A Study On Teaching Reflection Level And Influencing Factors Of Novice And Expert Chemistry Teachers In High School

Teaching reflection is an important way for teachers’ professional development.In the context of the new "literacy-based" era,it is important to study the level of teaching reflection of high school chemistry teachers to implement the core literacy of chemistry,to realize the integration of teaching,learning and assessment,and to promote teachers’professional development.Based on this,this study constructed the evaluation index system of high school chemistry teachers’ teaching reflection level,and on this basis,combining with the high school chemistry compulsory second volume of the second quarter "chemical reaction rate and the limit of relevant content for high school chemistry teachers’ teaching reflection level evaluation questionnaire,questionnaire and interview outline,six on the teachers’ teaching reflection levels and influencing factors of case study,That is to evaluate,analyze and compare the teaching reflection level of the research object,excavate the influencing factors behind the status quo and characteristics of teaching reflection level,and put forward countermeasures to improve the teaching reflection level of high school chemistry teachers.The study contains the following parts:Chapters 1,2 and 3 are the theoretical research part,which clarifies the background of the study and the current situation of domestic and international research,thus defining the purpose and significance of the study,and defining the concepts of teaching reflection,teaching reflection level,novice chemistry teachers and expert chemistry teachers on this basis.The focus of the theoretical research section is the construction of indicators for evaluating the teaching reflection level of high school chemistry teachers,which contains 4 dimensions and 13 indicators.The empirical study found that there was room for improvement in the level of reflection of both types of teachers,but in general,the level of reflection of expert high school chemistry teachers was better than that of novice teachers;the process of reflection of expert teachers needed to be strengthened;and the motivation needed to be further explored to improve the level of reflection of teaching.After analyzing and comparing the teaching reflection levels of three novice teachers and expert teachers,we further analyzed and summarized the factors affecting the teaching reflection levels of the two types of teachers,and on this basis,we proposed countermeasures to improve the teaching reflection levels of high school chemistry teachers in four areas:personal,external,practical,and results,in order to provide reference for promoting the professional development of high school chemistry teachers.In the personal domain:(1)to enhance the awareness of teaching reflection through multiple ways and methods;(2)to look at the constraints of teachers’ teaching reflection dialectically;(3)to examine the purpose of teaching reflection and the process of reflection through practice.In the external sphere:(1)grasp teachers to reduce the burden and give them sufficient time for teaching reflection;(2)grasp school-based teaching and research,and carry out reflective teaching and research with the integration of teaching and evaluation;(3)grasp improving conditions to provide action plans to guarantee teachers’ teaching reflection;(4)grasp learning and training to strengthen policy support and services for reflective teacher training.In the area of practice:(1)to help teachers to lead in teaching and research;(2)to improve the ability of teaching reflection based on the diagnosis of the learning situation with a student-centered approach.In the area of results:(1)to establish a benchmark for teaching reflection of novice high school chemistry teachers;(2)to carry out value-added reflective evaluation based on "literacy-based" practices.