The Commonness And Individuality Of Special-grade Biology Teachers Of Secondary School

Special-grade teachers in our country are unique honor titles to commend outstanding teachers, and their commonness makes them become the flags of China's education reform. Their individuality accomplishes respectively unique teaching charm, especially when it comes to the secondary school biology teaching. Summing up these special-grade teachers'commonness and individuality possess undoubtedly prodigious affect and exemplar role to incumbent biology teachers.This study takes 20 special-grade biology teachers of secondary school as research objects, by virtue of literature, comparative analysis, induce synthesis and the interview method, analyzing the former research background and status quo, and on this basis, comparing and analyzing their commonness and individuality, and generalizing the factors of begetting the commonness and individuality.This dissertation is divided into five parts. The first part mainly analyzes the research background and the status quo of the biology special-grade teachers of secondary school, introduces briefly the relevant foreign situation, expounds the purpose and significance of this research, analyzes the current problems and deficiencies of researches in our country, and determines research approaches. The second part introduces the basis of the choice of research objectes, clearly differentiating three historical periods of 20 separately special-grade biology teachers for comparison and analysis. The third part is the main research focus, expatiating on the basic situation of each teacher for summarizing the commonness and individuality. The fourth part, combing the different sides of the special-grade biology teachers, by comparison, induction and generalization, from the inner qualities to outward personality charm, extracts commonness such as opulent professional emotion, craving for all kinds of knowledge, masterly teaching ability, etc, aggregating six aspects, and individuality such as various life experiences, teaching forte, and academic accomplishments, etc, all of which to be separately elaborated on, and then, by deeper mining the formative factors of these commonness and individuality, analyzes important roles of these factors in the special-grade biology teachers'growth. The fifth part, after a series of discussions and analyses, presents the conclusions and enlightenments, hoping them to offer consult and reference to large incumbent biology teachers.As the commonness and individuality of the 20 special-grade biology teachers of secondary school are summarized and concluded, the author hopes, from no matter theoretical or practical level, to promote ascension of the biology teachers' professional accomplishments, and to provide a reference platform for biology teachers, and thus to expedite the incessant emergence of neophytes.