Investigation On The Biology Education Practice Teacher’s Teaching Reflection

With implementation of the New Curriculum Reform, demands for teachers graduallyimprove. The gradually mature process of novice teachers has manifested the course ofteachers’ specialized development. Teachers’ career developments based on the teachingreflection also receives more and more attention. The research indicates that teachingreflection refers to the recognition and reflection of teachers on education and teachingpractice and summarizes experience and lessons, thus further raises the level of educationand teaching. Since teaching reflection has always been an effective method of raisingpersonal business level, now many teachers can observe their own success and failurewhich come from their own educational practice, and improve the quality of teachingreflection through education cases, education stories, or the education experience and so on.Teaching reflection is helpful to teachers’ professional development.Scholars concentrate on the theoretical aspect of teaching reflection and most researchcontents are about what teaching reflection should be, but studies on the practice are only afew. Especially studies on the reflection situation of student teachers who are a specialcommunity are extremely rare. Therefore, this research takes biology student teachers asthe object of study, discusses teaching reflection of biology student teachers oncharacteristics of contents, types, levels and modes and attempts to find the influencefactors of teaching reflection. At last the author puts forward several proposals related toteaching reflection to the student teacher. This research indicates that, the biology studentteacher involves a wide range of teaching reflection contents, which mainly manifests inthe teaching aspects. With regard to types of teaching reflection, biology student teachersare inclined to reflect after teaching. On the level of teaching reflection biology studentteachers are mostly technical rational level and practical motion level. In the way ofteaching reflection biology student teachers are apt to collective reflection. Factors whichinfluence student teachers’ teaching reflection include internal factors and external factors.The student teacher holds affirmative attitudes towards teaching reflection and thinksteaching reflection is helpful to the improvement of teaching, but because they lack therelated training and practical experience, resulting their insufficient teaching reflection.Therefore, if normal colleges and universities can strengthen majors’ curriculum oractivities which are related to combination of teaching theories and practice, enrich theirprofessional knowledge and skills related to reflection and encourage students to carry outself-reflection and self-criticism, which will be advantageous to the proceeding of teachingreflection. At the same time, the student teacher is in full of professional knowledge, also wants to pay attention to the cultivation of the reflection ability. They will gradually formsystematic reflection by consulting experts, taking a part in subject research, talking withcolleagues, writing diaries and other forms of reflection, it will be good for theirprofessional development.