Dissertation
Dissertation > Culture, science,education, sports > Education > Secondary education > Teaching theories,teaching methods > Course

Self-reflection of the high school curriculum reform 2007: a witness

Author LiuYong
Tutor XuJiCun
School Shandong Normal University
Course Education and management of
Keywords the ordinary high school new curriculum reform teaching reflection
CLC G632.3
Type Master's thesis
Year 2011
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The implementation of new curriculum reform in high schools started in 2004 has put forward higher requirements of our teaching, philosophy of education, methods and contents .Traditional teaching ideas and methods can not meet the needs of modern education. The majority of teachers are often exposed to new teaching ideas and teaching methods ,which requires an open attitude to teachers to accept new things, but also requires teachers to create and maintain life-long learning and the will of teaching research, and master teaching reflection and the ability of teaching research. Teaching reflection provides an alternative approach to current teaching ,which is the basis for the sustainable development of teachers, but also the guarantee of the creative implementation of the new curriculum .This article is mainly divided into four Parts: Part one from the theory of the teaching reflection, provides an overview of the relevant concept of teaching reflection and teaching reflection research and development and systematically summarizes the content of teaching and reflection characteristics, methods and strategies and the significance of teaching reflection in the context of the implementation of the new curriculum reform. It points out that in the context of China’s basic education reform ,with the concept of teaching updating and teaching practice in education research developing, teaching reflection has become the important ways of teacher’s professional development . Part two takes the implementation of new curriculum reform in Shandong province as an example, describes the development of the ordinary high school curriculum reform. Part three summarizes the reform of my own teaching reflection. Part four discusses the problems of the ordinary high school curriculum reform, and gives some suggestions according to my own reflective teaching.

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