Research On Biology Reflective Teaching In High School Under The New Curriculum

Reflective teaching is a process that teachers continue to make rationally thinking and studytheir own behavior in reappearing way, and reflect the teaching process using the teaching purpose toguide the teaching process, and finally select the appropriate teaching methods. It will supply the basefor deeply reforming biological teaching and implementing reflective teaching in high school under thebackground of new curriculum standards. It is very important to achieve “learning how to teach” forteachers and “learning how to learn” for students in teaching activities.The purpose of this study is to investigate the practical significance of reflective teachingunder the new biological curriculum standards in high school, to provide a reference for the biologyteachers to perform teaching reasonably, and to lay the foundation for the implementation of reflectiveteaching in high school.This study was carried out in combing theory and practice. Firstly, reflective teachingresearches at domestic and abroad were summarized to understand the importance, necessity andpossibility of the implementation of reflective teaching, and the reflective biological teaching biologymodel was constructed in high school. Secondly, reflective teaching practice was carried out accordingto the model and relevant theories in four classes of Grade one in Luohe No.1high school. Theteachers and students were investigated respectively using questionnaire survey, individual interviewsand student’s score analyses to evaluate the reflective teaching. Finally, the suggestions were providedto improve the implementation of reflective teaching in order to promote the process of the newcurriculum reform.The scores of the students to attend the reflective teaching practice in final biology examwere statistically analyzed, and the results showed that significant difference appeared between theexperimental class6and the control class8, highly significant difference between the experimentalgroup (class5and7) and the control (class8). Compared with the control, the biological scores ofthree experimental classes showed a significant difference for tests hold after experimental activitieswere over. The biological academic achievement and practical ability of students in the experimental class have been improved obviously, and lots of changes of students in their learning interest, attitude,style have taken place, and the comprehensive quality of students has been greatly improved.The main research achievements in this study were:(1) to define the meaning of biologyreflective teaching in student education;(2) to establish a reflective teaching model of biology;(3) torealize that the practice of biology reflective teaching can improve the overall quality of students, andpromote the professional development of teachers.