Practice Reserch On Reflective Chemical Teaching Of High School

A reflective teaching is a brand-new teaching mode initiated by new curriculum, and the reflective teaching is that a teacher regards the problems encountered in the teaching activities as a studying object. A teacher consciously engages in individual reflection, collective reflection, and exploring and solving problems to achieve reasonable teaching practice and the optimization of teaching state. Reflective teaching requires teacher to examine and analyze the various problems encountered in the process of teaching and educating, and to reflect timely, explore, gain experience, and sum up the work of the gain and loss for found problems explore. Reflective Teaching is the requirement of the current quality of education and high school chemistry for the new curriculum reform. It is one of important factor in teachers’professional growth and self-development. When the intense conflict will happen between new ideas, new textbooks and new teaching methods with the traditional teaching in the implementation of the new curriculum, a teacher should be reflected actively, consciously and deeply in the teaching practice so that teachers’ educational idea and teaching methods could bring a change in the nature, and the new curriculum reform could be truly implemented.This research is based on the sample of students coming from Class5and Class6of Guyang No.1Senior High School. The former is called the experiment class, the latter called the contrast class. Teaching activities in the process of chemical teaching, teachers make reflective teaching run through the experimental class, and teach contrast class with the conventional teaching strategies teaching. After a semester of teaching experiments, two classes of chemical academic achievement was tested and analyzed. The results showed that the experimental class students’ academic performance had improved a lot. And there were some significant changes in learning styles, self-learning ability and motivation. The experimental class students’ academic performance has made great progress in all aspects significantly better than those of classes. Reflective teaching could help teachers to better learn about themselves, understand the students and help teachers to deal with the relationship between "learning to teach" and "learning to learn". Reflective teaching is a core of teachers’ professional development and personal growth.This thesis is composed of five parts:The first part described the reasons of the subject, the significance of this research, research methods and the cause of studying. The second part defined the core concept of reflective teaching at home and abroad. The third part is based on the investigation and analysis for the Guyang High School teachers’ reflective teaching situation. The factors restricting the high school teachers reflect on teaching were identified, and an entry point was found for the chemical reflective teaching. The fourth part was that how chemical reflective teaching, design and implementation were explored through experimental studies. And specific cases of chemical reflective teaching were completed. The fifth part of paper was that the chemistry teacher reflective teaching approach was summarized, an idea of reflective teaching practice for teachers was provided. Finally, the problems and deficiencies in the research were summarized.