| With the rapid development of science and technology, culture and other fields in our country, people’s knowledge and ideas have achieved more development,especially for growing children in the current era. They can learn knowledge through various ways and gain experience, thus at the present , the students are not only clever but also well-informed, obviously the traditional teaching methods have some limitations for students in the new era. In order to adapt to the trend of development and the characteristics of contemporary students in recent years,China’s Ministry of Education proposed and implemented a new cycle of curriculum reform of basic education, the new concept of education pays more attention to the cultivation of students’ potentials. Reflective teaching is a new teaching mode which originated in Europe and the United States in the 1980s, and it has been payed more and more attention by the educational circles of our country.On the bases of the relevant literature, the researchers read it on reflective teaching, the domestic and foreign relevant research background, and the theoretical basis for a comprehensive understanding of the reference, which is referenced by Dewey, Xiong Chuanwu etc. The researchers design the teaching reflection of middle school biology curriculum operation mode and implementation strategy which is from educator theory combined with their own teaching experience.The samples were collected from Grade Seven students of Tianjin Beichen Experimental Middle School, and randomly selected two classes as the experimental class and the comparing class. The comparing class uses the traditional teaching methods, but the experimental class adopts reflective teaching mode. The experimental school year study was founded in reflective teaching mode, the students’ learning interest learning scores and self efficacy can be significantly improved by the reflective teaching mode, and the students in the experimental class and the comparing class students in biology have made differences in the three aspects. Preliminary results show that: Firstly, the biology experiment class students’ interest in learning and the comparing class have improved markedly, there was significant difference (P<0.01), shows that reflective teaching method can improve the students’ learning interest in biology.Secondly, comparing the experimental class students’ biology exam scores with the students in the comparing class the obvious progress, the experimental class average score reached 88. 757 points, there was significant difference (P<0. 05).The result shows that reflective teaching can help students improve their learning achievement. But in the analysis of the experimental class of different levels of students’ scores , the scores of reflective teaching on top students and average students have improved, and there were significant differences between them(P<0. 05). However, there was no significant difference between the underachievers in the experiment (P>0. 05). It shows that the improvement of the performance of the underachievers should be further studied. In the aspect of students’ learning self-efficacy, the result of the experimental class is much better than the comparing class (P<0. 01). The result shows that the influence of reflective teaching mode that has been made to self-efficacy of junior school students is more noticeable.The conclusion of the study is that it is effective and feasible to carry out reflective teaching about biology teaching in junior high school. Teachers in the teaching of reflective teaching model can significantly improve the students’interest in learning and improve their academic level, enhance students’self-efficacy. It is expected that this research can provide valuable reference for biology teachers in junior high school. |
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