Investigation And Research On The Experimental Attitudes Of Middle School Physics Teachers

Experimental attitude is an important determinant of the completion quality of Experimental Inquiry.As guiders and organizers of the students experiment to explore,teachers’ experimental attitude will not only affects its own experimental ability and experimental results,and to a certain extent,it also determines the own teaching tendency,influence the experimental teaching ideas and teaching way,and also has a certain impact on the formation of students’ experimental attitude.In this context,this paper focuses on the the development of the experimental attitude of middle school physics teachers.In this study,150 middle school physics teachers from Gansu,Henan and Guangdong provinces were tested with E-CLASS(the Colorado Learning Attitudes about Science Survey for Experimental Physics)developed by Colorado State University in order to understand the development level of teachers’ experimental attitude.The research is mainly carried out in the following two aspects:First,according to the psychological knowledge and the experimental teaching requirements for physics teachers,determine the eight dimensions of experimental attitude:experimental operation,data processing,error analysis,experimental interest,experimental belief,problem solving,cooperative discussion,experimental modeling,and factor analysis are used to test the scientificity of dimensionality division.Second,to investigate the general situation of the experimental attitude of physics teachers in middle schools,and to record the basic situation of the teachers,including the distribution of gender,teaching age,learning period and region,etc.,and to analyze the experimental attitude of middle school teachers in terms of gender,length of teaching,and school period.Whether there are significant differences in the four regional variables.The results show that:Through the investigation and research on the experimental attitude of physics teachers in middle schools,we can find that:(1)the experimental attitude of middle school physics teachers is good on the whole,but in the two dimensions of problem solving and data processing,the performance of middle school physics teachers is not satisfactory.(2)there is a significant gender difference in the experimental attitude of physics teachers in middle schools,which shows that the experimental attitude of male teachers is due to female teachers;The experimental attitude of physics teachers in middle school has a significant difference in teaching age.After entering the profession,the test results of experimental attitude show a tendency to decline first and then rise,and the experimental attitude scores of expert teachers reach the highest.(3)there is no significant difference in the experimental attitude of middle school physics teachers in general,but there are significant differences in data processing,error analysis,and experimental interest in individual dimensions.The high school teachers’ test scores were significantly higher than that of the junior high school teachers,and the junior middle school teachers’ test scores were significantly higher than those of the senior middle school teachers.(4)There is no significant regional difference in the experimental attitude of middle school physics teachers.However,the survey found that teachers in different regions differ in some dimensions of teachers ’ experimental attitude.The teachers in Henan province in the central region are superior to those of the western Gansu Province in the test results of three dimensions of experimental operation,data processing and error analysis.In the test scores of two dimensions of experimental interest and experiment belief,middle school physics teachers in the eastern coastal area are superior to teachers in Henan Province in the central region.