Practical Research On Reflective Teaching Of Chemistry In Senior Middle School

Reflection is not only an inherent requirement for teachers, but also the core of reflective teaching; many teachers not only concern about the development of the theory of reflective teaching, but also actively practice reflective teaching Reflective teaching is a teaching mode advocated by new curriculum standard in high school; reflective teaching advocates solving the problems in teaching and focuses on awakening teachers’ self-awareness, so it possesses particular importance significance to the professional development of teachers.. Today, people generally believe that teachers should be professional personnel that continuously develop their professional knowledge as well as forge their teaching skills, and teachers’ gestures can affect the future of students. So it has practical significance for reflective teaching, it will provide a useful reference for daily teaching and the improvement of their science literacy.This study is based on the mature theory. This research embarks from three aspects, the author make reflective teaching design and applied to the teaching practice according to the students’ learning. The research shows that chemical reflective teaching can better promote the realization of the goal, which can improve students’ chemistry learning state and the professional development of chemistry teacher.Linking with the subject characteristics of chemistry in senior middle school, this study carries through conformity from two aspects of reflective contents and reflective instructional design about reflective teaching in chemistry, at the same time it introduces them into the subject teaching of chemistry. This study use a method of combination of theory and practice, qualitative research and quantitative research, this thesis is divided into five parts in total. The first part is mainly about the background of this research, the raise of issue, the meaning of reflection and reflective teaching, the present situation of the research, research deficiency and the research direction, the research method and plan, the innovation of the research point. The second part is the study of the theory of the reflective teaching, mainly related to the characteristics of reflective teaching, contents, methods, and teaching model. The third part proposes improvement opinions to the chemical model of reflective teaching and mechanism of Chemical reflective teaching. The fourth part is mainly about the reflective teaching cases in high school. The fifth part is the conclusion. Reflective teaching promote the three dimensional goals to achieve; meanwhile, reflective teaching promote the students’ subjectivity and the teachers’ dominant; finally, teachers’ scientific literacy has improved through a semester of reflective teaching.Reflective teaching is one of the teaching methods of common attention in today, which is also an important way to promote the common development of teachers and students; it represents the direction of the education reform under the new social background. This study also provides a new idea for the new chemistry teacher. At the same time it provides a demonstration for students to improve their ability to learning.