On The Study Of Physics Teaching Of Five-year Pre-school Education Program

With the extensive demand for high-quality teachers in Zhejiang kindergartens at town and country's level, since 2005, Pinghu Campus of Jiaxing University has begun to enroll junior middle school graduates and carry out characteristic five-year new mode of talents nurturing, which aims at cultivating high-quality kindergarten teachers at junior college level. Physics contains plentiful scientific thinking, scientific method and scientific inquiry skills. Physics teaching is of great importance to promote five-year pre-school education program majors' scientific literacy and to cultivate the future high-quality kindergarten teachers. However, due to the impact of popularization of higher education, the source quality of five-year pre-school education program students are worrying. It causes the contradiction between the high social expectation of kindergarten teachers and the unsatisfactory quality of pre-school education students. Meanwhile, the implementation of physics teaching and the natural science education in five-year pre-school program majors encounter considerable difficulties. In order to improve the results of physics teaching and achieve the goal of cultivating high-quality kindergarten teachers, we have conducted survey and research on physics teaching of five-year pre-school education program at our campus.In the first part, on the basis of document research, the five-year pre-school education program majors at Pinghu Campus of Jiaxing University are explored from the perspective of students' physics learning psychology.In the second part, the implementation of the questionnaire regarding some students of grade 2007 in five-year pre-school education program has been carried out from the following seven aspects: students' science learning situation during their junior middle school, students' scientific literacy, learning concepts, physics learning motivation and attitudes, learning methods, learning self-monitoring, students' physics learning atmosphere and teacher-student relationship. Then, I have conducted the interview survey of some five-year pre-school program majors at my campus, and through research and investigation we have found that students' major problems are described as follows: a weak foundation, short of the motivation of physics study, not high interest in physics, some even showing hatred for physics learning as well as very passive physics learning, the single learning style, too limited learning resources, the traditional evaluation mechanism hindering students from their physics learning; very severe polarization, not accustomed to the self-motivated management mode.In the third part, on the basis of research some physics teaching strategies are proposed: make use of "Teachers' love" to influence and motivate students to learn physics; strengthen the teacher-student communication to get timely feedback; formulate and perfect physics teaching program suitable to students' learning psychology; strengthen the construction of teaching materials, try to develop suitable school-based teaching materials of five-year pre-school program; explore and enrich curriculum resources and promote the all-around and harmonious development of students; improve the evaluation mechanism and pick out the suitable evaluation contents; teach students according to their different aptitudes and carry out physics teaching step by step; emphasize the process of scientific inquiry and the training of thinking ways to promote students' scientific literacy and scientific capacity; utilize the exciting and entertaining classroom lead-in; show emphasis on the use of multimedia and other modern teaching methods in physics classrooms; evaluate the effectiveness and ways when asking questions in physics classrooms and so on.The fourth part analyzes and summarizes how the abovementioned research facilitates five-year pre-school education majors' physics learning attitudes, learning effectiveness and classroom teaching, and pointes out some shortcomings such as narrow research scope in the study process and proposes some suggestions for future endeavor and improvement.