analysis of the reflection from the activity level of the professional growth of teachers to see children（分析反射活动水平的专业老师看到孩子的成长）.doc

Analysis of the reflection from the activity level of the professional growth of teachers to see children Paper Keywords early childhood teacher professional development activities reflect on case studies Abstract In this paper, Habermas’s theory of interest in understanding the theoretical basis, to reflect the nursery organized and divided into technical, practical and liberation of the three level analysis framework as a reflection of M analysis of kindergarten teachers found that teachers to reflect mostly practical and emancipatory reflection, technical reflection occupies a relatively small proportion. Educational events for teachers to reflect a rational choice of a way of thinking and attitude, its components include: 1. Recognize the plight of education (educational dilemma of existence, (2) In recognition of the unique situations and other situations with the basis of similarity , the answer to such dilemmas, 3 reconstruction of the plight of this teaching and reconstruction, 4 different ways to try to find the results and substance, 5 test used by the expected and unexpected The results, to evaluate the method. [1] and early childhood teachers during activities of reflection, to achieve the above steps are more difficult - both for the presence of the viewers, that was for child care teachers himself, to say implementation of activities clearly and systematically recorded the moment in the end what happened, no doubt with a significant challenge, which is often an expert teacher of teachers and the general activities of the key point of difference, so we often ask: Reflections in the end of kindergarten teachers in what kind of level? may reveal whether the kindergarten teachers in the teaching of those delicate and full of ideals of education act in the end How did it happen? kindergarten teachers face and the target is not the same education should uphold the ideas and attitudes? of these Problems for preschool teachers in the implementation of