| How to improve the teaching quality of biology in high school has become an important issue in the curriculum reform. Reflective teaching, a teaching model combining the teaching theory and teaching practice, is of great importance to improve the teaching quality, with exploration, breaking through the basic education curriculum reform and development of biological teaching and students' inherent problems as the starting point, which pursues the teaching process-driven optimization, combines "learning to teach" and "learning to learn". Meanwhile, reflective teaching is a process to transform the biology teachers from the empirical pattern to scholarly.The second chapter probes into the necessity of implementation of reflective teaching in high school. According to the teaching theory, it investigates the rationality of reflective teaching from the following three perspectives:the subjects, teaching aim and teaching tool. On the basis of theories concerning reflective teaching and questions inquiring teaching home and abroad, via the method of combining theoretical research and action research, the third chapter puts forward the class teaching model of "Reflective Questions Exploring". This part focuses on its pre-class preparation, classroom teaching and after-school reflection, evaluates the model from the aspects of teaching procedure and teaching effect. The fourth chapter analyses the teaching cases in high school class under the theory of reflective teaching. "Reflective Questions Exploring" can promote teachers to form the habit of reflection, enhance teachers' teaching ability and competence, gradually convert the teachers to scholar-teacher and improve students'learning capacity. The fifth chapter reflects on the reflective teaching in high school, and it is found that the reflective teaching still needs investigation, further research and practice. |
