Compared with the questionnaire, the interview is the method to thoroughly to learn about the thoughts on reflecting teaching of middle school English teachers. The  interview questions were mainly about reflective teaching, about teacher’s classroom  decision- making, teacher reflection factors and reflective teaching forms.

The case study is adopted in order to testify the effectiveness of the technique of reflecting.  

2.3 Research Process

   First, questionnaires were handed out, then interview was conducted, and then the case study.

   To ensure the authenticity of the information to fill in, the subjects of English teachers are given a clear description of requirements before filling out the questionnaires.

The 30 English teachers were asked to answer all the 18 questions in the questionnaires about English reflective teaching, reflection methods and professional development.

For the case study, the first step is to collect the information before the case study: the data were collected through the interview and questionnaire. After analyzing the information of the interview and questionnaire, we will provide some advice to improve the reflective teaching of English teaching.

III. Research Results and Analysis

3.1 Results and Discussion of Questionnaire

   On reflective teaching, many teachers have common problems: insufficient reflection of teaching; the limited forms and contents of reflection, especially the reflection on classroom activities, the organization of teaching materials and methods selection. The reflection is often superficial, which is unable to help teachers to develop the abilities of a sharp professional judgment, decision-making and putting reflections into practice.