| As the startup of the high school new curriculum reform, along with the development of the teacher vocational request, the reflective teaching has attracted the attention of the researchers and the practitioner. The high school biology new curriculum reform has challenged the original curriculum and the teaching tradition by the brand-new idea. As the curriculum reformer, how to renew our own education teaching idea? How to change our own education teaching behavior and how to hold the opportunity to meet the challenge? All are worth pondering questions.This essay summarizes the practice of the author's reflective teaching, and reveals substantial questions of putting reflective teaching in practice in the basic education of the high school biology. It offers high school biology teachers a mode which tells how to grasp the theoretic of reflection, train the reflective ability and improve the level of reflection.Guided by the reflective teaching theory, this essay explains how to design the reflective teaching according to the new curriculum's teaching method, goal, content and evaluation. I have carried on the practice for a year, combining the characteristic of high school biology teaching, the essay concludes the basic types of reflective teaching practice in pre-course reflection, while-course reflection and post-course reflection. After a year's teaching practice, I can see that it can not only enhance the students'interest of study and also improve the students'attitudes towards study, but also promote the teachers'development and their teaching ability.Combining current teaching practice, this essay collects applications of reflective teaching in my teaching practice and states my thoughts on reflective teaching in biology so as to provide support for more appropriate reflective teaching. I hope my essay can offer any reference to teachers and we can grow into exploring type of teachers to meet the need of professional teaching. |
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