Practical Research On Reflective Teaching Of Biology Experiment In Senior School

Biology is a discipline which is based on observation and experiment,and the experiment is the soul of Biology Sciences.How to improve the teaching quality of Biology experiment in senior high school has become a hot topic in the Biology curriculum reform.Not only reflective teaching can improve the quality of teaching,but also promote the teachers' professional development.So reflective teaching research has important theoretical value and practical value.This thesis mainly studied the reflective teaching of biology experiment in senior school from four aspects:Firstly,through studying and analyzing some related literature and materials,the author summarized the domestic and foreign research situation,theoretical basis,the characteristics and significance,and tried to put forward the view of the meaning of reflective teaching,which is considered to be the comprehensive performance of implicit thinking and explicit practice.Reflective teaching is a teaching model combining teachers' teaching and students' learning,it refers that teachers are as the main teaching part,the teaching theory,teaching activities,teaching experience of others and the significance of social ethics are as the main cognitive objects,which are to be reviewed actively,persistently and carefully in a critical way,thus the rationalization of the teaching practice and teachers professional development are promoting.Secondly,in order to know the present situation of reflective teaching of biology experiment in senior school,a self-designed questionnaire was used to investigate among 132 biology teachers from 15 high schools in Guangzhou.The results show that 89.39 percent of teachers have a strong sense of reflection;78.79 percent of teachers understand well about the cognition of reflective teaching;79 percent of teachers are able to carry out the reflective teaching work actively no matter before the class or in the class or after the class;and the reflective lever of teaching value,teaching practice and teaching environment are high in general.Teachers with different teaching age,education background,professional title and school type have some differences in the cognition,content,level,type and strategy of reflective teaching.But there are still some problems,for example,7.57 percent teachers' understanding of knowledge value are one-sided;only 9.09 percent of teachers could carry out action research so that the way and the methods they used are too single;moreover,the development of reflective lever were restricted because of the reflective system and the atmosphere in school and the limited knowledge and strategies that biology teachers got.Thirdly,according to the current situation,the author put forward the countermeasures to improve the reflective teaching ability of biology teachers in experiment teaching.On one hand,schools and society should create a good environment and atmosphere,improve the relevant system,develop effective teacher training,and create favorable conditions for teachers to implement reflective teaching.On the other hand,teachers should have the consciousness of reflection,strengthen and accumulate the professional knowledge,pedagogical knowledge and practical knowledge,and also use reflective teaching strategies flexibly to improve the quality of biological teaching.Fourthly,the author made use of the opportunity of educational practice to carry out the comparative study on the routine teaching and reflective teaching in Biology experimental class.The conclusions show that reflective teaching strategy is feasible and effective.Not only reflective teaching could improve students' enthusiasm to learn biological experiments significantly;but also improve students' ability to analyze problems,solve problems and innovate experiments.And it is also able to improve students' academic achievement effectively except improving their interest in learning biology experiments.