Research On The Construction And Application Of High School Physics Classroom Teaching Evaluation Scale Based On Core Literacy

In the new physics curriculum standard,the core quality of physics is put forward.The core quality of physics is the concept,character and ability formed by students after learning the content of physics course.In addition,classroom teaching evaluation is one of the important contents contained in the new curriculum standards.In physics teaching,it has become the focus of classroom evaluation to evaluate whether teachers carry out teaching according to the curriculum standards,whether classroom teaching can implement the cultivation requirements of students' core literacy and develop students' core literacy.However,the existing classroom teaching evaluation framework cannot objectively evaluate the classroom teaching under the new curriculum reform.Based on physical science core quality,how to build a reasonable,reliable,applicable classroom teaching evaluation questionnaire,through the quantitative evaluation and qualitative analysis,grasp the present physics classroom teaching is to cultivate the students' literacy and students' physical discipline core accomplishment,summarizes the recent development of high school physics classroom teaching strategy based on core physical quality,contributing to their own physical core literacy Development is the core purpose of this study.To solve this core problem,the research is carried out in the following steps:Firstly,the evaluation scale of high school physics classroom teaching based on physics core literacy is constructed.Read the relevant literature,and under the guidance of multidimensional,process,scientific,measurable and disciplinary principles,construct the first draft of the evaluation table;Then,the "Delphi method"questionnaire was used to consult experts' opinions on the initial indicators,and the index system was revised.Thirdly,the questionnaire survey was designed based on the revised index system,and the weight of the index system was determined by the dual comparison method.Then the survey results were statistically analyzed to determine the weight of each index.Finally,the implementation of the index system is explored,using the compiled scale to evaluate the classroom.The specific method is to select the two novice teachers in the school where the author practiced "Newton's First Law"classroom record teaching cases and two excellent cases in 2018 physics annual meeting "force decomposition" and "equilibrium of common point forces" classroom record teaching cases as the research object.The classroom record is observed and the photo is taken.The scale constructed is used to make a quantitative evaluation of the physics classroom teaching.Then,the front-line physics teachers are interviewed and the existing research results are combined for qualitative analysis,so as to form the strategy of classroom teaching based on the core quality of physics discipline.The results of the study are as follows:(1)The evaluation scale of high school physics classroom teaching based on the core literacy of physics discipline was constructed.Including "teaching content,teachers teaching,students learning,classroom generation" four first-level indicators;12 secondary indexes and 72 specific evaluation criteria are "content suitability,content reconstruction,teaching methods,teaching skills,teaching process,learning cognition,learning behavior,classroom atmosphere,physical concept,scientific thinking,scientific inquiry,scientific attitude and responsibility".(2)Using the constructed scale to evaluate the classroom,it is concluded that the first-line physics teachers focus on cultivating the core quality of physics discipline in the selection and reconstruction of teaching content,teaching methods,teaching skills and specific teaching process,and students can achieve the cultivation requirements of physics discipline quality under the guidance of teachers.However,there are still three problems as follows:first,there is a single way of classroom evaluation in the teaching process,and there are few activities involving the use of information technology to improve the physical learning ability;Second,in the aspect of scientific thinking,students' thinking breadth is not wide enough,the frequency of active questioning is less,and the way of solving problems is single.Third,in terms of scientific inquiry,students have few opportunities to design inquiry schemes independently,and there is less interaction between students and reflection on the process of inquiry in the reporting and communication.Fourth,the teaching activities of scientific attitude and responsibility involve less resources conservation and environmental protection.(3)According to the problems existing in the teaching evaluation results,relevant teaching suggestions are put forward.In addition,this study has the following innovations and deficiencies:Innovation of classroom evaluation scale construction.There are few researches on the construction of high school physics classroom teaching evaluation scale based on subject core accomplishment.The author adopts the "Delphi method" questionnaire survey method and consults the opinions of experts to put forward the high school physics classroom teaching evaluation scale based on subject core accomplishment,which has high expert validity.Due to the problems of ability and time,there is still subjectivity in the evaluation index system constructed in the research.In the questionnaire survey,the geographical distribution of experts involved was small.There are 20 experts involved in this study,from 4 universities and 16 high schools,and the coverage is not comprehensive enough.The scope of the evaluation index system is small.There are few case studies,which makes the generality of the research conclusion a little poor.