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lements  in  teaching.  Morality  is  about  teachers’ reflection  of  values  and  justice.  Classroom  management  is  about  teachers’  reflection of the requirements for students’ behaviors in classroom.  There  are  seven  factors.  Each  factor  contains  several  items.  The  average  scores of the items in the questionnaire that every factor contains is taken as the score of the factors. And the score of every factor is used to measure the level of reflection in the seven dimensions. The average score of the seven factors is employed to measure the overall  level  of  teaching  reflection.  Table  4-1  gives  a  general  description  of  the current  situation  of  the  senior  high  English  teachers’  teaching  reflection.  The  mean and the standard deviation of each factor is shown in the Table 4-1.  

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Conclusion 

In this chapter, the major findings, implications as well as the limitations of the thesis and suggestions for future research will be presented.This study aims to explore the senior high English teachers’ teaching reflection. The major findings of this study are summarized as follows. The first finding of the present study is about the current situation of senior high school English teachers’ teaching reflection. The overall reflective level of senior high school  English  teachers’  teaching  reflection  is  intermediate.  The  senior  high  school English  teachers  reflect  more  on  the  dimensions  of  classroom  management  and morality. That is, teachers do a lot of reflection on how to manage students’ behaviors in  classroom.  Teachers  also  do  a  lot  of  reflection  on  values,  empathy  and  justice. While  teachers  reflect  less  on  the  aspects  of  criticism  and  practice.  That  is,  teachers seldom reflect on social and political elements in teaching. And teachers seldom write reflective journals. This  study  also  investigated  whether  there  are  differences  in  senior  high  school English  teachers’  teaching  reflection  in  respect  of  gender,  school  location,  and professional  title.  Three  findings  are  addressed.  In  the  first  place,  on  the  overall reflective  teaching  level,  the  average  scores  of  male  and  female  teachers  are  close, which means that there is no significant difference between male and female teachers. But  in  specific  aspects,  criticism,  morality  and  classroom  management,  there  are significant  differences.  Male  teachers  reflect  more  on  criticism.  While,  female teachers  reflect  more  on  morality  and  classroom  management &n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。