Chemistry Teachers’ Reflection Of High School Under The New Curriculum Ideas

In this dissertation, we discuss teaching reflection upon high school chemistry teachers from both theoretical and practical aspects. In the theoretical part, we comb the interaction among the teaching reflection, the new curriculum reform and teachers’ professional development, and then we summarize the origin, the development, the theoretical base, the types, the characteristics and the content of teaching reflection. In the practiced research part, we analyze the problems and reasons in high school teachers’ teaching reflection with the questionnaires and interview methods, and then we conduct a case study upon a high school chemistry reflective teacher. At last, combining the chemical teaching case, we afford our methods and suggestions about high school chemistry teachers’ teaching reflection.There will be seven parts in this research.In the first part, we introduce the research background, purpose, significance and content. The first part leads the research direction.In the second part, we review the origin and development of teaching reflection, and then expatiate teaching reflection theoretical base, types, characteristics and content from pedagogy and psychology aspects.In the third part, on the basis of reviewing domestic and foreign teaching reflection theoretical standpoints with the literature, questionnaires, interviewing expert and statistics methods, we carry on the questionnaire survey of105chemistry teachers from10high schools in Hubei province. We profoundly study the teaching reflection block, methods, contents, level and the influential factors, and then we put on the basic conclusions of this thesis:Firstly, the main reason blocking the high school chemistry teachers’ teaching reflection is the time limitation, high survival pressure and the current evaluating standard.Secondly, the reason affecting the high school chemistry teachers’ teaching reflection is the teaching position and age.In the fourth part, we profoundly analyze the problems high school chemistry teachers facing in the process of their teaching reflection. Then we provide strategies from both subjective and objective aspects.In the fifth part, on the basis of long-term observation and interview, we conduct a case study upon a high school chemistry reflective teacher. In this part, we discuss the significance of educational notions, problem consciousness, teaching practice, knowledge structure, research ability and self-efficacy to teachers’professional development. The work of this thesis is conducted in order to afford a kind of model case to high school chemistry teachers’ professional development.In the sixth part, we discuss the cases of high school chemistry teachers’teaching reflection combining my personal experience, and then list cases of experiential reflection, lesson planning reflection, action research reflection and teaching cases reflection.In the seventh part, we conclude the results of this research, find out the limitation and the shortages, and then take a glance of the future research.