Abstract
First proposed in the 1980s, the reflective teaching approach soon prevailed throughout the world because of its effectiveness in promoting both teaching and learning. In China, with the implementation of another round of curriculum reform, scholars together with in-service teachers have also done numerous researches on this teaching approach, creating “a craze for reflective teaching”.
This thesis takes English reflective teaching as the research subject, and tries to find out a new model that is suitable for today’s high school English teaching. First of all, the literature review of previous studies both at home and abroad is conducted, with its focus on the notion, characteristics and different models of reflective teaching. Then the author makes theoretical exploration on high school English reflective teaching, by analyzing the contents for reflection and six operational stages of English reflective teaching. The main focus of theoretical exploration is the construction of a new model of English reflective teaching in high school. Based on this new model, the author conducted two-month teaching experiment in Binhai Senior School to check its feasibility and effectiveness in real classroom teaching. During the experiment, questionnaires and interviews are employed as methods of the research. Through data analysis, it can be easily concluded that the new model can not only help students gain higher marks in exams, but also improve students’ learning interest, confidence, learning initiative, independent thinking habit, cooperative learning ability, learning attitudes and creative thinking ability, etc. Such experiment proves that the new model is an effective way to promote students’ performances. In the end of this thesis, pedagogical implications are made for both in-service English teachers and school administrators.
Key words: high school English; reflective teaching; English reflective teaching model
摘要
19世纪80年代，反思性教学这一概念被正式提出。由于其在推动教与学两方面的有效性，这种新的教学模式很快风靡全球。在中国，随着新一轮课程改革的实施，不少学者和一线教师也针对反思性教学做了很多探讨，甚至在学界激起了一股强大的“反思性教学热”。
本论文以高中英语反思性教学为探讨对象，试图通过对反思性教学理论和模型的探讨，研讨出一种适合我国高中英语学科教学的新的反思性教学模型。因此，本文首先从反思性教学的涵义、特征以及反思性教学模型三个方面对国内外相关探讨成果进行了系统的梳理；在此基础上，略论了高中英语反思性教学的反思内容及六大运行环节，并进一步建构了新的高中英语反思性教学模型；接着，采用新模型对高中英语教学进行了为期两个月的教学实验，英语毕业论文，以检验新模型在实际教学中的适用性和使用效果。实验过程中，通过问卷调查、访谈等措施和详细的数据略论，英语论文题目，发现新的高中英语反思性教学模型不仅可以提高学生成绩，还能促进学生在学习兴趣、信心、学习主动性、学习态度、独立思考能力、合作学习能力以及创新性思维能力等方面的提高，对学生的发展大有裨益。文章最后提出了几点对一线英语教师和教育管理部门具有推广和借鉴影响的启示。
关键词：高中英语，反思性教学,英语反思性教学模型
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