Research On The Construction And Implementation Of The Classroom Observation Scale For Physics Concept Teaching In High School

Physical concept,which is formed by summarizing the substantive characteristics of physical phenomena on the basis of observation and experiment,is an abstract description of physical phenomena.As an important part of physics and the basis for students to learn physical laws,physical concept has always been the key point in physics teaching.Starting from the principles for the formulation of the observation scale of educational evaluation while referring to the deconstruction of LICC classroom observation paradigm toward classroom teaching,in this paper,the author combined the research with Ausubel’s Meaningful Learning Theory and Constructivism Learning Theory,determined the corresponding observation points on the basis of the functions and procedures of high school physical concepts teaching and through the preliminary planning,revision and weight-granting of the first-level and second-level indicators,and finally established the observation scale for high school classroom teaching of physical concepts.The author then used the established scale to observe the typical high school physical concept lesson—electric field strength in three different stages,namely pre-class meeting,classroom observing and after class meeting.The paper mainly includes four parts:Part one:Firstly,by organizing and summarizing literature related to classroom observation,the author explained the present situation and the existing shortages of the research on classroom observation at home and abroad.Secondly,the author proposed the theoretical basis for the building of the observation scale of high school classroom teaching of physical concepts through expounding of the meaningful learning theory and the constructivism learning theory.Then,the author drew on the LICC paradigm’s deconstruction of the classroom through interpretation of the LICC classroom observation paradigm.Finally,with introduction to the principle of the determination of the weight of indicators by using paired comparison approach and to the fuzzy comprehensive evaluation model,the author laid the foundation for subsequent construction and implementation of the observation scale of high school classroom teaching of physical concepts.Part two:In this part,the author mainly organized the functions and procedures of high school physical concepts teaching,and analyzed the process of and obstacles in the formation of physical concepts in students’ minds.It aimed to provide reference to the subsequent construction of the first-level and second-level indicators and the observation points in the observation scale of high school physical concepts teaching,so that the established observation scale could be more targeted.Part three:Combined with the meaningful learning theory and the constructivism learning theory,referring to LICC classroom observation paradigm’s deconstruction of classroom teaching and giving consideration of the functions and procedures of high school physical concepts teaching,the author sketched out the fist-level and second-level indicators in the observation of high school physical concepts teaching.After questionnaire survey of the teachers,the author further revised the fist-level and second-level indicators.Using paired comparison approach,the author finally determined the weight of the fist-level and second-level indicators.On such a basis,the author pinned down the corresponding observation points and completed the establishment of the observation scale of high school classroom teaching of physical concepts.Part four:Though pre-class meeting,classroom observing and after class meeting,the author observed the typical physical concept lesson in high school,namely electric filed strength,and processed the evaluation information with fuzzy comprehensive evaluation model.Combined with the evaluation results,targeting two specific second-level indicators as context setting and concept application,the author proposed corresponding suggestions for teaching: first,pay attention to the creation and setting of context in physical concepts teaching—for this lesson,the teacher could use demonstration animation to present the nature of electric filed strength and further deepen students’ understanding through experiments;second,improve the application learning session of physical concepts teaching;during the teaching process,teachers shall assign exercises with well-arranged levels and gradient difficulty from easy to hard and from simple to complex,so that students could truly understand and internalize the physical concepts being taught.