingmethodologiesanddirecthisteachinginamoreinsightfulandactiveway,33 thushelpfultohisteachingpracticeandkeepingtheteachingmorepositivelyinvolvedintheteaching.2.3SummarySincetheideaofreflectiveteachingwasintroducedinteachereducation,abundantresearcheshavebeendonetoimproveteacher'sprofessionalcompetenceandperformance.Onlysome,however,canbefoundwhentheauthorlimitsthesearchtothefieldofEFLteachereducation.ItisbecausetheoryandresearchonEFLteachereducationisstillinits"earlyinfancy",whichissaidtobelaggingadecadebehindgenericteachereducation.Moreover,suchresearchisconspicuouslymissingfromthelargeamountofliteratureongeneralteachereducation.Itisworthnotingthatnoconsistentconclusionscanbedrawnfromthepreviousresearchesbecauseofdifferentresearchbackgroundanddifferencesintheresearchdesign,butsomeimportantimplicationsforfurtherresearchcanbefound.Therefore,thereisstillroomtoexplorevariouswaysofreflectivepracticesforEFLteachers'reflectionandprofessionaldevelopment.Insum,theauthorwillnarrowtheresearchdowntotheEFLteachers'reflectiveteachingthroughintegrated33 reflection,whichcombinesfreeindividualreflectionandguidedreflectioninformsofgroupdiscussionandcommunication.ChapterThreeTheoreticalBasesofReflectiveTeachingBeforegoingtothereflectiveteachinginpractice,thestudyofreflectiveteachingintheoryisindispensable.Theideaofreflectiveteachingisbasedpsychologicaltheories.EFLbeforebecomingpractitionersTeachersshouldmasterthesetheoriesinoneducationalthefirstplace,ofreflectiveteachinginEFLteaching.ChapterThreeThetheoreticalbasesofreflectiveteaching3.1CognitionandMeta-cognitionCognitioncanbedefinedas"theactorprocessofknowinginthebroadestsense;specifically,anintellectualprocessbywhichknowledgeisgainedfromperceptionorideas."(Webster'sNinthNewCollegiateDictionary1999)Cognitiveapprenticeshipisamethodofteachingaimedprimarilyatteachingtheprocessesthatexpertsusetohandlecomplextasks.TheCollins-Brownmodelofcognitiveapprenticeshipcontainsseveralinstructionalprinciples,listedbelow:33 a)Content:Teachtacit,heuristicknowledgeaswellastextbookknowledge.b)Situatedlearning:Teachknowledgeandskillsincontextsthatreflectthewaytheknowledgewillbeusefulinreallife.c)Modelingandexplaining:Showhowaprocessunfoldsandtellreasonswhyithappensthatway.d)Coachingandfeedback:Observestudentsastheytrytocompletetasksandprovidehintsandhelpswhenneeded.e)Scaffoldingandfading:Supportlearnersbyperformingpartsofthetasktheycannotperform.f)Articulationandreflection:Havestudentsthinkaboutandgivereasonsfortheiractions,thusmakingtheirtacitknowledgemoreexplicit.g)Exploration:Encouragestudentstotryoutdifferentstrategiesandobservetheireffects.h)sequence:Proceedinanorderfromsimpletocomplex,withincreasingdiversity.Basedonthecognitiveprinciplesabove,weshouldconsiderhowcognitiveteaching.3.2ConstructivismConstructivisttheoristsincludingJ.Piaget,J.Bruner33 andGKelly,seelearningasaprocessactivelyinvolvingindividualrightfrombirthinconstructingpersonalmeaning,thatistheirownpersonalunderstanding,fromtheirexperiences.Inotherwords,everyonemakestheirownsenseoftheworldandtheexperiencesthatsurroundthem.Thesebeliefsbasedonconstructivismaretheinstructivebeliefsforreflectiveteachers,andtheauthorcannotsaytheyaretheonlypermanenttruth,though.Here,theauthorwouldliketodescribemaincharacteristicsofreflectiveteachingfromaconstructivistpointofview.Firstofall,reflectiveteachingshouldembodythenatureoflanguageandlanguagelearninginitsteachingpractice.Aconstructivistpointofviewfocusesprimarilyonthelearningprocesses,suchashabitformation,introduction,inference,hypothesistesting,andgeneralization.Withconstructivismasitstheoreticbasis,areflectiveapproachmayguidelanguageteachinginaproperway.Secondly,thenotionthatreflectiveteachingisateacher'sself-awarenessorownunderstandingoflanguageteachingresultsfromconstructivistrecognitionofthenatureofteaching.Consideringthefactthatnotwo33 teachersandnotwoteachingsituationsareeverthesame,weteachersareexpectedtoworkindifferentwaysthatsuitourownpersonalitiesandsituations;weneedtobecomemoreself-awarewithregardtoourbeliefsandthewaysinwhichwemakesenseoftheworld,particularlywithregardtoourviewsabouteducationandhowthoseviewsourselvescometobeshaped;atthesametime,weshouldbeawarealsothatweourselvesarebeingconstructedbyourstudentsandthatourwords,ouractionsandourinteractionsformpartofeveryindividualstudent'sownconstructionofknowledge.Ameaningfulteachingactivity,inKelly'ssense,isonethatencouragesthisprocessofmakingsenseoffittingormappingthenewontotheoldtocreateanewunderstanding.Thus,itisimportantforteacherstorealizethatalthoughasyllabusorcurriculummaybesetdownpreciselyforthem,itinevitablybecomesshapedbythemintosomethingpersonalwhichreflectstheirownbeliefsystem,theirthoughtsandfeelingsaboutboththecontentoftheirlessonsandtheirlearners,andtheirviewoftheworldingeneral.Thirdly,reflectiveteachingisanintegrationofthefourelements:teachers,learners,tasksandcontextsinthe33 teaching-learningprocess.Theconstructivistsalsopointout,thougheachofusinhabitsauniqueexperientialworld,ifitistobeasocialworld,wemustfindwaysofreachingacommonunderstandingtogetherwithothers.Thehumanenterprisedependsonasharedreality.Teachersandlearnersarejustasmuchinvolvedinreflectingoneachotherandtryingtoachievesomekindofsharedunderstandingofwhatishappeningintheirclassroom.Besides,teachersnecessarilydosomepeerreflectionworktoachievesomekindofsharedunderstandingoftheirsimilarteachingenvironment.3.3HumanismHumanismalsoemphasizesthedevelopmentofthewholepersonratherthanfocusingsolelyuponthedevelopmentandemploymentofcognitiveskills.Theinnerworldofthelearnerisbroughttothehighlightsofpsychologicalresearchfromaself-directionundertherightconditions.Teachersaremanagersofacomplexthinkingprocess,inwhichtheytakeonresponsibilityforongoingmonitoring,assessment,problemsolving,hypothesistesting,andgoal-orientedimprovisation.Teachersareassistedintheseprocessesmainly"bytheirunderstandingofthemselves,33 theirlearners,andtheirclassrooms,aswellasbyinformationderivedfromtheoryandresearch".Thereforethisself-directingprocessissomehowindividualisticandcreative.Tosummarizethepointsmadesofar,humanismhasanumberofmessagesforreflectiveteachers:.beself-directedandcreative;.allowforchoiceandchange;.involvethewholepersoninteachingandlearning;.developpersonalidentitybothinteachersandlearners;.createoptimumconditionsforlearning;·encourageself-initiation;.involvefeelingsandemotions;·developaknowledgeoftheprocessoflearning.Thesemaximsconnectwithareflectiveapproachtoteachingandcanbeapowerfulinfluenceonteachers'beliefsystemsservingasthebackgroundtomuchoftheteachers'decision-makingandaction.ChapterFourTheSignificanceofReflectiveTeachingtoEFLTeachersInthischapter,thesignificanceofreflective33 teachingtoEFLteachersispresented.IfEFLteachingistobecomerecognizedasaprofessionalbody,thenteachersneedtobeabletoexplaintheirjudgmentsandactionsintheirclassroomswithreasonedargument.Waysofachievingthislevelofreasonliesinreflectingonteachingexperiences,whichcanleadtogrowthanddevelopment."ReflectiveteachingcanbenefitEFLteachersinfourmainways:First,reflectiveteachingincreasesthedegreeof"professionalism".EFLTeacherswhoarebetterinformedastothenatureoftheirteachingareabletoevaluatetheirstageofprofessionalgrowthandwhataspectsoftheirteachingtheyneedtochange.Inaddition,whencriticalreflectionisseenasanongoingprocessandaroutinepartofteaching,itenablesteacherstofeelmoreconfidentintryingdifferentoptionsandassessingtheireffectsonteaching.Reflectivepracticecallsforongoingexerciseofintellect,responsibility,andprofessionalism.Itpromotesdeliberateactionsinplanningandimplementinginstructionandongoingengagementwiththeory.EFLteachersimprovetheirabilitytoreactandrespondastheyareteaching-toassess,revise,andimplementapproachesandactivitieson33 thespot.Reflectivepracticeofferspracticaloptionstoaddressprofessionaldevelopmentissues.Itencouragespractitionerstogenerateandsharetheirinsightsandtheoriesaboutteaching.IfEFLteachersarewillingtoinvesttimeandresourcesininitialtrainingandsustainedefforts,reflectivepracticecanbeaneffectiveprofessionaldevelopmentoption.Second,reflectiveteachinghelpsfreetheEFLteachersfromimpulseandroutinebehavior.ReflectiveteachingallowsEFLteacherstoactinadeliberate,intentionalmannerandavoidthe"Idon'tknowwhatIwilldotoday"syndrome.Inreflectiveapproachtoteaching,teachersandstudentteacherscollectdataaboutteaching,examinetheirattitudes,beliefs,assumptions,andteachingpractices,andusetheinformationobtainedasabasisforcriticalreflectionaboutteaching.Theinformationobtainedthroughtheprocessofexploringteachingcanbeusefulinanumberofways.Itcanhelpachieveabetterunderstandingofone'sownassumptionsaboutteachingaswellasone'sownteachingpractices;itcanleadtoaricherconceptualizationofteachingandabetterunderstandingofteachingandlearningprocesses;anditcanserveasa33 basisofself-evaluationandisthereforeanimportantcomponentofprofessionaldevelopment.Third,reflectiveteachingdistinguishesEFLteachersaseducatedhumanbeingssinceitisoneofthesignsofintelligentaction.TheprimarybenefitofreflectivepracticeforEFLteachersisadeeperunderstandingoftheirownteachingstyleandultimately,greatereffectivenessasateacher.Otherspecificbenefitsnotedincurrentliteratureincludethevalidationofateacher'sideals,beneficialchallengestotradition,therecognitionofteachingasartistry,andrespectfordiversityinapplyingtheorytoclassroompractice.Freidus(1997)describesacasestudyofoneteacherorgraduatestudentstrugglingtomakesenseofherbeliefsandpracticesaboutwhatconstitutesgoodteaching.Herinitialpedagogyforteachingisbasedonthetraditionsandpracticesofdirectteaching.Hertraditionalsocializationintoteachingmakesitdifficultforhertounderstandthatherviewsofgoodteachingarebeingchallengedinherpractice.Buttheopportunityforexplorationthroughreflectiveportfolioworkenableshertoacknowledgeandvalidatewhatsheislearning.EFLteachers,meetingregularlyinanyofthe33 formsoutlinedinthisarticle,willbegintoseehowmuchtheyhavethemselvesincommon,becomemorecomfortableexplainingtheirteachingroutinestoandothers,andmaycometoexperienceandenjoyanewlevelofself-articulatedprofessionalism.Fourth,asEFLteachersgainexperienceinacommunityofprofessionaleducators,theyfeeltheneedtogrowbeyondtheinitialstagesofsurvivalintheclassroomtoreconstructingtheirownparticulartheoryfromtheirpractice.Dewey(1933:87)saysthatgrowthcomesfroma"reconstructionofexperience"sobyreflectingonourownexperiences,wecanreconstructourowneducationalperspective.BecomingreflectiveforcesustoadoptacriticalattitudetoourselvesasindividualEFLteachers一tochallengeourespousedpersonalbeliefsaboutteaching.Becomingreflectivethroughtestingourpracticesystematicallyalsochallengesustothinkabouttheinfluencewedirectlyorindirectlyexertontheformationofsocietyinourroleasteachers.Howwepresentlanguagethroughthecurriculumandthroughteachinghasprofoundcumulativeeffectsonthewayourcommunityandwider33 societychanges.Becomingreflectivealsoextendsbeyondourselves,makingpossibleasimilarformofself-inquiryinstudents.Itmayallowthemtobreakthechainsofalienationimposedonthemnotonlybytheroutineofeverydayexperiencesbutalsobytheoppressiveignoranceoflanguageinthesocietyintowhichthehavebeeninducted.Studentsarenolongerseenasreceptaclesofprepackagedknowledgebutaregiventhelanguageofpossibilitytochallengetheveryconstructswhichmayrelegatethemtothestatusofmereobjectsina"new"culture.Forteachersofstudentsofdiverseethnicbackgrounds,becomingareflectiveteacheroffersaveryrealchallenge.Researchoneffectiveteachingoverthepasttwodecadeshasshownthateffectivepracticeislinkedtoinquiry,reflection,andcontinuousprofessionalgrowth.Reflectivepracticecanbeabeneficialformofprofessionaldevelopmentatboththepre-serviceandin-servicelevelsofteaching.Bygainingabetterunderstandingoftheirownindividualteachingstylesthroughreflectivepractice,EFLteacherscanimprovetheireffectivenessintheclassroom.ChapterFiveImplementationofReflectiveTeachingfor33 EFLTeachersTheultimategoalofstudyingthetheoriesofreflectiveteachingistoputthemintoteachingpractice.Therefore,thischapterismainlytodiscussthe6approachestoreflectiveteachinginpractice.TheaspectsofreflectionsofEFLteachersarealsopresented.5.1ApproachestoReflectiveTeachingRichardsandLockhart(1996)introducesomecommonly-usedreflectiveapproachesintheirbookReflectiveTeachinginSecondLanguageClassroomsforEnglishteacherstoinvestigateclassroomteaching.Theseapproachesinclude:1.Teachingjournals:Writtenorrecordedaccountsofteachingexperiences2.Lessonreports:Writtenaccountsoflessonswhichdescribethemainfeaturesofthelessons3.Surveysandquestionnaires:Activitiessuchasadministeringaquestionnaireorcompletingasurvey,designedtocollectinformationonaparticularaspectofteachingorlearning.4.Audioandvideorecordings:Recordingsofalessonorpartofalesson33 5.Observation:Taskscompletedbyastudentteacherobservingacooperatingteacher'sclass,orpeerobservation(i.e.,taskscompletedbyateachervisitingacolleague'sclass)6.Actionresearch:Implementationofanactionplandesignedtobringaboutchangeinsomeaspectoftheteacher'sclasswithsubsequentmonitoringoftheeffectsoftheinnovation.Reviewyourjournalentriesregularly.Whatmightnothavebeenobviouswhenwrittenorrecordedmaylaterbecomeapparent?Asyoureviewyourjournals,askyourselfquestionslikethese:WhatdoIdoasateacher?Whatprinciplesandbeliefsinformmyteaching?WhydoIteachthewayIdo?Whatrolesdolearnersplayinmyclasses?ShouldIteachdifferently?Howcananeffectivepeerobservationbecarriedout?HerearesomesuggestedproceduresfromRichardsandLockhart:1.Arrangeapre-observationorientationsession.Beforebeginningtheobservations,thetwoteachersmeetto33 discussthenatureoftheclassobserved,thekindofmaterialbeingtaught,theteacher'sapproachtoteaching,thekindsofstudentsintheclass,typicalpatternsofinteractionandclassparticipation,andsoon.2.Identifyafocusfortheobservation.Forexample:·Organizationofthelesson:theentry,structuring,andclosureofthelesson.·Teachers'timemanagement:allotmentoftimetodifferentactivitiesduringthelesson.·Students'performanceontasks:thestrategies,procedures,andinteractionpatternsemployedbystudentsincompletingatask..Time-on-task:theextenttowhichstudentswereactivelyengagedduringatask.·Teacherquestionsandstudentresponses:thetypesofquestionsteachersaskedduringalessonandthewaystudentsresponded.·Students'performanceduringpairwork:thewaystudentscompletedapairworktask,theresponsestheymadeduringthetask,andthetypeoflanguagetheyused..Classroominteraction:teacher-studentandstudent-studentinteractionpatternsduringalesson.33 .Groupwork:students'useofLlversusL2duringgroupwork,students'time-on-taskduringgroupwork,andthedynamicsofgroupactivities.3.Developproceduresfortheobservertouse.Forexample:·Timedsamples:theobservernotesdownspecificbehaviordisplayedatspecifiedtimeintervalsduringalesson.·Codingforms:theobservercheckstheappropriatecategoryonasetofcodedcategoriesofclassroombehaviorswheneverabehaviorsisdisplayedduringthelesson.·Descriptivenarrative(broad):theobserverwritesanarrativesummarizingthemaineventsthatoccurduringthelesson.·Descriptivenarrative(narrow):theobserverwritesanarrativefocusingonaparticularaspectofalesson.4.Carryouttheobservation.Theobservervisitshisorherpartner'sclassandcompletestheobservation,usingtheproceduresthatbothpartieshaveagreedon.5.Arrangeapost-observationsession.Thetwoteachersmeetassoonaspossibleafterthelesson.Theobserverreportstheinformationcollectedduringthelessonand33 discussesitwiththeteacher.5.2AspectsofReflectiveTeachingWiththeabove-mentionedapproaches,EFLteachersmayreflectthefollowingaspects,whichareequallyimportanttoEFLteaching.Teachers'beliefsystemsarebuiltupgraduallyovertimeandconsistofbothsubjectiveandobjectivedimensions.Researchonteachers'beliefsystemssuggeststhattheyarederivedfromanumberofdifferentsources(Kindsvatter,Willen,andIshler.1.Theirownexperienceaslanguagelearners.2.Experienceofwhatworksbest.3.Establishedpractice.4.Personalityfactors.5.Educationallybasedorresearch-basedprinciples.6.Principlesderivedfromanapproachormethod.EFLteachersshouldreflectthefollowingaspectsbeforesettingouttoteach:1.BeliefsaboutEnglish:People'sviewofEnglish,orofanylanguage,areinfluencedbycontactstheyhavehadwiththelanguageanditsspeakers.English,orthelanguageyouteachthesecontactsvary33 significantlyfrom.Inthecaseofoneindividualtoanother.ItisthereforeinstructivetoexaminetheunderlyingbeliefsteachersholdaboutEnglishandhowtheseinfluenceattitudestowardteachingit.Teachersmayconsiderthefollowingquestions:WhydoyouthinkEnglishisanimportantlanguage?DoyouthinkEnglishismoredifficulttolearnthanotherlanguages?DoyouthinkEnglishhasanyqualitiesthatmakeitdifferentfromotherlanguages?…2.Beliefsaboutlearning:Teachers'beliefsaboutlearningmaybebasedontheirtraining,theirteachingexperience,ormaygobacktotheirownexperienceaslanguagelearners(Freeman,1992x).Teachersmayconsiderthefollowingquestions:Whatarethebestwaystolearnalanguage?Whatkindsoflearningstylesandstrategiesdoyouencourageinlearners?Whatrolesarestudentsexpectedtoassumeinyourclassroom?…3.Beliefsaboutteaching:Teachingisaverypersonalactivity,anditisnotsurprisingthatindividualteachers33 bringtoteachingverydifferentbeliefsandassumptionsaboutwhatconstituteseffectiveteaching.Teachersmayconsiderthefollowingquestions:Howwouldyoudefineeffectiveteaching?Whatarethequalitiesofagoodteacher?Whatteachingresourcesdoyoumakeuseof?…4.Beliefsabouttheprogramandthecurriculum:Inthecaseoftheprograms,someteachersmakesignificantuseofpublishedtextbooksand"teachtothebook",lettingthetextbookmakemanyoftheirinstructionaldecisions.ChapterSixAnExampleofReflectiononTeachingThefollowingisanexampleofreflectiveteaching,whichiscarriedoutinthelisteningclassbyayoungEFLteacherandallstaffmembers,includingtheauthor.Inthisexample,theauthorpresentstheclassroomobservationscriptsof2classesbeforeandafterreflection,whichcombinesfreeindividualreflectionandguidedreflectioninformsofgroupdiscussionaswellasinterview,aimingtofindtheproblemsinEFLclassroomandthefeasiblesolutionstothemwiththehelpofreflectiveteaching.Mr.LihasbeenanEnglishteacherforthreeyears.Buthealwaysfindsitdifficulttomanageagoodlistening33 class.Inthiscase,thedeanandsomeexperiencedteachingstaffaswellassomeyoungEFLteachersattendedhislisteningclass,aimingtofindthesolutiontohisproblem.ThelisteningmaterialisfromthelisteningpartofUnit13,Book3ofIntegratedSkillsofEnglish,titledbyTheTorchFestival.Theteachingprocessofthefirstlisteningclasswasasfollows.Mr.Li:(withasameintonationandvoiceduringhisclass):TodaywearegoingtopracticethelisteningpartinUnit13.Pleaseturntopage182.ThetitleofthepassageisTheTorchFestival.Doyouknowthemeaning?Students:Yes.(inalowspirit)Mr.Li:Well,beforethelistening,Iwouldliketopointoutthedifficultwordsandexpressions.Thefirstgroupincludes5namesofourethnicteachinglisteningpartreallyannoyedme.Sittinginthefrontoftheclassroom,Icouldn'tevenknowifallstudentswereattentivelylistening.Thestudentsstillcouldonlyanswersimplequestions,butfordifficultones,theycouldn'tcatchthemunlesslisteningagainandagain.Alotofquestionswerefacingme.Howtosolvetheproblem?DoI33 needanychange?Whatprinciplesandbeliefsinformmyteaching?WhydoIteachthewayIdo?WhatrolesshouldIperformintheclass?Afterthinkingaboutthesequestions,itseemstomethatIhavetore-designmyclass.December11,2007.There-teachingwasthemostsuccessfuloneIhaveeverhad.Ihaveneverseenthestudentsgetmoreattentivelyandactivelyinvolvedinmyclass.Duetotheirenthusiasmandinterest,theycouldunderstoodthelisteningmaterialsmoreeasily,eventhedifficultquestions.Thesechangesshouldbeattributedtotheintegratedreflection,myownindividualreflectionaswellasguidedreflectionbythestaff.Evenso,Icouldn'tstopthinking.CanImakemyteachingbetter?WhatkindoflanguageisthemostsuitableinEFLclassroom?Howtomakethefollow-upactivitiesmorescientificandinstructive?Theexampleaboveisinstructive.Theeffectsofcarryingoutreflectiveteachingaregreatlyconnectedwithteachers'reflectiveability.Teachersdevelopthroughintegratedreflection.Inotherwords,ateachingexperienceisrecalledandconsideredtoreachevaluationandtoprovideinputintofutureplanningandaction.In33 spiteofthisemphasisisonetheimportanceofreflection.Wallace(1996)arguesthatthereisstillaneedtodevisenewtechniquestohelpteachersdevelopreflectiveskills.Fromtheexampleabove,itisclearthatteachers'conceptionteachingcomplexcanbechangedbyfulfilledbyusingreflectiveteaching.However,thisisasystematicprojectinteractionbetweeninternalandexternalcauses.Externalcausesaretocreateafavorableenvironmenttosupportteacherssuchaspeercoaching,colleaguecommunicationintheschool.Ontheotherhand,moreimportantjobistobedoneasfollows:1)Exploreteachers'internalcause.Internalcauseisaboutimpetussource.Impetussourcereferstotheinnernecessityforchangingteachingconcept,thatis,intheteachingpractice;newrequirementismadebythechangeableteachingobjective,butteachersdon'tknowwhattheyaredoinginclass.Obviously,startingtheirinnernecessitiesisthefirststeptohelpteacherschangetraditionalteachingconcepts.2)Getridoftheoutmodedperspectivethroughthefollowingstepssothatteacherscanrealizewhattheyaredoing.33 a)Learntheoriesaboutreflectiveteachingandstudyhowtopractice,b)Reflectimmediatelytheunreasonablecontentsduringtheprocessofteaching,c)Demonstratethesuccessfulresults/examplesaccordingtoreflectiveteaching3)Observestudents'performancessothatteacherscanrethinktheirownteachingmethods.ChapterSevenConclusion：ThethesismainlydiscussesEFLteachers'reflectiveteaching,attemptingtofindouthowEnglishteacherscanimprovetheirteachingthroughteacherreflection.Basically,reflectiveteaching,likemostteacher-basedformsofself-inquiry,isnotaneasyprocess.Itinvolvesamajorshiftinemphasisinourthinkingandacting.Reflectiveteachingusuallygoeshandinhandwithcriticalself-examination,self-inquiry,self-evaluation.Teacherschoosetheirownmethodsandapproachestofitinteachingcontexts.Inreflectiveteachingteachersreflecttheirownteachingtodeveloptheabilitytoinvestigateandsolveteachingproblemsandtoachievetheirprofessionaldevelopment.Improvementinteachingmaycomeaboutasteachersmatchtheirteachingpracticesmorecloselytothe33 theoriesandprinciplesthroughathoroughstudyofreflectiveteachingbothintheoryandinpractice.Ontheotherhand,althoughreflectivepracticeisbecomingdominateapproachinteaching,therearestillunresolvedissuesonreflectivepracticeraisedbyHattonandSmith.Theyaskfourkeyquestionspertainingtoreflectiveteaching:a)Isreflectionlimitedtothoughtprocessaboutaction,ormoreboundupintheactionitself?b)Isreflectionimmediateandshortterm,ormoreextendedandsystematic?Whattimeframeismostsuitableforreflectivepractice?c)Isreflectionproblem-centered,tofindsolutionstorealclassroomproblem;ornot?Shouldsolvingproblemsbeaninherentcharacteristicofreflection?d)How`critical'doesonegetwhenreflecting?Shouldtheonereflectingtakeintoaccountthewiderpolitical,cultural,andhistoricalbeliefsandvaluesinfindingsolutionstoproblems?Uptonow,mostofresearchesonreflectiveteachingstartfromthetheoreticalperspective.Forteachersandeducatorsmorepracticalresearchesonreflectiveteaching33 needtomake.Onceontheroadtoreflectivepractice,teacherswillfindthattherearemanyinterestingandvaluablepathsthattheycanfollowtowardthegoalofbecomingincreasinglyreflectiveasaprofessionaleducator.Wehopeallteacherscanbeeasytobecomereflectivepractitionersandreallygetjoyfulfromroutineteaching.Besides,notonlytheteachersbutalsothestudentsthemselvesandeventheparentsneedconductreflectionsothattheycanmakejointeffortstosolvetheproblemsinEFLteaching.Bibliography:[1]Wilen,W.,Ishler,M.,Hutchison,J.&Kindsvatter,R.DynamicsofEffectiveTeaching,1999[2]LongmanWilliams,M.andL.M.Burden.PsychologyforLanguageTeachers.Beijing:ForeignLanguageTeachingandResearchPress,1997[3]33 李玲.反思性教学与教师的反思能力的培养[J].东岳论丛.2002,3[4]芦真金.反思性教学及其历史发展[J].全球教育展望.2001,3[5]武继红.英语教师反思性教学实践初探[J].外语界.2003,1[6]熊川武.说反思性教学的理论与实践[J].上海教育研究.2002,633