Research On The Status Of Teaching Reflection Of High School Biology Teachers

Education is the general plan of the Party and the state,teachers are considered to be the first resource of education,carrying the historical mission of cultivating talents for the Party and the country.The professional development of teachers plays a decisive role in the development of students and education.Teaching reflection,as one of the significant ways for teachers' professional development,has an important role in improving the quality of education.However,there is not much literature about the teaching reflection of senior high school biology teachers,and there are many problems in current the teaching reflection of teachers in our country,so it needs further research and improvement.This article took the high school biology teacher group as the research object and used field interviews and questionnaires to analyze the current status of current high school biology teacher teaching reflection.Then I used multiple methods such as frequency analysis and non-parametric chi-square test to collect and analyze the results of 220 questionnaire data.The results of the cognitive,time,approach,content,motivation and harvest of high school biology teachers' teaching reflection and the influence of school factors on teachers' teaching reflection were six major results.The content of the module was combed and analyzed,and it expounded the status of teaching reflection of high school biology teachers and the school's viewed on teaching reflection from multiple angles and in all aspects.The result of this study shows that high school biology teachers have sufficient knowledge of teaching reflection,but lack of time for teaching reflection and are accustomed to post-teaching reflection;There are various ways of teaching reflection,but they have obvious personal preferences in specific use;The content of teaching reflection is superficial,and the level of reflection is not high.The school does not pay much attention to teaching reflection,the atmosphere of teaching reflection among teachers is weak,and the school-based training content presents formal characteristics.The school factors have a greater impact on the teaching reflection of high school biology teachers.Based on the results obtained above,this paper put forward corresponding improvements and suggestions from the following three aspects:the school must clarify the teachers'problems and carry out targeted school-based training;And then the school should strengthen the communication of colleagues and create a good atmosphere of teaching reflection;The last is the establishment of a developmental evaluation system in schools to promote teachers' teaching reflection.The high school biology teachers should establish the scientific concept of teaching reflection and enhance teaching reflection consciousness;then they need to actively participate in the teaching reflection process and explore multiple ways of teaching reflection;More importantly,they ought to review the reflection results and raise the level of teaching reflection.The society must reduce teachers' burdens and ensure time for reflection;it should perfect the mechanism of reflective supervision,and optimize the construction of reflective teachers.