Investigation And Case Study Of “heterogeneous Teaching Of The Same Class” In High School Biology Based On The Teacher's Professional Development

As the situation that comprehensive national strength competitiveness is manifested in talent competitiveness is becoming more and more obvious,the importance of education is also increasing.The importance of educating people and strengthening the country is advocated from the grassroots level to the national level.Basic education is a key stage of talent training.As a stage connecting higher education,high school plays a vital role in promoting the comprehensive development of students.As one of the important courses in the high school,the biology course is the continuation and deepening in the compulsory education.So teachers should keep up with the times,learning and growing and cultivate the key competencies of biology of students in the classroom.“Heterogeneous Teaching of the Same Class” of biological revolutionizes traditional teaching and research methods,providing a platform for teachers to exchange,study and cooperate with each other.This study intends to explore effective measures which is helpful to teachers' professional development through investigation and case study of “Heterogeneous Teaching of the Same Class”.The main methods used in this study are literature research,questionnaire survey,interview survey and case analysis.The connotation of “Teacher's Professional Development” and “Heterogeneous Teaching of the Same Class” was analyzed through reading a large number of literature and related works.The questionnaire method was used to distribute questionnaires to teachers and students who participated in “Heterogeneous Teaching of the Same Class” to collect first-hand information.The interview method was used to conduct an unstructured interview survey on the biology teachers in the high school.With the case analysis method,real and complete information was obtained through making real observations and records of high school biology classes.In the process of “Heterogeneous Teaching of theSame Class”,effective teaching behavior is extracted,and the effect of“Heterogeneous Teaching of the Same Class” on the professional development of biology teachers is analyzed,so as to provide some references for teachers' teaching.The results showed that “Heterogeneous Teaching of the Same Class” can promote teachers to reflect and implemented the concept of lifelong learning.In the process of mutual assistance,teachers not only deepen their teaching philosophy and enrich their professional knowledge,but also renew their understanding of the classroom.At the same time,in terms of professional philosophy and ethics,professional knowledge and professional ability can be improved significantly.“Heterogeneous Teaching of the Same Class” has the possibility of shortening the career span of teachers.Teachers use the mode of “Heterogeneous Teaching of the Same Class” to grind classes and compare the classroom effects of their teaching for many times,so as to optimize teaching.Last but not least,“Heterogeneous Teaching of the Same Class” can optimize the teaching design.When participating in the activities of “Heterogeneous Teaching of the Same Class”,teachers can improve their teaching design and teaching process by comparing their own teaching with that of others.In short,no matter at any stage,teachers can improve and optimize the teaching design by applying or participating in the teaching and research practice of“Heterogeneous Teaching of the Same Class”,so as to improve the classroom efficiency and promote professional development.