Practical Research On Reflective Teaching Of Chemistry In Senior High School

Under the background of new curriculum reform,It is a new mission for teachers to the innovate the education theories.In recent years,the reflective teaching has a gradual influence on teachers.However,it is clear that teachers’ reflection about teaching hasn’t been strengthened enough,so their teaching ideas and means haven’t changed thoroughly.Facing all these problems and the teaching theory reform,teachers should explore how to use the reflective teaching as an effective way to improve the teaching level and quality.Therefore,as a high school chemistry teacher,conducting a research on reflective teaching practice in the chemistry class is one of the good ways to explore how to combine "learn to teach" and "learn to learn" together.After this research,both teachers can have more understanding about reflective teaching as well as improving the teaching quality and students can have better learning state and grades.However,in view of the current situation,there are a few practical researches on applying reflective teaching to high school chemistry teaching,so it is significant to carry out the practical research.Therefore,this paper,taking the teachers and students of Nanbai Middle School in Zunyi City as the research object,uses various research methods,such as literature research method,classroom observation method and questionnaire survey method to carry out qualitative and quantitative research on the practice of reflective teaching in high school chemistry class.Firstly,based on the research at home and abroad,this paper defines the relevant concepts of reflective teaching,explains meta-cognition theory and the pedagogy of constructivism theory,and analyzes the reflective teaching model.Secondly,the current situation of using reflective teaching are investigated by questionnaires,and then the causes of non-ideal teaching effect are analyzed based on the survey data.Next,on the basis of the principles,contents and methods of reflective teaching design,the reflective teaching model is constructed.Then,many detailed teaching cases and periods are listed in order to enrich the examples of reflective teaching in the field of chemistry teaching and research.Finally,in order to test the rationality of the research,the author qualitatively analyzes whether the practice has reached the expected goal through interviews and quantitatively analyzes the practical effect.After the research,the conclusion is that the reflective teaching model can not only achieve the expected teaching goal,but also make the class teaching more effective.Besides,the reflective teaching can be more suitable for students learning,provide more space for teachers to innovate,refresh teaching ideas,create personalized teaching materials,and establish a sustainable professional growing model.This paper further discusses the suggestions and inspirations of using reflective teaching in high school chemistry teaching,hoping to provide reference and help to other teachers and researchers.