On Reflective Teaching

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1. Introduction and theory basis The development of college education in China in the new century requires that a college English teacher should not only be a lecturer but also a researcher and a scholar teacher. An effective way is to use reflective teaching, which can help teachers put theory into teaching practice, change their experience into teaching quality, therefore teachers can improve teaching quality and promote their own professional development. Since the early eighties of last century, many western scholars and researchers have their own definitions on reflective teaching. Schön, who is one of the most influential figures of the movement of reflective teaching, is the first person who clearly puts forwards the concept of reflective practice as a critical process in refining one’s artistry or craft in a specific discipline in 1983. He points out that teacher as reflective practitioner “needs a kind of educational technology which does more than extend her capacity to administer drill and practice. Most interesting to her is an educational technology which helps students to become aware of their own intuitive understandings, to fall into cognitive confusions and explore crew directions of understanding and action.” Moreover, Schön (1983) identifies the distinction between reflection-in-action (during our teaching) and reflection-on-action (before or after our teaching). Richard and Lockhart (1994) stated that a reflective approach to teaching is one which teachers and student teachers collect data about teaching, examine their attitudes, beliefs, assumptions and teaching practices, and use the information obtained as a basis for critical reflection about teaching. In their opinion, reflective teaching is a useful way of exploring classroom processes and can promote teacher development. In China, by critically analyzing some of the Western experts’
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