Investigation On The Present Situation And Path Of Classroom Cultural Consciousness Of Biology Teachers In High School

Under the background of new curriculum reform,curriculum culture is undergoing a transition from free to conscious.However,the curriculum reform only puts forward certain requirements on classroom teaching from the outside,and cannot guide and supervise the actual teaching activities of teachers in the special space and time field of classroom.Therefore,we do not know the true value identification of teachers in their hearts and daily teaching activities.Classroom cultural consciousness is an important way to realize the reform of classroom culture.As one of the subjects of classroom teaching,teachers,only by experiencing the awakening of classroom culture from the bottom up,consciously practicing the values and teaching thinking mode advocated by the new curriculum reform,and reshaping the classroom culture,can they achieve the success of curriculum reform in a real sense and promote the development of teachers’ profession and the guidance of students’ values.However,there is not yet a unified conclusion about the connotation and significance of classroom culture self-consciousness at home,the teacher’s classroom culture selfconsciousness current situation is not to know,therefore,reconstruction of classroom culture self-consciousness,investigation of our teacher classroom culture self-consciousness current situation and influence factors to promote the teacher classroom culture self-consciousness has important significance.Based on this,this study,starting from the biology discipline,focuses on the construction of classroom cultural consciousness and the investigation of the current situation of classroom cultural consciousness of high school biology teachers,and proposes specific strategies to practice classroom cultural consciousness based on this.This study first analyzes the historical background and practical needs of classroom cultural consciousness research,sorts out the development process of classroom culture and cultural consciousness,and establishes the research objectives and related research ideas and programs.Then,this research carries on the definition of classroom culture,cultural consciousness and classroom cultural consciousness and related theoretical basis research.On this basis,through a large number of literature research,the dimension standard of classroom culture is constructed,and combined with the characteristics of biology subject,the evaluation index of high school biology teachers’ classroom culture consciousness is developed,and the questionnaire of high school biology teachers’ classroom culture consciousness and the observation scale of high school biology teachers’ classroom culture consciousness are designed.Then,by using the compiled tools,questionnaire survey and classroom observation are conducted on the level of classroom culture consciousness of high school biology teachers.SPSS23.0 and other tools are used to analyze and process the data,and the current situation of classroom culture consciousness of Chinese high school biology teachers and the factors affecting the classroom culture consciousness of high school biology teachers are initially explored.Finally,the following conclusions are reached:(1)High school biology teachers self-rated high school biology classroom culture consciousness degree is better;(2)Gender,teaching age,educational background and professional title have an impact on teachers’ consciousness of classroom culture;(3)There is a difference between the teachers’ classroom consciousness and the actual survey results.The teachers have a good cultural consciousness on the whole,but their teaching behavior in the practice process is not consistent with their inner consciousness.There are still obstacles in the transformation from the concept to the behavior.(4)The difference between real classroom performance and questionnaire survey results,the current status of teachers’ cultural consciousness level is "consciousness > self-awareness > actual teaching practice",teachers tend to have a high cultural consciousness,a general actual classroom cultural consciousness,as well as an overevaluation of their own classroom cultural consciousness;(5)The enhancement of classroom cultural consciousness will affect teachers’ actual classroom cultural consciousness.Finally,based on the current situation and influencing factors of classroom cultural consciousness of high school biology teachers,this study analyzes the reasons for the differences in classroom cultural consciousness of teachers with different backgrounds,and puts forward suggestions.At the same time,in order to promote teachers’ professional development in essence and enhance teachers’ consciousness of classroom culture,this study further condensed four directions for high school biology teachers’ conscious practice of classroom culture,namely:(1)"training stretching",armed change of teachers’ professional development;(2)Practice reflection to generate wisdom through experience development;(3)win-win cooperation,exchange and generation of theory and practice;(4)Ecological orientation: interaction between individuals and environment stimulates subject consciousness.In conclusion,this study,through the formulation of the classroom cultural consciousness questionnaire and classroom observation scale of high school biology teachers,understands the current situation and influencing factors of classroom cultural consciousness of high school biology teachers,and puts forward relevant practical suggestions based on the survey results,which can provide certain references for the improvement of cultural consciousness of biology teachers.