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【Abstract】Teacher’s teaching reflection has become the core focus in school.However，there are different understandings of the concept of teacher’s teaching reflection.The paper introduces and compares different understandings of the concept of teachers’ teaching reflection.Based on the summarizing of the concept on reflection and teaching reflection，this paper tries to provide reference for the teacher’s teaching reflection.
【Key Words】Teachers； reflection； teaching reflection
1.Introduction
As the teaching perpetrators in school，teachers’ performance will directly determine the success of the new curriculum implementation and the teaching quality.With the gradual implementation and in-depth development of the new-round educational curriculum reform，brand new educational ideas and teaching methods are widely applied in teachers’ daily teaching work，which makes the field of elementary teaching take on a prosperous outlook.Among factors，teachers’ teaching reflection plays an important role in promoting the quality of teaching and teachers.
2.Different Understanding of the Connotation of Reflection
Self-examination can be interpreted as examining one’s own conscience，which is a process of meta-cognition.In China，there is a long tradition of examining one’s own conscience.Confucius emphasizes the ability of scholars’ self-examination which is the self-request of the followers of Confucianism.People always stress the important role of self-examination in developing themselves.In western countries，thoughts about own cognitive process and state of mind can trace back to the days of Plato and Aristotle.When Locke used the word “self-examination”，he believed that self-examination is a perception of their own state of mind or an attention of their own conceptual work，which is an object of conceptual work and a mind of thinking.
Self-examination can be regarded as a sophisticated cognitive activity，which is a solution to special problems.Dewey is a very famous American educator，philosopher in pragmatism and psychologist，pragmatic philosopher，educator.Dewey believed that there were three important attitudes of self-examination，these are，open-mindedness，responsibility and whole-heartedness.It is these three attitudes that ensure and push forward the development of self-examination.Based on the self-examination theory of Dewey，the movements of cultivating reflective teachers and advocating reflective teaching prospered in the world educational field in the 1980s. 3.Different Understanding of the Connotation of Teaching Reflection
3.1 D.A.Schon’s View.D.A.Schon （1983） argues that reflection refers to the professionals can construct or reconstruct the problems encountered in the process of work and further explore these issues under the background of them，and then find approaches to explain or solve these problems.He has put forward two concepts：Reflection-In-Action and Reflection-On-Action，which has a significant influence on the later researchers.Reviewing the literatures，Grimmet and Erickson believe that there are mainly three kinds of teaching reflection：
The first view is that teaching reflection is a technical analysis of teaching skills and deep thinking of teaching activity itself （especially teaching skills，teaching methods），which enables teachers to apply research results（technical level）and educational theory to educational practice consciously，cautiously and frequently.
The second view is that teaching reflection refers to the in-depth thinking of various “excellent teaching view” which is controversial and makes a choice，which also thinks deeply about educational concept and educational background.The two distinctive features of this view：one is the attention on the background，the development of educational events； the other is to reflect particular events and situation.The purpose is to make a deep understanding of teaching practice through reflection.
The third view is that teaching reflection is a reconstruction of teaching experience.Researchers who hold this view are the most and the representative is Schon.In this view，teaching reflection is a means of understanding，evaluation of teaching practice，which is also a reorganization and reconstruction of experience.
3.2 Domestic Scholars’ View.The scholars of our country have begun to explore teaching reflection from psychology and pedagogy respectively since the 1990s.Shen Jiliang and Xin Tao from Beijing Normal University discuss this problem from psychology.They think that the research of “the teaching monitoring capability of teachers” is similar to teaching reflection and “the essence of teaching monitoring is self-consciousness and regulation of teaching process，namely reflection.”They argue that：“the teaching monitoring capability of teachers means that in order to assure the success of teaching and achieve the desired goal，teachers regard teaching activity itself as the object of consciousness，which also represents an ability of positive and proactive planning，inspection，evaluation，feedback，control and adjustment.” However，Shen Jiliang，Liu Jiaxia point out，that teaching reflection of teachers which runs through education and Teaching activities is an important component of teacher education and teaching cognitive activity，Specifically，teaching reflection is a process，which means that a teacher in order to achieve the purposes of the effective education and teaching，with the support of teaching reflection to think，which should be active，sustained，thorough，in-depth，self-regulating，the education，teaching activities that have already occurred or taking place as well as the theories and assumptions which are behind these activities，and in the process of thinking，being able to discover and represent clearly all the problems of education and teaching when you encounter them，and actively seek a variety of ways to solve the problems.
4.Conclusions
Based on studying the meanings of teaching reflection，this paper is not difficult to be found that the different understanding towards the concept of teaching reflection leads to different definition of the content.Some believe that is a reflection of the teaching content； Some think that is a reflection of the existing teaching experience； Some extend the contents into school’s teaching and the wide range of social backgrounds behind it.As far as this paper concerned，the understanding of teachers’ teaching reflection is：Guided by the advanced education teaching theory，teachers regards their own teaching activities as objects of thought，with critical and fresh eyes on mediating and analyzing their own teaching philosophy，teaching behavior，and teaching results etc.Teachers’ teaching reflection is not an easy process.On the contrary，it involves a major shift in emphasis in their thinking and acting.A reflective teacher is the one who adopts a critical attitude to himself and challenges his espoused personal beliefs about teaching.
References：
[1]Jack C.Richards
【Key Words】Teachers； reflection； teaching reflection
1.Introduction
As the teaching perpetrators in school，teachers’ performance will directly determine the success of the new curriculum implementation and the teaching quality.With the gradual implementation and in-depth development of the new-round educational curriculum reform，brand new educational ideas and teaching methods are widely applied in teachers’ daily teaching work，which makes the field of elementary teaching take on a prosperous outlook.Among factors，teachers’ teaching reflection plays an important role in promoting the quality of teaching and teachers.
2.Different Understanding of the Connotation of Reflection
Self-examination can be interpreted as examining one’s own conscience，which is a process of meta-cognition.In China，there is a long tradition of examining one’s own conscience.Confucius emphasizes the ability of scholars’ self-examination which is the self-request of the followers of Confucianism.People always stress the important role of self-examination in developing themselves.In western countries，thoughts about own cognitive process and state of mind can trace back to the days of Plato and Aristotle.When Locke used the word “self-examination”，he believed that self-examination is a perception of their own state of mind or an attention of their own conceptual work，which is an object of conceptual work and a mind of thinking.
Self-examination can be regarded as a sophisticated cognitive activity，which is a solution to special problems.Dewey is a very famous American educator，philosopher in pragmatism and psychologist，pragmatic philosopher，educator.Dewey believed that there were three important attitudes of self-examination，these are，open-mindedness，responsibility and whole-heartedness.It is these three attitudes that ensure and push forward the development of self-examination.Based on the self-examination theory of Dewey，the movements of cultivating reflective teachers and advocating reflective teaching prospered in the world educational field in the 1980s. 3.Different Understanding of the Connotation of Teaching Reflection
3.1 D.A.Schon’s View.D.A.Schon （1983） argues that reflection refers to the professionals can construct or reconstruct the problems encountered in the process of work and further explore these issues under the background of them，and then find approaches to explain or solve these problems.He has put forward two concepts：Reflection-In-Action and Reflection-On-Action，which has a significant influence on the later researchers.Reviewing the literatures，Grimmet and Erickson believe that there are mainly three kinds of teaching reflection：
The first view is that teaching reflection is a technical analysis of teaching skills and deep thinking of teaching activity itself （especially teaching skills，teaching methods），which enables teachers to apply research results（technical level）and educational theory to educational practice consciously，cautiously and frequently.
The second view is that teaching reflection refers to the in-depth thinking of various “excellent teaching view” which is controversial and makes a choice，which also thinks deeply about educational concept and educational background.The two distinctive features of this view：one is the attention on the background，the development of educational events； the other is to reflect particular events and situation.The purpose is to make a deep understanding of teaching practice through reflection.
The third view is that teaching reflection is a reconstruction of teaching experience.Researchers who hold this view are the most and the representative is Schon.In this view，teaching reflection is a means of understanding，evaluation of teaching practice，which is also a reorganization and reconstruction of experience.
3.2 Domestic Scholars’ View.The scholars of our country have begun to explore teaching reflection from psychology and pedagogy respectively since the 1990s.Shen Jiliang and Xin Tao from Beijing Normal University discuss this problem from psychology.They think that the research of “the teaching monitoring capability of teachers” is similar to teaching reflection and “the essence of teaching monitoring is self-consciousness and regulation of teaching process，namely reflection.”They argue that：“the teaching monitoring capability of teachers means that in order to assure the success of teaching and achieve the desired goal，teachers regard teaching activity itself as the object of consciousness，which also represents an ability of positive and proactive planning，inspection，evaluation，feedback，control and adjustment.” However，Shen Jiliang，Liu Jiaxia point out，that teaching reflection of teachers which runs through education and Teaching activities is an important component of teacher education and teaching cognitive activity，Specifically，teaching reflection is a process，which means that a teacher in order to achieve the purposes of the effective education and teaching，with the support of teaching reflection to think，which should be active，sustained，thorough，in-depth，self-regulating，the education，teaching activities that have already occurred or taking place as well as the theories and assumptions which are behind these activities，and in the process of thinking，being able to discover and represent clearly all the problems of education and teaching when you encounter them，and actively seek a variety of ways to solve the problems.
4.Conclusions
Based on studying the meanings of teaching reflection，this paper is not difficult to be found that the different understanding towards the concept of teaching reflection leads to different definition of the content.Some believe that is a reflection of the teaching content； Some think that is a reflection of the existing teaching experience； Some extend the contents into school’s teaching and the wide range of social backgrounds behind it.As far as this paper concerned，the understanding of teachers’ teaching reflection is：Guided by the advanced education teaching theory，teachers regards their own teaching activities as objects of thought，with critical and fresh eyes on mediating and analyzing their own teaching philosophy，teaching behavior，and teaching results etc.Teachers’ teaching reflection is not an easy process.On the contrary，it involves a major shift in emphasis in their thinking and acting.A reflective teacher is the one who adopts a critical attitude to himself and challenges his espoused personal beliefs about teaching.
References：
[1]Jack C.Richards