A Study On The Influence Of Structured Teaching Reflection On The Professional Competence Of Physics Teachers

Teaching reflection is one of the important ways to promote teachers' vocational capability.Structured teaching reflection(STR)is a reflection mode which can promote the systematization and level of teachers' teaching reflection.It is guided by the thinking and learning theory.The expert coaches the teachers' teaching reflection by a guidance framework for teaching reflection level assessment.It is under dynamic cognitive counseling intervention,and the guidance is in a cooperation way.It can carry out individualized dynamic guidance for the reflectors on the basis of scientific evaluating the reflective level and characteristics of them,so as to help the reflectors improve the reflective level and the professional development.Aiming at the common problems of some normal students such as the lack of reflective consciousness,the low reflective level and the lag of normal students' teachers' vocational capability including the teaching design ability,the classroom teaching behavior and the teaching efficacy,this research explores the ways for improving the teachers' vocational capability of normal students by using the STR model in the teacher education curriculum for them.This study adopts theoretical construction——empirical research——logical thinking research path.Firstly,the mode of STR was constructed according to the theories of meta-reflection,experiential learning and reflective thinking,combined with the previous empirical researches on teaching reflection.Based on the analysis of the existing literatures and the delphi expert consultation method,a model of teaching design ability of physics normal students was constructed According to the literature analysis and theoretical research,the research tools such as self-rating scale of reflection capability of physical normal students,the evaluation guiding framework of teaching reflection level,the text evaluation scale of teaching design and the scale of teaching effectiveness were developed.Secondly,a teaching experiment was carried out based on STR intervention,using the evaluation guiding framework of teaching reflection to guide the teaching reflection of 185 normal students of Grade 2016 in a 8-week long teacher education course "the Microteaching of High School Physics " on the basis of testing the present situation of teaching reflection of physics normal students.Thirdly,the changes of teaching reflection level,the development of the teaching design ability,classroom teaching behavior and teaching efficacy were analyzed to explore the influence of STR on the normal students.The following conclusions were drawn:(1)The content of structured teaching reflection includes a series of belief system,knowledge system,teaching practice process and teaching background.STR needs to be carried out from four dimensions:self,students,others and theory.Reflection reports,observations,and dialogue were common methods of structured reflection.One of the most important features of the STR is cognitive guidance in the process of reflection.The process of STR is a cycle of "practice——reflection——expert's collective reflection guidance after evaluation——practice".(2)The teaching design ability model of physics normal students was constructed,which includes seven dimensions:teaching object analysis ability,teaching content analysis and processing ability,teaching goal compilation ability,teaching process design ability,teaching method selection ability,teaching media selection ability,teaching reflection evaluation and adjustment ability.The seven dimensions are interrelated and influence each other,and the balance of each dimension is the embodiment of good teaching design ability.The self-rating scale of the capacity level of teaching reflection,the evaluation guiding framework of teaching reflection level,the text evaluation scale for teaching design ability,the teaching efficiency belief scale were developed.Studies have shown that:the four evaluation tools have high reliability,validity and discrimination,and can effectively measure the related ability of the research object.(3)The overall reflection level of physics normal students was not high.There was no significant difference in teaching reflection approach and teaching reflection process between physical normal students of different classes and genders.The preference of teaching reflective approach was to reflect through others.In the stage of teaching reflection process,the problem identification was the worst,the analysis and inquiry was better,and the experience reconstruction was the best.(4)STR could improve the reflection level of normal students.The students' group situation influenced the change of the students' overall reflection level.Gender had a certain influence on the change of reflection level.The boys'initial reflection level was high,but after the training based on structured reflection,the reflection level of boys and girls had been effectively improved,and the range of improvement was similar.(5)STR played an obvious role in promoting the vocational capability of physics normal students,mainly in:?STR could promote the improvement of normal students'teaching design ability,and its teaching reflection level is positively related to the improvement of teaching design ability;?After 8 weeks of practical courses based on STR,the characteristics of classroom structure,teachers' behavior tendency,students'behavior tendency,classroom emotional atmosphere,teacher-student interaction were superior to those before training.?Overall,the teaching efficacy level of physics normal university students was in the middle to good stage,after 8 weeks of practical courses based on STR it had been significantly improved.This study put forward the following suggestions on how to promote the teachers'vocational capability of physics normal students:The first was to improve normal students' reflection level through enhancing their reflection consciousness,strengthening the theoretical and method guidance of teaching reflection.The second is to guide normal students to use reflective means in teaching practice to improve their teaching design ability and teaching skills.The third suggestion was to encourage normal students to strengthen interactive exchanges and optimize the teaching reflection approach and process.The fourth suggestion was to actively cultivate normal students'sense of teaching efficacy and promote the formation of reflective ability.