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高职英语反思性教学研究.docx

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高职英语反思性教学研究 Abstract：TheteachingmethodbasedonreflectionhasbeenwidelyusedinhighervocationalEnglishteachinginrecentyears.ThispaperfocusesontheresearchofreflectiveteachinginhighervocationalEnglishteaching.ThroughtheanalysisofreflectiveteachingtheoryandtheapplicationofreflectiveteachinginhighervocationalEnglishteaching,thispaperexplorestheadvantagesandproblemsofreflectiveteachinginhighervocationalEnglishteaching,aswellasthestrategiesforitsimprovement,inordertoprovidepracticalguidanceforhighervocationalEnglishteachers. Introduction WiththerapiddevelopmentofChina'seconomyandthedeepeningofeconomicglobalization,thedemandforEnglishproficiencyofChinesecollegestudentshasbecomeincreasinglyurgent.AsanimportantformofhighereducationinChina,highervocationaleducationhasmadegreatprogressintheteachingofEnglishinrecentyears.However,highervocationalEnglishteachingstillfacesmanyproblems,suchaslowstudents'interest,poorlanguageskills,andinsufficientpracticalabilities.InordertoimprovethequalityofEnglishteachinginhighervocationaleducation,itisnecessarytoexploreaneffectiveteachingmethod.Reflectiveteachinghasbeenwidelydiscussedinthefieldofeducation,anditsapplicationinhighervocationalEnglishteachinghasattractedgreatattentioninacademiccircles.ThispaperaimstoexploretheapplicationofreflectiveteachinginhighervocationalEnglishteaching,analyzeitsadvantages,shortcomings,andimprovementstrategies,andprovidesomeusefulreferencesforteachers. Theoreticalbasisofreflectiveteaching Reflectiveteachingisalearningprocessthatfacilitatesthedevelopmentofcriticalthinkingandtheabilitytolearnfromexperience.Itisaneffectiveapproachtoteacherdevelopmentandoneofthemostimportanttrendsinmoderneducation.Dewey(1933)pointedoutthatreflectivethinkingisathinkingactivitythatinvolvesintrospection,observation,deduction,andfeedback.Reflectiveteachingstressesthesignificanceofself-examinationandinterpretivefeedbackwithintheteachingandlearningprocesses.HattonandSmith(1995)proposedamodelofreflectiveteaching,whichemphasizestheprocessofrefle