Research On Reflective Teaching In Chemistry Experiments In High School Based On Practice

With the continuous improvement of curriculum reform,education has greater demands on teachers.For chemistry teachers,the teaching of experiment is more rigorous,chemistry is a subject based on experiment,which is the core of chemistry and acts as the soul of chemistry.Now the hot topic is how to improve the quality of experimental teaching.In order to improve the quality of experimental teaching,the development of teachers is indispensable,and the reflective teaching has very important guiding value to improve the professional development of teachers.It requires teachers to attach importance to experimental and teaching.Therefore,in order to improve students' performance and independent learning ability,teachers should actively carry out reflective teaching,Only when teachers constantly reflect can they really play a role as teachers.Through the methods of investigation and interview and practice,this study compares the experimental results,proves the practicability of reflective teaching with data,improve teachers' attention and self reflection ability in experimental teaching,strengthen teachers' professional development and to promote the improvement of education system.This paper is divided into six parts.The first part is the introduction,summarizes the research status of reflective teaching at home and abroad by consulting literature,clarifies the research content and purpose,explains the necessity and research significance of the problem,introduces the main research methods and the innovation of this study according to the needs of curriculum reform.The second part is the theoretical overview of reflective teaching,mainly introduces the theoretical basis,connotation,characteristicsand role of reflective teaching,which provides a strong theoretical basis for this study.The third part is the current situation and analysis of reflective teaching in high school chemistry experiments.The author made a survey and interview to the high school chemistry teachers in Tuoketuo county through the form of self-made questionnaire and interview.The survey results were sorted out and analyzed to understand the application of reflective teaching in experimental teaching.The fourth part is the implementation of reflective teaching in senior high school chemistry experiment.According to the third part,the author has carried out a semester of reflective teaching practice in the first grade chemistry experiment course of national middle school in Tuoketuo county.Through targeted comparative experiments,the results show that the learning interest,innovation ability and academic performance of experimental class have been significantly improved,the promoting effect of control class is not obvious,and experiment class 2 is more outstanding than experiment class 1 in all aspects,in conclusion,we can find that reflective teaching has significantly improved students' academic performance and innovation ability,and has a certain degree of development for students the role of promoting.The fifth part is the promotion strategy of reflective teaching in chemical experiment teaching.According to the investigation and personal practice,the corresponding promotion strategy is put forward to effectively improve the teaching quality of teachers and students' learning ability,so as to provide operable methods for promoting the common development of teachers and students.In the end,it comes to the conclusion that some chemistry teachers in senior high school have insufficient understanding of reflective teaching,and there is deviation in the aspect of experimental teaching.According to the actual teaching,reflective teaching is proved to be effective,and point out the shortcomings of this study,and puts forward the prospect of the application of reflective teaching in the future education.