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美国学者波斯纳认为:教师的成长=经验+反思。随着新一轮基础教育课程改革的全面展开和高中生物新课程的实施,生物教师的专业成长已明显跟不上课程改革的步伐,成为制约新课程实施的主要因素。教育的发展呼唤着教师的专业成长,而教师的专业成长需要“微格”反思。1 什么是“微格”反思?所谓“微格”反思即通过一堂公开课的教学录像,备课组内教师结合录像内容、听课感受,着重针对讲课教师在教学的各个环节、课堂提问、教学语言等的各种表现,从目标线、过程线、效果线3个方面进行细致、深入、客观的分析、质疑、评析,使上课教师充分认识到自己真实的课堂教学现状。同时,全方位地收集学生在课堂上的表现,比如参与情况、提问及回答情
American scholar Posner thinks: teacher’s growth = experience + reflection. With the new round of basic education curriculum reform and the implementation of new high school biology curriculum, the professional growth of biology teachers has obviously failed to keep up with the pace of curriculum reform, becoming the main factor restricting the implementation of the new curriculum. The development of education calls for the professional growth of teachers, while the professional growth of teachers needs “micro ” reflection. The so-called “microgrid ” reflection that through a public lesson teaching video, lesson preparation group teacher combined with video content, lecture feel, focusing on lecture teachers in all aspects of teaching, the classroom Questions, teaching language and so on, from the three aspects of the target line, the process line, the effect line to conduct detailed, in-depth and objective analysis, questioning and evaluation so that the teachers in the classroom can fully recognize their true status quo in the classroom. At the same time, students in all aspects of the collection of performance in the classroom, such as participation, questions and answers