Application Research Of Reflective Teaching For Senior Middle School Chemistry

With the development of educational reform,and in order to meet the needs of social development,it is urgent that teachers nowadays are faced with a shift from the traditional teaching staff to the new one with both originality and academic enquiry.To help teachers ease the transition,the idea of “reflective teaching” can provides feasible methods and ideas for teachers.With the theory of reflective teaching as a guideline,it aims to require teachers to find problems,to explore the problem,and to solve the problem in the teaching process.Through the practice,we can make our teaching more scientific so that promote the creative activities of teachers,and give teachers the ability of sustainable development.Chinese chemical educators have long recognized the importance of reflective teaching.On the one hand,teachers’ reflective can make the teaching practice become more and more rational,on the other hand,reflection can help them find problems in their teaching process,enhance the sense of responsibility of teachers.However,there are many problems in the previous studies.The author find that the relevant research focused on teachers’ role,and paid less attention to another important factor,students.The previous researchers concentrated on theoretical study,these problems are more prominent in our country.I hope to put forward helpful advices to colleagues through my practice of reflective teaching theory.Form theory to practice,the paper mainly explores the application of reflective teaching in senior high school chemistry teaching.The theoretical research mainly includes the background of the research,the importance of the reflective teaching,the characteristics and types of the reflective practice.According to the present teaching situation,and the teachers and students are randomly questioned investigation and interviewed,the statistics shows most students do not attach great importance to reflection or have no reflection of consciousness.The author analyzes the reasons for the students’ understanding of the current situation of reflection,and puts forward some suggestions on how to cultivate students’ reflection consciousness.Teachers do not fully understand the theory of reflective teaching,but there is no practical action after some teachers reflect.The main reasons for this include the external factors and internal factors.Based on the specific practices in my school,I put forward practices solution.Finally I put the theory into the actual teaching case,We must do as follows: reflect before class,reflect in class and reflect after class.We have various forms of practice,including teaching preparation in team teaching reflection,classroom video,teaching and research group leader assessment.The last part is our conclusion and outlook about reflective teaching.Research and practice results show that strengthening the teachers’ study of reflective teaching and improving their understanding of reflective teaching have a positive effect on improving the quality of teaching and changing teaching methods.In the teaching practice,teachers not only learn to teach and learn but also make students learn to learn on their own.Eventually,students gradually transfrom a passive knowledge receivers to active learning explorers.In addition to,it also can strengthen the teachers’ reflective consciousness.During the teaching process,we can not ignore the cultivation of students’ reflective consciousness.The rational combination of the two aspects can not only improve the professional quality and teaching level of teachers,but also promote the relationship between teachers and students,making teachers and students develop and progress rapidly together,thus our teaching process will become more reasonable,effective and scientific.