| As an important part of teachers’ competence,teaching reflection competence has always been the focus of teacher educators.The international thought and practice of outstanding teacher education,which originated in the 1980 s,have emphasized teachers’ "reflection".In 2019,the Central Committee of the Communist Party of China and the State Council issued "China’s Education Modernization 2035",which focused on "building a high-quality professional and innovative teaching team ",and improving teachers’ teaching reflection competence is undoubtedly one of the important ways to implement this task.Since John Dewey and Donald A.Sch(?)n,related researches on teaching reflection have been emerging,and corresponding theoretical and practical results have been obtained.The development of information technology has provided a new way for teachers to reflect and new opportunities for researchers to study.Under such a circumstance,this paper focuses on the following questions: What is the current level of secondary physics teachers’ teaching reflection competence? How to evaluate it?What tools can be used to evaluate it effectively?In this study,the evaluation indicator system of secondary physics teachers’ teaching reflection competence was constructed,and on this basis,the "Self-evaluation Questionnaire on Teaching Reflection Competence of Secondary Physics Teachers" was developed.The results of the questionnaire were analyzed by using the calculated evaluation model of secondary physics teachers’ teaching reflection competence.Finally,a case study was developed in order to supplement and complete the quantitative research from the perspective of qualitative research.The research comprehensively used research methods such as interview,questionnaire survey,literature research,Delphi method and statistical analysis.A total of 118 experts and teachers were consulted and interviewed,and 3,816 valid questionnaires were collected.Specifically,this paper includes the following four studies and related conclusions:(1)Research 1: Research on the construction of the evaluation indicatorThrough interviews and questionnaires,the main indicators of secondary physics teachers’ teaching reflection has been sorted out,providing a realistic basis and reference for the subsequent construction of the evaluation indicator system of secondary physics teachers’ teaching reflection competence.The research has sorted out indicators such as "cognition of teaching reflection" "motivation of teaching reflection" "method of teaching reflection" "occasion of teaching reflection" "content of teaching reflection" "process of teaching reflection" and "depth of teaching reflection",which would be further improved and tested in the follow-up research.(2)Research 2: Research on the construction of the evaluation indicator system for the teaching reflection competence of secondary physics teachersOn the basis of research 1,through literature research and in-depth interviews with experts,the evaluation indicator system of secondary physics teachers’ teaching reflection competence is initially constructed.Through two rounds of expert consultation,an expert-validity evaluation indicator system for the teaching reflection competence of secondary physics teachers was constructed,including three first-level indicators,nine second-level indicators,26 observation points and 49 scoring criteria.(3)Research 3: Investigation on teaching reflection competence of secondary physics teachersAccording to the evaluation indicator system of secondary physics teachers’ teaching reflection competence,a "Self-evaluation Questionnaire on Teaching Reflection Competence of Secondary Physics Teachers" was developed.On the basis of pretest,exploratory factor analysis,confirmatory factor analysis and reliability analysis,it is determined that the final self-evaluation questionnaire obtains good reliability and validity.The weight of each indicator is determined through the third round of expert consultation,and the evaluation model of teaching reflection competence of secondary physics teachers is:C=0.342K+0.306S+0.352A(K=0.500P+0.500C1;S=0.338M+0.231O+0.269P1+0.162D;A=0.407C2+0.241A1+0.352I)Among them,C represents the teaching reflection competence of secondary physics teachers,K represents the knowledge of teaching reflection,S represents the skills of teaching reflection,A represents the attitude of teaching reflection;P represents the principle of teaching reflection,C1 represents the content of teaching reflection;M represents the method of teaching reflection,O represents the occasion of teaching reflection,P1 represents the process of teaching reflection,D represents the depth of teaching reflection;C2 represents the cognition of teaching reflection,A1 represents the affection for teaching reflection,I represents the Intention for teaching reflection.After analyzing the survey results of "Self-evaluation Questionnaire on Teaching Reflection Competence of Secondary Physics Teachers"(3343 questionnaires were recovered,2891 valid questionnaires were obtained,and the effective rate is 86.5%),the following conclusions are drawn:The average score of secondary physics teachers’ teaching reflection competence is4.004,in general,secondary physics teachers’ teaching reflection competence is good,but there is still some room for improvement;There are significant differences in the scores of three first-level indicators and nine second-level indicators of secondary physics teachers;There are significant differences in the scores of secondary physics teachers with different background variables(gender,teaching age,professional title,stage)in teaching reflection competence or indicators at all levels.(4)Research 4: Case study on teaching reflection competence of secondary physics teachersIn this study,8 secondary physics teachers and physics teaching and research staff were selected.Combining with specific teaching topics(junior high school choose "The Law of Convex Lens Imaging",senior high school choose "Newton’s Second Law"),through pre-class interviews,after-class oral reports and after-class interviews,and referring to the evaluation indicator system constructed by the research,the teaching reflection competence of each case has been studied and evaluated.At the same time,corresponding improvement strategies are proposed.This study constructs the evaluation indicator system of secondary physics teachers’ teaching reflection competence,which provides a basis for the evaluation of teaching reflection competence.At the same time,a self-evaluation questionnaire on the teaching reflection competence of secondary physics teachers was compiled,an evaluation model was formed,and an empirical study on teaching reflection competence was carried out.Using the combination of quantitative research and qualitative research,this paper analyzes the teaching reflection competence of secondary physics teachers.Continuing to develop different tools to evaluate teaching reflection competence more objectively and effectively will be the direction of further exploration. |
