Research On The Pre-service Biology Teachers’ Reflective Ability Of Instructional Design

In today’s world,the ability to reflect has become the distinctive feature of teachers needed in the new era.The strength and weakness of reflection determine the level of professionalism of teachers.At present,the cultivation of foreign reflective teachers has gradually infiltrated pre-service teachers,and domestic research on reflective skills has focused on on-the-job teachers.There is a serious lack of research on pre-service teachers’ reflexivity,and the pre-service teachers ’ teaching ability is not satisfactory.Simulate teaching activities and explore the reflective features of pre-service biology teachers’ teaching design.This paper uses literature,questionnaires,interviews,case studies and other research methods on the basis of research on domestic and foreign reflective ability and pre-service teachers’ teaching design ability,and provides free students in grade 3 of the Normal University School of Life at Shanxi Normal University.For the study.The survey distributed two questionnaires.The first survey focused on the development of pre-service biology teachers’ teaching reflection ability through the three dimensions of pre-service teacher’s teaching rethinking consciousness,teaching reflection approach,and teaching reflection content.The reissuance of questionnaires focused on reflections on the various elements of instructional design.At the same time,combined with case studies on instructional design,the characteristics of pre-service biology teachers’ instructional design reflection ability were revealed.Through research,it is found that the pre-service biology teacher’s teaching reflection ability is in a state of development and change.The concrete results are as follows: 1 The pre-service biology teacher’s reflection consciousness gradually transitions from the unconscious reflection to the active reflection.There was a significant difference in the teaching rethinking awareness of pre-service Biology teachers before and after practice(P<0.05);2 The teaching rethinking methods of Pre-service Biology teachers varied significantly from singleness to diversification.The way of teaching reflection has undergone a very significant change(P<0.001);3 The content of reflection has penetrated from theoverall level of understanding to the detailed level.Through data analysis and case analysis,the reflection ability of pre-service biology teacher’s teaching design basically belongs to the level of technical reflection.The specific characteristics include the following four aspects:(1)The intuitive presentation of classroom content is interesting.The data shows that pre-service biology teachers have a high degree of reflection on teaching events,with an average of 3.81,and relatively low attention to non-intuitive presentations such as teaching materials analysis,teaching methods,learner analysis,etc.,mainly because pre-service teachers think that It is the beginning of the class and it must be interesting to cause students to think.2 Teaching design is systematic,logical and aesthetic.3 The accuracy of subject knowledge.Teaching is rigorous,and the explanation of knowledge is the most important aspect of instructional design.4 The compatibility of language,movement and expression.The pre-service biology teacher’s rostrum,the conversion of students from the role of the teacher,the affinity of language,the natural exposition of movements,and the sense of pride of the instrument are the reflections of pre-service biology teachers.Through questionnaires and interviews,we can understand the importance of pre-service teachers’ teaching reflection on teaching design.However,there are many factors that limit the ability of pre-service teachers to reflect on their teaching design.Specific factors are as follows: Not enough.2 Lack of professional teachers’ correct guidance on reflection.3 Very few experienced elementary and middle school teachers are invited to open lectures.Class 4held less lectures and activities.Through the analysis of the survey results,the following points are proposed in response to the current status and existing deficiencies of pre-service biology teachers’ instructional design reflection capabilities:(1)To promote multiple reflective approaches and cultivate reflective awareness.Pre-service teachers write reflective diaries,watch excellent teaching videos,attend excellent teacher lectures,etc.,help pre-service teachers take the initiative to reflect and form reflective habits.2 Schools provide a variety of practical opportunities to provide pre-service teachers with a source of reflection.3 normal colleges and universities arrange courses to provide sufficient reflection time.