Research On “Heterogeneous Forms For The Same Subject” Promoting Novice High School Physics Teacher's Professional Development

At present,“the collective preparation type teaching research activity” is the most common teaching and research activity in middle schools.However,with the continuous reform of the new college entrance examination and the new curriculum reform,more and more forms of teaching and research began to appear.Teaching and research activities are developing towards the direction of innovation and effectiveness.The new type of teaching and research activity of “heterogeneous forms for the same subject” is gradually rising.The educational circle has launched a series of studies on the teaching and research method of “heterogeneous forms for the same subject”.Previous studies have pointed out that activity with different structure are more targeted than traditional teaching and research activities,and teachers' participation is higher.The “heterogeneous forms for the same subject” activity is helpful to solve the practical problems in the teaching process.With the addition of new forces every year,the number of teachers is growing.The growth of novice teachers needs a process,various regions and schools use a variety of activities to promote the growth of novice teachers,the “heterogeneous forms for the same subject” activities have also become the form of activities to help novice teachers grow quickly.This paper aims to study the improvement of professional ability and knowledge of novice high school physics teachers by heterogeneous forms for the same subject on the basis of previous studies.This study adopts literature analysis method,questionnaire survey method,interview method and classroom observation method.This paper first analyzes the research purpose and significance of this paper from three aspects: the requirements of the new curriculum reform,the needs of the novice teachers to improve themselves,and the differences between the heterogeneous forms for the same subject and other forms of teaching and research.Combined with the literature analysis method,this paper briefly explains the definitions of related concepts and the related concepts used in this paper,and analyzes and summarizes the existing researches on the heterogeneous forms for the same subject and the professional development of teachers.Then the investigation is carried out on the professional development of young teachers.A questionnaire survey was conducted on the professional development of 34 novice teachers in a county-level city of Weifang who had participated in the activity of “heterogeneous forms for the same subject” within three years of their entry.Several teachers with heterogeneous forms for the same subject were selected for interview.Combined with the interview method,this paper summarizes the influence of “heterogeneous forms for the same subject” on the professional development of novice high school physics teachers.It is found that novice teachers need to improve their professional knowledge and ability.It also highlights the necessity of carrying out heterogeneous forms for the same subject activities in line with the professional development requirements of teachers.It is found that the influence of heterogeneous forms for the same subject on the professional development of novice high school physics teachers is embodied in knowledge about the teaching purpose and content;Student knowledge;Knowledge of teaching strategies;knowledge of classroom teaching methods and basic skills;Teaching strategy and knowledge of classroom organization and management.After that,the author participated in three kinds of “heterogeneous forms for the same subject activity” and sorted out and recorded the implementation links of the activities.In the process of reflection and discussion,this paper analyzes the promoting effect of three kinds of heterogeneous activities in the same subject on the professional development of novice teachers and the process of the professional growth of novice teachers.Finally,a practical study was carried out.The classes in the control group were taught before the activities,and the classes in the experimental group were taught after the activities using the improved teaching design.After a period of time,the results of the two groups of students were analyzed to explore the improvement of their teaching ability.