Comparative Study Of The Teaching Behavior Of Physics Inquiry Classes In Urban And Rural Middle School Of Hunan

With the deepening reform of the basic education, teaching was unprecedented attention, have broken the traditional teacher in the classroom teaching mode of "ruler".9 years passed by after curriculum reform, the status of scientific inquiry and teaching implementation, Whether there exist significant differences between them, and the status of teaching behavior of physics science inquiry in Urban and Rural Middle School of HuNan is the focus discussed in this thesis through empirical study.Tens of urban and rural middle school in Hunan Province is selected in this study. Literature analysis, questionnaires, interviews and other research methods were adopted in this study, and the status of physics science inquiry and classroom teaching in urban and rural middle school were systematically analyzed through spot observation.Our results showed that there still were some problems in inquiry-induced teaching, although it has made certain progresses in urban and rural middle school. There are some difference in the understanding and implementing of science inquiry teaching behavior to the physics teachers in urban and rural middle school. In the physics class of scientific inquiry, urban and rural physics teachers that "appropriate guidance of teachers to students," "teacher's understanding of inquiry" and "explore the skills of teachers," These three factors have a good effect to explore the greatest extent, and consistent that "the use of modern technology" to explore the effect of the lowest. Also in the implementation of the specific process of inquiry teaching, urban and rural secondary school physics teachers that "advanced ideas of education" and "their ability to explore" the specific behavior of inquiry teaching is the greatest.In the evaluation of the implementation of inquiry teaching, the city and rural school teachers in secondary schools there is a significant difference in student achievement, compared with urban secondary school teachers, rural school teachers pay more attention to these results. Another survey found by:urban and rural high school students in the performance of the exchange and cooperation are good, and in asking questions, conjecture and assumptions, the performance of students in attitudes needs to be improved; urban and rural secondary school students to ask questions, conjecture and assumptions, the three student attitudes there was no significant difference in the planning and design of experiments, in order to do experiments and data, analysis and certification, evaluation and reflection, the division of labor and cooperation, these differences are obvious, the whole, the rural middle school students in science and technology to explore integrated capacity is significantly worse than students in urban high schools, but both aspects of scientific inquiry there is still much room for improvement.In the urban areas and rural areas of Hunan to carry out inquiry teaching has different advantages and problems, teachers and students of the situation is vastly different, in the implementation of scientific inquiry in the constraints and disadvantages are not the same. In this study, the first three parts of the classroom behavior of teachers as a starting point by way of questionnaire survey to study, through analysis of data and information to identify the physical sciences urban and rural areas in Hunan explore the status of classroom behavior and the difference between the two. Then analyze the situation and provide the reasons for the formation of the corresponding strategies. Finally, a summary of the study, presented research findings, this study also pointed out the shortcomings and the prospects of this research and the reasons for the situation of such differences, and propose appropriate strategies and solutions to guide students in inquiry learning, provide a reference for the curriculum reform.