Nowadays, university education puts forward higher requirements for teachers' professional identity. How to give consideration to scientific research in teaching and become a research-oriented teacher like "teachers are researchers" is our goal. Action research originated in the field of American management in the 1940s. Around 1970s, Australia started and promoted action research in the field of education. Action research requires teachers to have a rational understanding and correct evaluation of their teaching process (Kemmis and McTaggart( 1982:5)) and to reflect on it. After reflection, teachers should adjust and improve their own teaching so that teaching can promote research and research can promote teaching.

Keywords action research; Foreign language teaching; Teaching reflection

What is action research?

Action research emphasizes that teachers, as researchers, pay attention to their own classrooms, analyze learners' needs and teachers' problems, and find answers through actions. Action research is different from traditional educational research. Teachers regard their own classroom as a laboratory, ask questions about their own teaching, obtain data through reading students' learning logs and teachers' teaching logs, classroom observation, standard exams, seminars and other channels, analyze and solve problems, with the aim of improving teaching practice. Crookes (1993) divided "action research" into two categories. Looking back on my career, I have been working in the front line of teaching for one and a half years. Every week, I will adjust my teaching methods after the first class, and I will also think about how a certain link should be carried out after class, but I rarely use a diary to record my class and reflection. Over time, those ideas gradually blurred, and there was no clear record and feedback on the adjusted teaching effect. After attending the seminar on action research, I realized that the practice, adjustment and reflection in the original teaching could form research materials to guide my later teaching. Therefore, the method of action research provides a research and practice method for every front-line teacher. The main features of action research are: Self-reflective, Action-based, contextual speciic, experimental, participative, cooperative and Aimingforchangeandimprovement.

Second, teaching reflection in action research

When it comes to action research, the most important link is teaching reflection. The teaching process is often that the teacher prepares lessons before class, and then the class gives lectures according to the teaching tasks and corresponding preparations, and the students finish relevant homework after class. Teachers who undertake college English courses generally have a heavy workload, and each teacher has to teach about 3 classes on average. What we often discuss in the after-class teaching lounge is that when we have the first class, we often feel that the rhythm of classroom content is in the "experimental" stage, because the first class is the first class to implement your teaching plan and prepare lessons, and teachers often feel that they are in the exploration stage of teaching content and students' difficulties, so it is most necessary to reflect on teaching after the first class.

Of course, this kind of teaching reflection is not just to think after a class, but to review. It is best to record and describe it in words. Only in this way can we deeply reflect on the classroom content of the first class. We should also adjust the contents and methods of guiding the next class! For example, when I take classes, I often find that the first class often takes more time than the last class. The last class can usually finish what needs to be said in advance. You will feel that after the first two classes, you are already familiar with the content of the lecture, so you will be familiar with it during the class. As a teacher, you should keep writing a reflection log! In this way, your whole teaching career will have a vertical process, and you will understand your whole teaching process according to your own teaching reflection, which is also the only way to become an excellent teacher.

Third, what should students do in action research?

In the process of action research, what can students do besides teachers' reflection and recording? What students have to do is to record their own learning process. Because teachers will reflect-adjust-reflect-adjust their whole teaching process when conducting action research. This is a dynamic process. Before this result, teachers often make a result of the whole teaching process. Hypothesis, that is, what is the reason why students have this problem, and then make corresponding measures and investigations according to this hypothesis. Finally, according to the final learning effect and investigation, judge whether their presupposition is correct and whether the adjustment made is effective! In this dynamic process, students also need to cooperate with teachers to make corresponding records. Through students' records, teachers can also see whether this reflection-adjustment-has played a role in the process of reflection-adjustment.

We can see what the students have gained, what they are confused about, what they are difficult to understand and what they like in particular during the whole teaching process. With students' feedback and records in the process of action research, we can further guide our whole teaching process. Usually in teaching, it is usually the teacher who looks at the feedback of the whole teaching process according to the students' classroom reaction and the completed teaching tasks. With the process of students' recording and reflection, students' overall teaching experience can be seen, which is more conducive to the development and experiment of action research. Fourth, what kind of research is action research? In the usual research, experimental classes and control classes are generally set up. In this traditional research, it is often an effective method to preset the experimental class, while the control class follows the previous teaching mode. Is this ethical? This problem does not exist in action research, because there are no experimental classes and control classes in action research. As long as the action research is carried out and the corresponding questions are preset, the class will be resumed according to the adjustment method set by ourselves. In other words, action research is a kind of humanistic research, which really loves students and teaching.

References:

Li, Yu Liming. The development trend of foreign action research and its enlightenment to foreign language teaching research in China [J]. Foreign Language Teaching, 2007, (3):28.

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