本文在质的研究方法的基础上，采用了个案研究法和反思日记法，通过对个案中新手教师的23篇教学反思日记的分析，旨在揭示教学反思和对外汉语新手教师专业成长之间的关系。 论文首先明确了研究的背景、意义、内容和方法，并对相关概念进行了界定和说明，教学反思的方式有很多，结合本研究的实际情况，为了对研究问题做出更合理的解释性说明，本文详细介绍了教学反思日记，教学反思日记为教师开展研究收集了丰富的一手资料。其次，在选取的较能全面回答研究问题的个案基础上，从教学设计和课堂实施两大方面，研究新手教师反思前后在理念和行动上的改变，从而为其他新手教师的反思提供角度和可资借鉴的建议。最后，研究结果表明，教学反思是教师凭借自身努力成为更加积极自觉和优秀熟练的专业人员的一种有效的途径，它改变了长期以来教学和研究分离的局面，教师不仅是教学活动的参与者，更成为教学活动的研究者，为教师专业的持续发展提供了可能。教学反思好处虽多，但是也还存在着一些问题，笔者从自身实践中认识到由于缺乏理论的指导和与他人的交流，致使很多问题的剖析和解释都未能深入，因此针对这些问题，提出了教师应加强自身理论学习，开通与其他教师的交流渠道等建议。

Based on qualitative methodology, this research selected a novice teacher as a case study and analyzed the teacher’s 23 reflective teaching diaries which were emerged as being important references, in order to investigate the relationship between teaching reflection and professional development of novice teachers . First, the article explained the background, significance, contents and methods of the study, in addition, defined some of the important concepts. There are many reflective strategies, but integrated with the practical situation of this study, in order to get more reasonable explanations for the questions, the research mainly introduced the reflective teaching diary that helped teachers collect a great amount of first-hand information. Second, from teaching design and classroom operation, observed changes of teacher both in thoughts and behaviors before and after reflection, thus provided perspectives and valuable suggestions for other novice teachers’ reflection. Last, the research results proved that teaching reflection is an efficient way for teachers taking effort to become more conscious and excellent professional. Teaching reflection changed the long-existing separation of teaching and researching. Teachers not only are the participants, but also the researchers of teaching activities. Although teaching reflection has a lot of advantages, there still exists some problems, author realized through her own practices that lack of guidance of theories and communication with colleagues caused inadequate analysis and explanation of problems. In response to these problems, she proposed several solutions, for example, teachers should strengthen the learning of relevant theories and communication with others.