Research On Current Situation Of Physics Experimental Teaching Management In Senior High School Of Kashgar

Experimental teaching management is closely related to experimental teaching. Physics in high school implements the new curriculum standard after curriculum reform, while physics experiment teaching mode in the minority areas does not seem to have lager difference. Located in the southern Xinjiang, Kashgar, as the only county-level city in Kashgar region, would be a typical of Kashgar region in many aspects, such as economy, culture and education. Investigating the high school in Kashgar is one way to know the status of the experimental teaching management of Kashgar region. Expecting to know the status and find the gap through the investigation, the researcher analyzes the present research situation of physics experimental teaching management in high school of Kashgar, and puts forward suggestions for improvement, which is of great practical significance to promote healthy development of the physics teaching, to provide first-hand information for high school physics experimental teaching reform in the future and carrying out the experimental teaching research, to provide referential basis for strengthening physics experimental teaching management of high school in the ethnic minority areas, and to give some enlightenment for the physics experimental teaching management in other places.Using questionnaire, interviewing and investigation, this paper analyses physics experiment teaching sources configuration of four senior high school in Kashgar, which shows the state and existing problems of experiment teaching. After analyzing reasons, the text provides some suggestions to improve physics experiment teaching and management.Through investigation on physics experimental teaching resources configuration management and physics experimental teaching management of high school in Kashgar, the study finds some existing problems in the implementation of the experimental teaching management: First, the idea of school manager falls behind. There is misunderstanding in experimental teaching resources configuration. School manager doesn’t provide good material guarantee for the experimental teaching. There is no sound management rules and regulations and a top-down management style in the process of experimental teaching management, which causes the confusion in the experimental teaching management. Second, The administrator’s responsibilities are not clear enough and their business ability is not strong. They are only the laboratory keeper. They have less communication with first-line teachers in the experiment teaching management. They don’t play a good supporting role. Third, the school teachers take no count of physical experiment and do not realize the beneficial supplementary role of experiment on physics teaching. teachers have admitted the importance of physical experiment in physical teaching, but they do not fully reflect the status of the physical experiment in the actual process of teaching management. Physics teachers attach importance to the experiment to test, while they do not fully realize the function and sense. Fourth, most students like physical experiment, but in fact, the students’ experimental enthusiasm is not high. Physical experiment dose not really cultivate operational ability, independent thinking ability and exploring things ability of students. Experimental teaching is only to do the experiments, which causes deviation between the purpose of setting the experiment and student’s gain, and doesn’t make the experiment develop towards the exploratory direction. Fifth, in real experiment teaching, there are more replication experiment than exploratory experiment. The teachers’ concept of managing experiment teaching is different from the requirements of new curriculum reform. The students don’t master the general methods and procedure. Regarding previewing as scanning the experiment is previewing, the students can’t finish a complete experiment report. Only floating the surface of experiment steps and attentions, experiment teaching loses its practical significanc.