A Study On The Difference Of Teaching Reflection Between Novice And Expert Middle School Chemistry Teachers

Teachers' professional development cannot be achieved without teaching reflection.Improving novice chemistry teachers' teaching reflection ability is of great significance to promote their rapid growth.In order to find out good countermeasures,this paper focuses on the differences between novice and expert chemistry teachers' teaching reflection ability,hoping to get some inspiration from them.This paper is mainly divided into five parts:Part ?:This paper states some objective reasons and needs of choosing this topic,and the significance of studying this topic,also summarizes the current research situation of this topic?Part ?:Mainly a review of relevant literature.This part defines several concepts related to teaching reflection and the concepts of novice and expert teachers,it also briefly describes the theoretical basis of researching the subjectPart ?:Questionnaire survey and data analysis.Delineates the dimensions of teaching reflection ability and lays the theoretical foundation for the subsequent survey study.By investigating the current situation of novice and expert chemistry teachers'teaching reflection ability,comparing the data,and analyzing the differences between these two types of teachers in each dimension of teaching reflection ability,we tentatively concluded that expert chemistry teachers have strong teaching reflection ability,and novice chemistry teachers have weak teaching reflection ability in other aspects,except for a good sense of teaching reflection.Part ?:Case studies.In order to more accurately understand the differences in the teaching reflection abilities of the two types of teachers,interviews and case studies were conducted with an expert chemistry teacher and a novice chemistry teacher,respectively.It was found that the novice chemistry teachers' weak and slow development of teaching reflection ability was not only due to their own subjective reasons,but also due to some objective factors that seriously restricted the improvement of their teaching reflection ability.Part ?:Conclusion and Countermeasures.The results of the questionnaire data,case studies and interviews are synthesized to draw conclusions about this study and to propose some practical measures that can help novice chemistry teachers improve their teaching reflection ability,such as:providing one-to-one precise help to novice teachers;incorporating teaching reflection into the regular work of preparation group teaching seminars;and learning to conduct regular training.Finally,the problems and shortcomings of this study are summarized.According to the research results,expert chemistry teachers' teaching reflection ability is better than the novice.And it's necessary to improve novice teacher's reflection ability.In addition to some personal subjective factors,there are some objective factors which can not be underestimated,and the hindrance influence of these objective factors should also not be ignored.Therefore,the development of the novice teachers should not only be their own obligations but also the school's responsibility.The growth of the novice teachers shall be guaranteed by the design of the system of teachers.