Reflections on the teaching of biology teachers in senior high schools

Reflections on the teaching of biology teachers in senior high schools

As an excellent people's teacher, we need strong teaching ability. We can record the teaching skills learned from teaching reflection. How to write teaching reflection? The following is my reflection on the teaching of biology teachers in senior high schools. Welcome to read the collection.

Reflections on the teaching of biology teachers in senior high schools 1 Biology is one of the basic subjects in natural science, and it is also a very practical course. Its goal is to cultivate students' comprehensive practical ability, innovative spirit and inquiry ability, and enhance students' sense of responsibility for nature, society and self. In order to achieve this goal, I conducted an experimental study on the development of junior high school biology hidden curriculum. According to the local characteristics, we chose "Elk Garden" as the practice object.

Through one year's practice, the students have undergone gratifying changes:

(1) Enhanced problem awareness: In the teaching process, teachers have changed the previous way of directly imparting knowledge, but designed some questions to make students "confused, ask questions, assume, solve problems and reflect", thus improving students' comprehensive application ability of knowledge. What is particularly valuable is that students have learned to look at things with a "critical" eye, understand knowledge with their own minds, and stop following blindly.

(2) Strengthening practical ability: Quality education focuses on cultivating students' innovative spirit and practical ability. However, whether it is innovation or quality. This can't be taught. Only when students actively "move" can they feel and accumulate in practice. I joined extracurricular group activities this semester. The core of the course is to let students become the masters of learning and participate in learning actively, actively and lively. By participating in the project, students have expanded their knowledge system (such as newspapers and magazines, mass communication, statistics, etc.). ), learned photography, video recording, application software and other skills, mastered and used computer networks to serve their own learning.

(3) Rich emotional experience and enhanced cooperation ability: In sharp contrast to the material wealth of this generation of middle school students, their lack of "emotion" is the main reason. The loneliness, indifference and poor communication of the only child are all manifested in the actual study life. Strangers and new things in practical activities have put students' emotions through repeated tests. Moreover, the activity class provides a good space for communication and cooperation. In the process of learning, students develop a cooperative team spirit, learn to respect, understand and tolerate others, learn to exchange and share research information, ideas and achievements, and learn to appreciate others while appreciating themselves.

(4) Enhance the sense of social responsibility: In the whole practice, students not only improve their humanistic quality through careful inquiry, but also develop a rigorous and pragmatic scientific attitude, an enterprising spirit that is not satisfied with the status quo and a will to overcome difficulties. At the same time, they also understood the significance and value of knowledge to people, nature and society, and began to care about others, society and the country, and their spiritual realm was sublimated.

Reflections on this issue:

Through the previous practice, we think that this topic can be divided into three stages: entering the situation stage (topic selection, scheme formulation), practical experience stage (investigation and research), and expression and communication stage (summary and analysis, completion of investigation report). Of course, these three stages are not completely separated, but cross and interact with each other.

(1) enters the situational stage.

At this stage, create some intuitive and emotional situations for students. Mainly to stimulate students' interest. Hold some lectures to arouse students' original knowledge and experience, make clear how to carry out research-based learning, then, after discussion, put forward core questions, induce students' motivation to explore, and then determine the research scope and topics.

At the same time, through collecting relevant information, help students understand the knowledge level of the research topic. Research topics prepared for students can imply controversial issues, so that students can understand and analyze the issues from multiple angles. After the subject is determined, the students set up several research groups to discuss together and determine the specific research plan, including determining the appropriate research methods, how to collect the information that may be obtained, the conditions required for preparing the investigation, possible actions and possible results.

(2) Practical experience stage.

After determining the problems that need to be studied and solved, students begin to enter the process of solving specific problems. We believe that students should form certain concepts, attitudes and master certain methods through practice and experience.

The methods used to guide students include:

① Collect and analyze information. That is, by observing, interviewing, surfing the Internet and consulting books and magazines. We can choose an effective way to get the information we need;

② Investigation and study. According to the research plan designed by individuals or groups, according to the determined research methods, select suitable animals to investigate and obtain the investigation results;

③ Preliminary communication. Through data collection, investigation and research, the preliminary research results can be fully communicated within the group or between individuals, learn to understand objective things, take seriously the opinions and suggestions of others, correctly understand themselves and gradually enrich individual research results, and cultivate scientific spirit and attitude.

(3) the stage of expression and communication.

Through practice, we find that this stage is the most active and wonderful stage of classroom teaching. Students' previous research results will be fully displayed here, and students will summarize and refine their own gains to form written materials and oral reports. Then they will announce their achievements to the whole class in the form of oral reports in each relevant class. Share the results with the students through exchange and discussion. During the exchange and discussion, other students should make suggestions on the oral report materials of the research group and debate some opinions with the research group. No matter what you say or listen to, you are very serious. The students who speak hope that others will not find anything wrong, so that the teacher will give a higher evaluation, and the students who listen hope to give more suggestions. This is also a display of talent, and the teachers also gave positive comments to these students.

The new curriculum reform puts forward new requirements for teachers' teaching, requiring us to constantly reflect, learn and keep pace with the times in teaching. The following are my personal thoughts on the new curriculum teaching.

First of all, update teaching concepts and improve their own quality.

"Teacher-student participation, active interaction and common development" is a remarkable feature of modern teaching process, and the improvement of teachers' quality is one of the important factors for the success of teaching reform. Teachers should constantly update their teaching concepts, enrich themselves with scientific teaching theories, learn modern teaching skills and methods, and constantly reflect, educate and improve themselves in the teaching process. Efforts should be made to implement innovative teaching, gradually improve personalized teaching methods, timely infiltrate curriculum concepts into teaching, give play to people's subjective initiative in teaching, and creatively design teaching.

Second, teachers should make good use of teaching materials and skillfully use them as teaching tools, but they should not rely on them, not just follow them, and not use them instead of teaching on the basis of curriculum standards.

The accurate name of teaching materials should be teaching materials rather than supplementary materials, which are all means and materials for teachers to achieve certain teaching goals, for students to choose and deal with, and to load knowledge and information. In order to stimulate students' autonomous learning, the new curriculum has deleted the content of "difficult, annoying, partial and old" and increased the content of students' activities. Teachers should be good at guiding students to make full use of these favorable conditions and carry out creative teaching with high quality and efficiency. For example, the section "Transmembrane Transport Mode of Substances" is relatively simple and easy for students to understand. The concept of the new curriculum advocates that students learn by doing. I fill in the concept map, draw the schematic diagram, interpret the coordinate diagram and describe the pattern diagram, so that students can learn the mode of substance transport across the membrane and learn by doing.

Third, create a good teaching atmosphere so that students can learn knowledge and improve their ability through experience and interaction.

Teachers should create a democratic, harmonious, encouraging and trusting teaching atmosphere in classroom teaching, and let students actively participate in various forms of experience. Only in this way can teachers and students learn interactively through inquiry and communication, and students can learn and grow through experience. For example, in section 1 of the second chapter of biology compulsory for senior one, students are asked to analyze the chart by themselves by using group study and group experiment, and the main elements that constitute the cells are clearly defined, and whether the peanut seeds contain fat is observed and detected by operating microscope. I boldly let go, supported students and encouraged them to do it themselves, and achieved good teaching results.

Four, close contact with real life, to stimulate students' interest in learning.

There is no definite teaching method, so teachers should explore the teaching mode that is conducive to curriculum reform, use flexible and diverse teaching methods, mobilize all positive factors to the maximum extent, stimulate students' interest in learning, and achieve the best teaching effect. For example, when learning cell respiration in the third quarter of the fifth chapter of compulsory biology in senior one, I ask students to think about the essence of timely measures such as opening fields and loosening soil in agricultural production. What problems should be paid attention to when storing grain? It not only improves students' interest, but also allows students to link textbook knowledge with life.

Fifth, give students the process of thinking.

Teaching "blank space" refers to a teaching strategy in which teachers leave blank space by stimulating words, asking questions and arranging exercises instead of telling students some learning contents directly according to teaching needs, so as to guide students to practice operation, associate imagination, think and explore in a broader space-time, and fill the blank space with their own imagination, thus giving full play to students' main role. "Cloth white" is not to avoid talking about it, but to introduce it without sending it. This is paving the way and creating momentum. Many sparks of students' wisdom come from superficial "teaching" and "quietness".

Confucius said, "learning without thinking is useless, thinking without learning is dangerous." Thinking and learning in class should be interactive. In order to attract students' attention and stimulate their interest in learning and curiosity, teachers will carefully design classroom questions. But after the question is put forward, students should be given enough time to think. Don't rush to ask students to answer or even ask themselves to answer in order to get satisfactory answers. Teachers should not only be good at designing problems, but also set aside time gaps to give students a chance to think fully. With this opportunity, they can compare other students' speeches, compare teachers' lectures and explanations, understand and reflect on their own way of thinking, and improve and develop their thinking ability in the process of comparison. This lesson allows students to "think" and build a platform for "learning".

Sixth, participate in class activities.

As a paradigm of educational research, attending classes is an all-round and rich activity involving the classroom. In particular, it is helpful to improve the teaching level through mutual observation, discussion and discussion among colleagues. Participants carefully observed the teachers and students in the classroom, left detailed lectures and commented on the classroom. Communicate and analyze with teachers in time after class to promote the improvement of teaching strategies, which will inevitably promote the improvement of biology teachers' teaching level.

The above points are my thoughts in the new curriculum teaching. In the future teaching, I will constantly improve my teaching in view of the problems in reflection, and further reflect on it in the future teaching to improve my teaching level.

Teaching reflection of biology teachers in senior three 1, review strategy;

Return to textbooks, lay a solid foundation, and focus on helping students analyze and solve problems, check students' homework more, and urge them to improve their learning consciousness.

2. Classroom mode:

First, list the test sites to let students know the scope of the exam. Then, combined with the intensive reading handout of the test center, the test center is disassembled and analyzed, and the content outside the test center is boldly abandoned. Then closely follow the topic of the test center for refining, and finally leave ten minutes for students to digest (reading, discussing and asking questions by themselves). In intensive reading teaching, we should pay attention to writing on the blackboard to avoid abusing courseware, and some special nouns or terms need to be written down by students. Intensive reading teaching needs to return to textbooks and stick to test sites, and intensive reading teaching can make full use of courseware. The number of topics should not be too large, and it is best to control it within five questions. It is suggested that the variant training mode should be used to dig deep into the test sites and expand the knowledge.

3. Ability training:

Select some typical wrong questions from the weekly comprehensive test and various large-scale exams such as Guangzhou No.1 Model and Maoming No.2 Model for analysis, and focus on cultivating students' ability of examining questions, comprehensive analysis and presentation (especially drawing and tabulation) to improve their ability to take the exam.

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