Research On Teaching Reflection Of Chemistry Teacher Based On "the Heterogeneous Forms For The Same Subject" In Senior High School

Teaching reflection is one of effective approaches to promote teacher speciali-zation development.Evaluating the teaching reflection based on well implementation of “the heterogeneous forms for the same subject” can further enlighten and improve the personal reflection experience of teacher’s in collective communication and collision.Furthermore,the more compact the project is,the more effective the evaluation is,the deeper the reflection is,the more remarkable the effect is.And teaching reflection is able to effectively promote personal professional development of teacher’s in the future teaching practice.This paper adopts the research method of combination of quantization and dematerialization.Firstly,the individual case of “the heterogeneous forms for the same subject” in the school is used to analyze the reflection situation of chemistry teacher of regular high school;secondly,the paper centralizes the teaching reflection after activity of “heterogeneous forms for the same subject”,and one effective questionnaire based on the teaching reflection of “the heterogeneous forms for the same subject” of chemistry teacher of high school is formed by referring to existing questionnaire.And the project makes an implementation of questionnaire for chemistry teachers of seven high schools in Longnan City to understand the cognition and development of teaching reflection based on “the heterogeneous forms for the same subject”;thirdly,the paper compares the two results to analyze the similarity,and put forward the feasible proposals regarding specific reflection on one class by means of teaching reflection based on “the heterogeneous forms for the same subject” by chemistry teacher of high school.Three conclusions has been proposed in this project: Firstly,the satisfaction and degree of participation of chemistry teacher for high school to activity of “the heterogeneous forms for the same subject” is relatively high;Secondly,the teaching reflection of chemistry teacher for high school has a certain foundation,but is lack of subsequent theoretical guidance,still staying in low level,with relative single way of reflection;Thirdly,most of teachers are able to be aware of the importance of teaching reflection based on “the heterogeneous forms for the same subject”,but they are unable to publicly communicate about teaching issues.Fourthly,the teaching reflection of senior high school chemistry teachers based on “the heterogeneous forms for the same subject” can be carried out from three levels,individual reflection before class evaluation,collective reflection in class and individual reflection after class.The project tries to investigate five steps such as introduction to new class,experiment,breakthrough of key and hard points,interaction of teachers and students,as well as the brief summary of class,so as to provide method of teaching reflection for one new class,enlightening chemistry teachers of high school.Additionally,the paper proposes the countermeasures and suggestions regarding enhancing evaluation effect in the respects of campus communication cultural construction,evaluative class guidance,self development of teacher’s,as well as“the heterogeneous forms for the same subject”activity.