| Middle school education stage of the biology course teaching to make students obtain basic knowledge of biology,and can realize biologist holdings in the process of research ideas and the ideas and methods to solve the problem.Students of biological study in the classroom and outside the classroom,not only affect the students to learn biology in addition to intelligence factors and non-intelligence factors(learning atmosphere and life experiences,habits,etc.).This requires that biology teachers should not only have professional subject knowledge and rich life experience,but also pay attention to the actual situation of students and carry out targeted teaching activities.Based on the identity under the premise of recessive hierarchical teaching advantages,through the questionnaire survey,interviews,classroom observations,understand the novice,skilled and expert teachers recessive hierarchical teaching present situation,analyzing the characteristics of the different development stages of teachers' recessive hierarchical teaching and effect,in order to promote school reform and perfect to continue at the different stages of professional development of teachers effective training,help teachers themselves independently to improve teaching level,to promote professional development of teachers.Were reviewed in this study teachers in different stages of development theory and the recessive hierarchical teaching theory research progress on the basis of using the self-made "high school biology teachers recessive hierarchical teaching present situation investigation questionnaire on middle school biology teacher teachers across the country for the Internet survey to obtain 2600 valid questionnaires,and then to guangzhou five high school of three kinds of different development stages of 30 biology teacher 150 hours of classroom observation records,the quantitative analysis of teachers' classroom teaching behavior,compare their teaching cases,and in-depth interviews with 12 different development phase of the biology teacher.The main results are as follows:(1)recessive hierarchical teaching is a common phenomenon in biology teaching activities in middle schools.The vast majority of teachers intentionally orunintentionally conduct the recessive stratified teaching,and there are differences in the universality of recessive stratified teaching among biological teachers at different development stages.(2)the different stages of development biology teacher recessive hierarchical teaching process in hierarchical evaluation,stratification of students,the teaching target stratified three dimensions vary,but no obvious difference on the layering teaching,and work;The teaching reflection frequency and depth of the skilled teachers were significantly higher than those of the other two groups.There is a difference between the concept of implicit stratification teaching and students' view.(3)in the case of recessive hierarchical teaching point of view,is the teacher in charge with the identity of the new type biological teachers recessive hierarchical teaching will be more smoothly,with is the teacher in charge as to the identity of the master model of biological teachers pay more attention to the recessive hierarchical teaching reflection after class.The work of the head teacher can promote the professional growth of teachers.(4)according to different development stages of the biological teachers recessive hierarchical teaching Suggestions are put forward: novice teachers should understand students' learning in the class as much as possible,many view technocrat and skilled teachers,class;Experienced teachers who are at the crossroads of career development participate in professional training,teaching observation and academic exchanges.Teachers of pre-employment biology should increase the opportunity of teaching practice.Besides mastering biology professional knowledge,they should also learn well pedagogy and psychology,and pay attention to class management in education practice. |
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