AnalysisofthereflectionfromtheactivityleveloftheprofessionalgrowthofteacherstoseechildrenPaperKeywordsearlychildhoodteacherprofessionaldevelopmentactivitiesreflectoncasestudiesAbstractInthispaper,Habermas’stheoryofinterestinunderstandingthetheoreticalbasis,toreflectthenurseryorganizedanddividedintotechnical,practicalandliberationofthethreelevelanalysisframeworkasareflectionofManalysisofkindergartenteachersfoundthatteacherstoreflectmostlypracticalandemancipatoryreflection,technicalreflectionoccupiesarelativelysmallproportion.Educationaleventsforteacherstoreflectarationalchoiceofawayofthinkingandattitude,itscomponentsinclude:1.Recognizetheplightofeducation(educationaldilemmaofexistence,(2)Inrecognitionoftheuniquesituationsandothersituationswiththebasisofsimilarity,theanswertosuchdilemmas,3reconstructionoftheplightofthisteachingandreconstruction,4differentwaystotrytofindtheresultsandsubstance,51testusedbytheexpectedandunexpectedTheresults,toevaluatethemethod.[1]andearlychildhoodteachersduringactivitiesofreflection,toachievetheabovestepsaremoredifficult-bothforthepresenceoftheviewers,thatwasforchildcareteachershimself,tosayimplementationofactivitiesclearlyandsystematicallyrecordedthemomentintheendwhathappened,nodoubtwithasignificantchallenge,whichisoftenanexpertteacherofteachersandthegeneralactivitiesofthekeypointofdifference,soweoftenask:Reflectionsintheendofkindergartenteachersinwhatkindoflevel?mayrevealwhetherthekindergartenteachersintheteachingofthosedelicateandfullofidealsofeducationactintheendHowdidithappen?kindergartenteachersfaceandthetargetisnotthesameeducationshouldupholdtheideasandattitudes?oftheseProblemsforpreschoolteachersintheimplementationofactivitiesrevealedbytheuseofpracticalknowledgeisconsideredtobeearlychildhoodteachers,professionalqualitiesandtheabilitytogrowisofgreatsignificance.First,theactivityleveloftheoreticalreflection2Habermas(J.Habermasofhumansociallifeisdividedintothreebasicelements:work,communicationandpower.Accordingly,thereisinterestintheunderstandingofhumantechnology,practiceandliberationofthethree.[2]vanManen(M.VanManentoHarringtontheory,hasbeendiscussedtoreflectthelevelofteachertheory.[3]ThisarticleattemptstoHabermastheoryandvanManendiscourseanalysisasabasisfortheimplementationofactivitiesinthenurseryleveltoreflectthetheoreticalframework.(AtechnicalreflectionPreschoolteachersintechnicalreflection,thecoreistryingtofindamoreeconomical,moreefficientwaytoachievethedesiredgoals,whiletheemphasisonthemeansandresultsofcareisfarbetterthanthevalueofquestioningifthedirectapplicationoftechnicalrationalityastheepistemologicalbasisandproduceaseriesofeducationaltheory,principles,methodsandtechniquescanpromotethekindergartencurriculumdevelopmentprogramstoachievethedesiredgoal.Thusappearsthatknowledgemustbepresentedintheformofpropositions,is3technology-orientedforreflectiononthosewhohopethattheirresearchfoundthatwithconsistentpractice,inquiry-basedlearningforyoungchildrenhaveapositiveeffect.(BpracticalreflectionReflecttheconcernforthepracticalsignificanceofthepracticesituation,theknowledgethateveryoneisaproducer,thatthetechnicalreflectionofeachchoice,curriculumdevelopmentprocessinthevalueofcommitmentwiththeframeworkfortheinterpretationofthe[4]suchreflectionneedtoanalyzeandclarifythecourseofactionintheexperience,meaningandassumptionsreflectthefocalpointis...