Investigation And Research On The Teaching Reflections Of Biology Teachers Of High Schools In Dezhou

Dezhou is a prefecture-level city situated in the northwest of Shandong province.There are 22 senior high schools in this city.In response to the "smalls-class" teaching requirements put forward by the Shandong Provincial Education Department in 2008,a large number of young teachers have been recruited in the past two years,which is an opportunity for the development of education in this city.But at the same time,it also raises a new question,that is how to promote the rapid professional growth of young teachers.Teaching reflection is an effective way to promote the professional development of young teachers,and it is also a significant symbol for teachers to move to professional autonomy.Therefore,this study takes biology teachers from 22 high schools in Dezhou city as the research object,and investigates the current situation of teaching reflection in high school biology teachers from theory and practice respectively.This paper firstly uses the literature analysis method that clarifies the relevant literature materials of teaching reflection at home and abroad on the theoretical level.Meanwhile,it analyzes the general situation of teaching reflection research at home and abroad,and summarizes the connotation characteristics,forms and dimensions of teaching reflection from the literature.Then,on the basis of theoretical study,the paper uses questionnaire survey method,supplemented by case interview to design the questionnaire and interview outline about teaching reflection and investigates the current situation of teaching reflection in high school biology teachers from the practical aspect.The results of the survey show that the teachers surveyed generally recognize the role of teaching reflection in promoting teaching,but they are not fully aware of the role of teaching reflection in teachers' professional development.And teachers have a certain awareness of teaching reflection,but most of the reflection is in the form of teacher's reviewing in their mind or discussing with their colleagues.Few teachers put the reflection into tangible teaching reflection forms such as reflection diary,and their reflections is not in-depth.That is to say,they don't know how to reflect their teaching activities.Finally,the author makes a systematic analysis of the factors affecting teaching reflection from two aspects:teachers and schools based on the results of investigation and interview and the two current situations of the teaching staff,the serious trend of youth among biology teachers and the high proportion of female teachers(90.4%).Some Suggestions are put forward in order to provide reference for the biology teachers in these schools to conduct teaching reflection,thus promoting the teachers to better grow and more professionally develop.In this way,help and support are provided for further improving the effectiveness of teachers' teaching reflection.