A Study On The Influencing Factors Of Physics Teachers' Inquiry-based Teaching Behavior

In the information age of the 21st century,human society is entering a knowledge society.Human knowledge,ideas,and technology have become commodities,and knowledge is the main productive force.New economic models and new occupational forms,new characteristics of social life,and individual self-realization of new needs have put forward new requirements for talents and new challenges for education in the traditional industrial era.This is "21st Century Literacy".That is core literacy.The publication of the 2017 edition of the "Physics Curriculum Standards" also marks the formal establishment of a curriculum system that takes the core literacy of physics as an educational goal.Since the curriculum reform in 2001,scientific inquiry has once again entered the field of physics educators.The reform of the physics curriculum based on "inquiry" in China has been implemented for many years.The reason is that the physics teacher’s inquiry teaching concept and its behavior are not direct and simple interactions.Many researchers have explored the influencing factors of the implementation of inquiry teaching mode,but the research appears to be scattered and lacks theoretical support.This research is based on the theory of planned behavior in social psychology,the theory of planned behavior,and it is a preliminary inquiry mode for physics teachers.Explain the teaching behavior.This research takes physics teachers as the research object,based on the theory of planned behavior,and uses the statistical analysis method of the structural equation model to explore the structural relationship between the influencing factors of physics teachers’ inquiry teaching behavior.The specific research work is as follows:(1)Constructing a theoretical framework of influential factors of inquiry teaching behavior of physics teachers.The theory of planned behavior is the basic theory to explain the occurrence of behavior in social psychology.The theory believes that behavior intention is the most direct influencing factor of behavior occurrence,and the variables that affect behavior intention include behavior attitude,subjective norm and perceived behavior control.These three variables Each has its own belief base,which are behavioral beliefs,normative beliefs,and control beliefs.The theory of planned behavior suggests that when developing a behavioral intent measurement tool,you need to measure the belief base of three variables,that is,the observed variables of each latent variable.In addition,the results of literature research show that in the actual teaching process,physics teachers will be affected by variables such as actual teaching conditions and past experience when implementing inquiry teaching.Therefore,in the theoretical framework of influential factors of inquiry teaching behavior of physics teachers(Frame 1),in addition to the three variables of behavior attitude,subjective norms,and perceived behavior control in planned behavior theory,it also includes the two variables of actual teaching situation and previous experience.As an exogenous latent variable(independent variable),the physics teacher’s inquiry teaching behavior is an endogenous explicit variable(dependent variable).(2)Development of measurement tools for influencing factors of inquiry teaching behaviors of physics teachers.First,based on the literature research results of inquiry teaching behaviors at home and abroad,a preliminary dimensional division of the influencing factors is made.The latent variables in Frame 1 are the preliminary measurement dimensions.Secondly,the principle of consistency of planned behavior theory requires that open-ended questionnaires must be used to elicit prominent beliefs of each latent variable(each dimension),that is,the belief base of each variable.Therefore,based on this principle,this study compiles a questionnaire for influencing factors of inquiry teaching behaviors of physics teachers.The scale is a five-question questionnaire,which includes promoting and hindering factors.Based on this,the belief basis of the inquiry teaching behaviors of physical physics teachers is derived..Finally,based on the belief base of each latent variable obtained from literature research and open questionnaires,as an observation variable of each latent variable in the theoretical framework,a measuring tool for influencing factors of physics teachers’ inquiry teaching behavior was developed.(3)Construction and analysis of structural equation model of influential factors of inquiry teaching behavior of physics teachers.First,using SPSS software for exploratory factor analysis,which mainly includes reliability and validity analysis of the questionnaire,deletes measurement items with low reliability and validity,and divides new dimensions,that is,new latent variables.The latent variables,explicit variables,and observed variables(measurement questions)obtained by exploratory factor analysis,according to the structural equation model,construct a theoretical hypothesis model 1 and research hypotheses of influencing factors for physics teachers’ inquiry teaching behavior.Secondly,use AMOS software to perform confirmatory factor analysis on Model 1,including the combination reliability,convergence validity,and discriminant validity tests of the model,the significance test of the model path coefficients,the deletion of insignificant path coefficients,and the modified physics Influential factors model 2 of teacher’s inquiry teaching behavior.Finally,using the maximum likelihood method of the structural equation model,the AMOS software was run to analyze the adaptation of Model 2,and model 2 was revised and hypothesized.Based on the above research work,conclusions are drawn on the influencing factors of physics teachers’ inquiry teaching behavior.(1)A model for influencing factors of inquiry teaching behaviors of physics teachers was constructed,and the research hypothesis of the model was tested.According to the AMOS analysis results,the research hypothesis test results in the theoretical hypothesis model 1 are divided into:core literacy performance expectations and physical performance performance expectations,and both are positively correlated with behavioral intentions.Subjective norms are divided into prescriptive norms and demonstrative norms.Prescriptive norms are positively related to behavioral intentions,and demonstrative norms are not related to behavioral intentions.Perceived behavior control is divided into convenience adjustment,self-efficacy and control power.There is no correlation between convenience adjustment and self-efficacy and behavior intention,and control power and behavior intention are positively related.The actual teaching situation is divided into course teaching situation,evaluation system and student ability.There is no correlation between course teaching situation and behavior,evaluation system and behavior are negatively related,and student ability and behavior are positively related.Time and behavior are negatively related.There is no correlation between textbook arrangement and behavior.There is no correlation between experience and behavior.(2)Structure and quantitative relationship of influencing factors of inquiry teaching behaviors of physics teachersAmong the influences of various variables on behavior,behavioral intention has the largest influence on inquiry teaching behavior,which is a positive correlation;the evaluation system has a second influence on inquiry teaching behavior,which is a negative correlation.And the difference between the two degrees of influence is small.Among the determining variables of behavioral intention,the performance expectations of core literacy have a high degree of influence on behavioral intentions.Therefore,the performance expectations of core literacy balance the impact of the evaluation system on the inquiry teaching behavior of physics teachers.According to the degree of influence of various influencing factors and TPB,the behavioral decision-making process of physics teachers when implementing inquiry teaching modes can be inferred:teachers first consider the development of students’core physical literacy,according to the requirements of higher-level teaching and research activities,and the control of their own inquiry teaching to form Investigate teaching intentions.During the implementation of behaviors,subject to the influence of domestic evaluation systems,as well as the constraints of time,energy,and students’ inquiry ability,physics teachers make the final inquiry teaching behavior decision.