Investigation And Research On The Teaching Ability Of Middle School Physics Teachers

In the new era,the development of the future society puts forward higher requirements for the cultivation of talents and the quality of education.Teachers are the organizers and implementers of inquiry teaching activities.The ability of middle school physics teachers to explore teaching determines the quality of physics classroom teaching.The 2017 edition of the "New Curriculum Standards for Senior High School Physics" points out that the important goal of curriculum reform is to improve the core literacy of all students.The new requirements of curriculum reform for talent training have prompted the teaching model to shift to inquiry teaching.In view of the common problems encountered by teachers in carrying out inquiry teaching activities,this study starts with the situation of middle school physics inquiry teaching,selects the physics teachers of first-line middle school as the research object,and investigates the current situation of the inquiry teaching ability of physics teachers in first-line middle schools.This study looks at the following four questions:(1)What is the overall development status of middle school physics teachers' inquiry teaching ability?(2)What problems exist in the development of middle school physics teachers in exploring teaching ability? What is the specific problem?(3)What are the effects of different school levels,class capacity,and inquiry teaching awareness on physics teachers' ability to explore teaching?(4)What are the possible teaching suggestions?The survey tool used in this study is: the questionnaire on the status quo of middle school physics teachers' teaching ability.It includes 11 elements in three dimensions: inquiry teaching design ability(exploring teaching target design ability,exploring teaching strategy design ability,exploring teaching time organization management ability,exploring teachingsituation design ability),exploring teaching implementation ability(regulating classroom inquiry teaching environment,Guide students to propose physical inquiry problems,monitor students' inquiry process,guide students' communication,explore teaching evaluation ability(evaluate students' inquiry performance,guide students' self-evaluation,and evaluate their own inquiry teaching behaviors.)The sample of teachers surveyed comes from the physical education of Linyi City Middle School.Teachers and physics teachers in other parts of Shanxi Province,a total of 152.The internal consistency coefficient of each survey level of the questionnaire is between 0.7 and 1.0,indicating that the internal consistency of the questionnaire is good.The main conclusions of this study are as follows:(1)From a holistic perspective,middle school physics teachers have a general level of inquiry teaching ability;(2)from various dimensions,the development of middle school physics teachers' teaching ability is uneven;(3)physics teacher inquiry There is no difference in teaching design ability between different teaching ages;(4)physics teacher inquiry teaching design ability is different between different school levels;(5)physics teacher inquiry teaching implementation ability in different class sizes,teachers different understanding teaching There are differences between the levels of knowledge.In response to the above problems,the following strategies for improving physics classroom teaching in middle schools are proposed:(1)enriching the teaching resources;(2)improving the school class structure;and(3)strengthening relevant education and train.