本文關(guān)鍵詞：蘭州市中學(xué)生物教師教學(xué)反思現(xiàn)狀調(diào)查研究，由筆耕文化傳播整理發(fā)布。

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中等教育

中學(xué)生物教師     

     On the view of micro research ,basing on the inquisition of the exploitation concerning the environmental education course resources in the middle school biology teachers in the city of changzhou, analyze the present conditions of the exploitation and the problem of the existences currently under new course reform background, provide basis for the makes use of the environmental education course resources in the biology teaching.

     然后以常州市中學(xué)生物教師關(guān)于環(huán)境教育課程資源開(kāi)發(fā)利用的調(diào)查為依據(jù)，分析探討了目前在新課程改革背景下課程資源開(kāi)發(fā)利用的現(xiàn)狀及存在的問(wèn)題，為在生物教學(xué)中開(kāi)發(fā)利用環(huán)境教育課程資源提供依據(jù)。 另外，從生物新課程標(biāo)準(zhǔn)及生物課程改革兩方面闡述了豐富的環(huán)境教育課程資源對(duì)于達(dá)成生物課程理念的重要意義。

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     On Training To The Countryside Middle School Biology Teachers

     略論農(nóng)村中學(xué)生物教師的職后培訓(xùn)

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     The results indicate:1. Significant differences among key middle school biology teachers and common middle school biology teachers are found regarding their cognition on reflection of teaching through communication with students and colleagues. Great significant differences are reported on the cognition and behavior of reflection teaching through intercourse with students.

     1.重點(diǎn)中學(xué)生物教師和非重點(diǎn)中學(xué)生物教師對(duì)于通過(guò)學(xué)生和同事進(jìn)行教學(xué)反思的認(rèn)識(shí)上存在顯著的差異,其中對(duì)于通過(guò)學(xué)生進(jìn)行教學(xué)反思的認(rèn)識(shí)上存在極其顯著的差異,對(duì)于通過(guò)學(xué)生進(jìn)行的教學(xué)反思行為亦有顯著的差異;

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     Through analysing and studying the investigation findings, we put forward some suggestions to the middle school biology teachers' continuous education.

     教科研水平偏低。 在對(duì)調(diào)查結(jié)果分析研究的基礎(chǔ)上 ,對(duì)中學(xué)生物教師的繼續(xù)教育提出了建議

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     Research on the Reflection of Teaching of High School Biology Teachers in Lanzhou City

     蘭州市中學(xué)生物教師教學(xué)反思現(xiàn)狀調(diào)查研究

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     On high school biology teachers′ humanities qualities

     中學(xué)生物教師人文素質(zhì)的現(xiàn)狀與思考

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     according to the four lenses of observing teaching practice advised in 《Becoming a Critically Reflective Teacher 》 worked by Brookfield, I workout two piece of questionnaire. Taking 98 biology teacher of 51 high school in Lanzhou city as subject, the paper discusses the high school biology teachers' cognition on reflection of teaching and the characteristics of the behavior of reflection 。

     然后,依據(jù)布魯克菲爾德(Brookfield)在其著作《Becoming a Critically Reflective Teacher》中提出的四個(gè)觀察教學(xué)實(shí)踐的視覺(jué)編制了兩套問(wèn)卷,以蘭州市51所中學(xué)的98名生物教師為研究對(duì)象,調(diào)查分析了蘭州市中學(xué)生物教師對(duì)教學(xué)反思的認(rèn)識(shí)以及教學(xué)反思行為的特點(diǎn)。 結(jié)果表明:

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     Based on the survey on humanities qualities of high school biology teachers,this paper discussed the role of their humanities qualities in teaching and learning and illuminated the urgence of enhancing humanities qualities of high school biology teachers.

     以中學(xué)生物教師人文知識(shí)的調(diào)查結(jié)果為基礎(chǔ),論證了生物教師的人文素養(yǎng)對(duì)生物教育教學(xué)的促進(jìn)作用,說(shuō)明提高生物教師人文素養(yǎng)的迫切性;

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     Analyzing the observable ability, this experiment put forward anevaluation index system on biological observable ability.

     本實(shí)驗(yàn)通過(guò)對(duì)觀察能力的理性分析，，提出一個(gè)初中生物觀察能力評(píng)價(jià)指標(biāo)體系，根據(jù)這個(gè)評(píng)價(jià)指標(biāo)體系編制調(diào)查問(wèn)卷，對(duì)中學(xué)生物教師進(jìn)行問(wèn)卷調(diào)查以證實(shí)指標(biāo)體系的正確性。

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     The result shows that the teachers have low awareness of curriculum resource, many conditional curriculum resource are left unused.

     調(diào)查結(jié)果表明，按照實(shí)施新課程的標(biāo)準(zhǔn)要求，中學(xué)生物教師對(duì)課程資源的識(shí)別能力不夠，課程資源的意識(shí)不強(qiáng)，課程資源的利用率低，很多條件性課程資源閑置，反映出教師的課程資源開(kāi)發(fā)與利用能力低。

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     This paper analyses the actualities of experimentation teaching of biology in high school,and explors how to strengthen the experimentation teaching of biology and improve teacher's quality in high school.

     分析了中學(xué)生物實(shí)驗(yàn)教學(xué)的現(xiàn)狀,并就如何加強(qiáng)中學(xué)生物實(shí)驗(yàn)教學(xué),提高中學(xué)生物教師素質(zhì)進(jìn)行了探索.

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     This paper introduces the concept of teaching reflections,and with practical examples illustrates how important for a secondary school biology teacher to adopt teaching reflections before,during or after class to improve the teaching quality.

     本文介紹了反思性教學(xué)的概念,以實(shí)例剖析了中學(xué)生物教師在教學(xué)前、中、后進(jìn)行教學(xué)反思,提高生物學(xué)教學(xué)質(zhì)量及進(jìn)行教學(xué)反思的意義。

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     5.The teaching task, the interests and attitudes of teacher, the cooperation among teachers and the system and culture of school influence the teacher's reflection of teaching.

     5.教學(xué)任務(wù)、教師的興趣和態(tài)度、教師間的合作及學(xué)校的組織、文化制度影響中學(xué)生物教師進(jìn)行教學(xué)反思;

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  high school biology teacher

An outstanding junior high school biology teacher was the first person to open my eyes to the marvels of exploratory science.

Gerri Potash entered into the academic arena as a High School Biology Teacher.

We also propose to provide similar training, during the same time periods, for a local high school biology teacher.

  high school biology teachers

Awareness of Societal Issues Among High School Biology Teachers Teaching Genetics

The purpose of this study was to investigate how aware high school biology teachers are of societal issues (values, moral, ethic, and legal issues) while teaching genetics, genetics engineering, molecular genetics, human heredity, and evolution.

A comparison of ideological orientations and personality characteristics of innovative and non-innovative high school biology teachers.

This essay dresents an investigation into the capacity

本文對(duì)中學(xué)生物教師能力結(jié)構(gòu)進(jìn)行了調(diào)查研究,通過(guò)調(diào)查數(shù)據(jù)分析了中學(xué)生物教師能力結(jié)構(gòu)的現(xiàn)狀,比較理想的或比較合格的并不多,約占27％左右,一般的約占44％左右,并對(duì)現(xiàn)狀提出了改進(jìn)意見(jiàn).

With the aim of improving the level of competence of the countryside middIe school bi-ology teachers, the following article has given some analysis on the amount of qualified teachers,current situation and training status of the countryside middle school biology teaching, and has putforward some new ideas on concept, content and form to the training of the countryside middleschool biology teachers who has already taken up an occupation.

從提高農(nóng)村中學(xué)生物教師素質(zhì)的角度出發(fā)，分析了當(dāng)前農(nóng)村中學(xué)生物教學(xué)的師資、形勢(shì)和職后培訓(xùn)狀況，提出了關(guān)于農(nóng)村中學(xué)生物教師職后培訓(xùn)的觀念、內(nèi)容和形式的新設(shè)想．

Now in the Complementary Education training to the biology teachers of junior middle schools it is found as a common phenomenon that the teachers are lacking in systematic Knowledge and understanding of the text-books, some biology teachers in junior middle schools are lacking in serious science habit although they have systematic knowledge. This thesis points out some countermeasures teaching.

在對(duì)目前中學(xué)生物教師進(jìn)行的繼續(xù)教育培訓(xùn)中，發(fā)現(xiàn)一些教師知識(shí)不系統(tǒng)、缺乏教材理解力；有些生物教師知識(shí)系統(tǒng)但普遍缺乏嚴(yán)肅的科學(xué)態(tài)度，文中提出幾點(diǎn)教學(xué)對(duì)策

  本文關(guān)鍵詞：蘭州市中學(xué)生物教師教學(xué)反思現(xiàn)狀調(diào)查研究，由筆耕文化傳播整理發(fā)布。