A Study On The Theory And Practice Of High School Biology Teacher 's Teaching Reflection

Students are the main body of the class, the teacher is the classroom leading. Along withthe new curriculum reform, new teaching idea, teaching goal put forward higher requirementsto teachers, teachers’ professional development and self growth imminent. Reflective teachingin Teachers’ professional development and the necessary way to enhance the teaching quality,has gradually attracted the great attention of educational circles. From the perspective ofliterature, theory, the concept of reflection on teaching methods, meaning, influence factors areresearch and describe the detailed, but these researches is from the level of teachers, theoreticalstudy and practical exploration, less. In addition, the reflection on the research of the universalteaching more, to specific disciplines, the concrete situation of teaching reflection research less,which also caused from the theory and practice of the phenomenon. Therefore, this study aimsto provide some theoretical guidance for solving some problems existing in the teaching of highschool biology teachers reflective process.This paper is divided into six parts:The first part, questions are asked. Discusses the research basis.The second part, research summary. Connotation three aspects separately from thedomestic and foreign research present situation, the significance and the method, elaborated theteaching reflection research.The third part, current situation investigation. Present situation of using the method ofquestionnaire survey and interview method to examine the teaching reflection and analyzed theresults, summarized the problems existing in teaching reflection.The fourth part, the theoretical research of high school biology teachers teaching reflection.In detail elaborated the teaching reflection principle, time, contents and ways.The fifth part, the practice of high school biology teachers teaching reflection. Combinedwith the specific case of teaching reflection concerns the elaboration from the level of students.The sixth part, conclusion and deficiency.This study used literature method, questionnaire survey, individual interview combined, inthe situation on the basis of present situation, proposed the implementation strategy of highschool biology teachers teaching reflection from two aspects of theory and practice. Teachers should be in line with the principle of voluntary, multi ways of teaching reflection timeeffectively, improve teaching quality, promote the comprehensive development of students,promote their growth and professional development.