The traditional teaching is that students are passive to learn what the teachers taught students Deep-rooted “respect for teachers” denied the students’ independence and creativity. In traditional English teaching, the development of teachers professional competence lies in the accumulation and imitation of their own experience of outstanding teachers, which allows teachers to passively accept educational theory. Western society respected inpiduality, freedom, democracy and culture, provides a good climate and soil of reflective teaching, so that reflective teaching originated in the West it seems to be a necessity.

In China, still a considerable number of junior high school English teachers ignore the interests and abilities of students, teaching philosophy in traditional teaching mode so that some students lack interests in English.

Reflective teachers often have rational observation and correction, to improve their teaching ability, to obtain a more optimal state of teaching; students learning activities promote teacher’s own professional development. Teaching reflection is also known as “reflective teaching”. It refers to teachers’ in the process of teaching practice, self-critical examination and their behavior based on observation, review, analysis, diagnosis, self-monitoring, etc. What is reflective teaching ability? In short, the abilities of reflective teaching are the abilities of teachers to find problems in the process of teaching practice, and solve the problems.

   Britain’s Christopher to define the concept of teacher professional development is “multidimensional life experiences with teachers at different stages of environmental factors, career, life and learning within a particular environment between experienced and dynamic interaction.” Continuing education and training is provided to accelerate career maturity. However, the ideal intervention should take into account the critical moment of interaction. Service education teachers aim at the development of the profession or play the role of “milestone” in this stage, because these teachers are most likely to have a system of reflection on their thoughts, experiences, and backgrounds. This is one of the important reasons for teachers training. But Teachers training is most about knowledge and skills; it is dangerous to ignore teachers’ beliefs, emotions and attitudes in teacher’s development. Pedagogical knowledge, subject knowledge they need, their ideals and beliefs maintenance, the consciousness of teaching reflection and ability to improve their teaching ability and quality are very important to teacher’s development.

II. Research Design

2.1 Research Questions and Objectives

   The objective of the research is to learn about the status of reflective teaching of Junior Middle School English teachers. And to offer some suggestions on reflective teaching for English teachers in Junior Middle school to create helpful conditions to reflect for them.

 (1) What are the attitudes of English teachers to the reflective teaching in junior middle school?

 (2) What are the frequent ways of reflecting their classroom teaching for English teachers in junior middle school?

 (3) What is the status of reflecting for Junior Middle School English Teachers?

 (4) What is the reflective consciousness of junior middle school English teachers?

2.2 Research Methods

First, questionnaires, interviews and case study are adopted in order to investigate the feasibility and authenticity. The questionnaire includes single choice, multiple choices. Questionnaires were completed by secret ballot. For the feasibility of this study, the survey conducted in Zhoukou.

Questionnaire to the teachers include 18 single-choice questions, which aims to learn about the following aspects:1) Reflective status of junior high school English teachers; 2) reflection methods; 3) reflection content; 4) reflection forms.

Basic information statistics show 30 subjects fill out the questionnaire, to be specific 26 women teachers and 4 men teachers aged between 25 to 55 years old, the average age is 28. The majority of interview subjects have been more than one year of teaching experience.