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p; Understanding”  compiled  by  him,  he  pointed  out:  “Experience  is  actually  a  specific concept formed in previous behaviors, and by tracing this concept, we can find that their source is  actually  their  own  psychological  effects.  From  this  perspective,  J.  Loke  believes  that reflection is a concept at the level of mental activity, and that mental activity is equivalent to cognitive  activity,  which  is  a  kind  of  “thinking  of  thinking.”  In  Spinnoza’s  (1960)  research results, the object of thinking is understood as “idea”, and the so-called reflection is actually a more advanced way of cognition of things. L.M. Villar (1994) believes that reflective teaching requires teachers to make logical reasoning and judgment with a critical attitude. According to J. Berlak (1992), reflective teaching is for teachers to improve teaching level, correct wrong ideas in teaching and promote professional development. And the process of self-reflection and criticism with an objective attitude. According to V. Manen (1977), reflective teaching includes three types: the first is the reflection on the effectiveness of classroom skills, the second is the reflection  on  classroom  strategies  and  curriculum  results,  and  the  third  is  the  reflection  on classroom  norms  and  standards.  Brubacher  (1994)  divides  reflective  teaching  into  three categories:  reflection  on  practice  before  practice,  reflection  in  practice  during  practice  and reflection for practice after practice. 

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2.2 Related Research at Home and Abroad

2.2.1 Current Situation of Reflective Teaching in Junior High School English

This paper investigates and analyzes the current situation of English teaching in middle schools  and  summarizes  the  following  problems.  First,  some  teachers  tend  to  judge  the problems arising in the teaching process with established thinking due to their long-term work. These experienced teachers usually pay more attention to the teaching contents and teaching methods, but they don’t pay attention to the teaching situation after the reflection, don’t pay attention to the adjustment of the teaching methods, their teaching as a backwater, a day without any waves, their teaching work into mechanical, no repetitive work of innovation, it also led to some  teachers  gradually  lose  the  passion  and  enthusiasm  for  the  work  of  teaching.  Such teaching can’t achieve a very good teaching effect, and can not improve the teaching method and teaching effect of teachers, students’ performance is not significantly improved. Dig deeper into the reasons of the existence of this phenomenon, and can be found that this is mainly due to  the  English  teachers  in  English  classroom  into  points  and  lessons  for  the  exam-oriented education, rather than as a as knowledge conveyed 本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。