| Basic education has been widely and highly valued in all countries in the world,including the United States,Britain,France,and Japan,and has carried out a new round of all-round basic education reform.Following the trend of international education reform,China’s basic education reform has entered the era of core quality education.After more than ten years of continuous development,the curriculum reform has achieved certain results.However,there are still many problems in the implementation process,which leads to students’ low participation in thinking,and students’ learning ability and classroom teaching effects have not reached the expected goals.In view of the current problems,the physics classroom students’ thinking participation was taken as the focus,and the middle school students in the northwest of Shanxi Province were the subjects of the study.Through the questionnaire survey,the status of physics teaching in middle schools was analyzed.This study attempts to answer four questions: 1.What is the overall status of secondary school physics classroom teaching? 2.What are the problems in classroom teaching? What is the specific problem? 3.What are the differences between physics classroom teaching in different regions and classes? 4.What are the possible improvement measures?The research tools used in this study were: Student Questionnaires on the Current State of Physics Teaching in Middle Schools.Includes 19 dimensions in five dimensions: Teaching preparation(teacher subject knowledge preparation;understanding of students;teaching objectives;teaching resources),Learning environment(mutual respect;harmonious and harmonious classroom environment;positive learning culture),Classroom management(establishing classroom norms;student behavior management;creating a classroom physical environment),Students’ thinking participation(students can clearly learn objectives and tasks;teachers can inspire students thinking;high-quality questions and discussions;rich hierarchical and challenging learning tasks;different groups for different tasks;teaching materials to promote students Deep learning),Teaching evaluation feedback and adjustment(learning monitoring;teaching feedback;teaching adjustment).The sample of students surveyed came from middle school students in the Shanxi Jinbei area,of whom 381 were in high school and 259 in junior high school.The internal consistency coefficient of each survey level of the questionnaire was between 0.7-1.0,indicating that the internal consistency of the questionnaire was good.The main conclusions of this study are: 1.As a whole,the overall level of middle school physics classroom teaching is general,and there is still much room for improvement.The scores from high to low are the learning environment,teaching preparation,students’ thinking participation,classroom management,classroom assessment feedback and adjustment,among which the teaching preparation is equal to the student’s thinking participation and slightly higher than the overall level.Classroom management and classroom assessment feedback The level of adjustment is lower than the overall level.2.Analyze the elements of each dimension,(1)Among the four elements of the teaching preparation dimension,the scores of the three components of the teacher’s subject knowledge preparation,teaching objectives,and teaching resources are relatively high,and the understanding of the student’s factor score rate is lower than the average.(2)The scores of the two elements of the learning environment are higher than the overall level.(3)The scores of the student behavior management elements in the classroom management dimension are higher than the overall level.The scoring rate of the elements of establishing the classroom norms is equal to the overall level,and the score rate of creating the classroom physical environment elements is lower than the overall level.(4)The student’s thinking participation dimension consists of six elements,among which the three elements score higher than the overall level,followed by high-quality questioning and discussion from the bottom up,teachers can inspire students’ thinking,rich levels and challenges The learning task;the other three elements score rate is lower than the overall level,from high to low in order is the teaching materials to promote students deep learning.(5)The four elements in the feedback and adjustment of teaching evaluation are lower than the overall level.From high to low,they are learning monitoring,teaching evaluation,teaching adjustment,and teaching feedback.3.There is a difference between the regional and academic sections in the middle school physics classroom.The investigation and analysis showed that the level of middle school physics classroom teaching in Luliang was higher than that in the XinZhou region.There was no significant difference in feedback and adjustment between classroom management and classroom assessment.There were significant differences in the other three dimensions.From the point of view of the study segment,the investigation and analysis show that the overall score of the current state of physics classroom teaching in junior middle school and the score rate of each dimension must be significantly higher than the high school.To solve the above problems,the following strategies are proposed to improve the physics teaching in middle schools:(1)Teaching preparation:Comprehensively understand the students’ existing knowledge and experience,study and analyze curriculum standards and teaching materials before class,and organize the teaching content.Prepare lessons collectively.(2)Learning environment: In the classroom,teachers should respect and care for students,have patience with students,and be willing to guide students and students in exchanges.Not only should they handle teacher-student relationships,but they can also guide students to handle competition and cooperation among peers.(3)Classroom management: The teaching link is closely linked;teaching students in accordance with their aptitude;creating a physics classroom environment that is harmonious,mutual-aid,civilized,united,and loving.(4)Teaching implementation: flexible use of various teaching methods,focusing on inquiry-based teaching;classroom teaching to make the language accurate and clear,accurate content;emphasis on students’ practical ability training.(5)Teaching evaluation: Improve assessment criteria. |
