A Study Into Teachers And Students Co-writing Reflective Diaries In High School Chemistry Teaching

Based on Professor Zhu Yongxin's New Educational Experiment Theory and under the guidance of meta-cognitive theory and reflective learning theory,this study explores the application of "teachers and students co-writing reflective diaries" in high school chemistry teaching by means of action study,case study,literature study and questionnaire survey.Two rounds of action study were carried out in senior 3 in the second round review as well as in the first term of senior 1.The students' diaries mainly cover the reflection of problem-solving ideas,chemical experiments,summary of unit knowledge,evaluation on examination papers,and learning attitude goals and method,while teacher's diary mainly involves the comparison of examination results,the completion of teaching plans,the reflection after teaching,the interaction between teachers and students,and the innovation of the experiment.The results of the practical experiment show that through the co-writing of the reflective diaries,the reflective consciousness and competence of both teachers and students have been improved separately while the teaching activities have been effectively assisted and learning effect has also got enhanced.