Research On The Design And Evaluation Of Senior High School Physics Teaching Based On Question Teaching Method

For teachers who are about to enter the teaching position,there are two problems to be solved,one is how to conduct teaching design,and the other is from what Angle high school physics teaching evaluation is more convenient and effective.The author expects that these two problems can help high school physics teachers’ professional development enter a virtuous cycle.For novice teachers,there is no appropriate teaching design,no control of the classroom from the start.In order to master the key of teaching design,the author has carried on a year long high school physics teaching observation.In the process of teaching observation,I gradually found that although different physics teachers teach different contents,their teaching is constantly experiencing four processes of problem raising,guidance and analysis,problem solving and practice and consolidation,which coincides with the basic steps of problem teaching method.This paper consists of seven chapters,which can be divided into three parts: theoretical analysis,method conclusion and teaching empirical study.Chapters 1 to 3 are theoretical analysis,chapter 4 and chapter 5 are method conclusion,and chapter 6 and chapter 7 are teaching empirical study.The specific arrangement of each chapter is as follows:The first chapter is the introduction,which first explains the research background.Then,it explains the theoretical and practical significance of the research.Next,through literature review,the research situation of problem teaching method at home and abroad is clarified,and the research content and research objective are gradually determined.Finally,on the basis of clarifying the research method,the innovation points of this research are discussed.The second chapter is mainly about the definition of concepts.First of all,on the basis of comparing Dewey,bruner and zancoff’s differences among the three,it makes clear what is the problem teaching method and what is the role of the problem teaching method in high school physics teaching design.The third chapter is the rational thinking of high school physics teaching design under question teaching method.The fourth chapter explains the role of instructional design under the problem teaching method,in order to explain clearly the two problems: firstly,why to carry on the high school physics instructional design under the problem teaching method;secondly,What are the advantages of high school physics teaching design under question teaching method?In the fifth chapter,in order to show that the method is original,a comparison of similar studies is carried out in this chapter.This chapter is mainly to explain how to put forward the question to carry on the teaching design in the question teaching method foundation better,the author through the teaching observation summarized two kinds of design methods,according to the scientific research method proposed two kinds of design methods.To solve these problems,the author explains how to use them on the basis of analyzing difficult cases in high school physics teaching.The sixth chapter,on the basis of the methods proposed in the fifth chapter,conducts a case study,hoping to explain what ideas can be adopted in the teaching design of high school physics by applying the problem teaching method.In chapter 7,an evaluation scale is designed to facilitate the design of high school physics teaching under the problem teaching method and help high school physics teachers to reflect on the application of problem teaching method in the future.The latitude of the quantitative evaluation is the teaching of teachers.The four first-level indicators of the evaluation are obtained on the basis of curriculum standards.The four first-level indicators are teaching objectives,structural design of high school physics problems,teaching process and teaching effect.After the scale was obtained,the scale was tested in this paper,and the reliability and validity of the scale were above 0.9,indicating that the scale had teaching reference value.At the same time,in the seventh chapter,in order to show that the applied question teaching method and the contents proposed in the previous three to six chapters are indeed helpful to the teaching of high school physics teachers,the author applied the method in the paper to carry out four times of teaching design and effect testing.For these four teaching designs,the author extracts the core content for analysis.Before teaching,the author and a teacher of high school physics application design scale in the previous chapter first half before the trial of the four teaching design evaluation,found four evaluation of self-evaluation and peer evaluation results,and then according to the scale of the amendment of the teaching design in teaching after the application of the scale and the self-evaluation and peer evaluation,evaluation,evaluation conclusion consistent.Several evaluation results also indicate that the scale can be used for pre-class evaluation and self-evaluation after class.The results of the joint research in chapter 6 and 7 prove that this study is effective.Finally,this paper summarizes the research content,and describes the shortcomings and prospects of this paper.