Investigation On The Teaching Status Quo Of High School Physics Teachers Using Analogy Transfer

With the deepening of quality education in our country,basic physics education is also widely concerned by people."High School Physics Core Literacy" also puts forward new requirements for physics teaching,which requires not only to impart subject knowledge to students,but also to master scientific learning methods,among which analogical transfer is one of the scientific learning methods that need to be mastered.In this paper,a total of 69 physics teachers from No.36 Middle School of Nanning City,No.1 Middle School of Laibin City,No.2 Middle School of Laibin City and No.8 Middle School of Laibin City were studied by means of questionnaire survey and observation.Investigation on the teaching status quo of teachers using analogy transfer.The survey results are as follows:1.The general results of the survey on the teaching status quo of high school physics teachers using analogy transfer.(1)For the purpose of using analogy transfer,100%of the teachers use analogy transfer mainly to improve the students' physical performance,92.8%of the teachers use analogy transfer mainly to improve the students' problem-solving ability,92.8%of the teachers use analogy transfer mainly to improve the students' analogical thinking ability,and 78.3%of the teachers use analogy transfer mainly to improve the classroom teaching efficiency;(2)In terms of teachers' attitude towards analogical transfer,85.5%of the teachers think that analogical transfer ability of senior high school students is very important for students' analysis and understanding ability;(3)In classroom teaching,71%of the teachers mainly used analogical transfer to create problem situations and introduce new lessons,85.5%of the teachers mainly used to teach physics concepts and physics laws,and 85.5%of the teachers mainly used to explain physics exercises,regardless of the conventional teaching methods or their own unique teaching methods.(4)In terms of using analogy transfer in class to inspire students to think and learn physics,63.8%of the teachers said that students were more focused and more active in class.2.Survey results of different groups of teachers.(1)In different age groups,about 30.0%of teachers aged 20-29 used analogical transfer to improve students' physics performance and problem solving ability,and about 14.5%of teachers aged 30-39 used analogical transfer to improve students' physics performance and problem solving ability.About 36.0%of the teachers aged 20-29 thought that analogical transfer ability of senior high school students was very important for students' analytical and understanding ability,and about 20.0%of the teachers aged 40-49 and over 50 thought that analogical transfer ability of senior high school students was very important for students' analytical and understanding ability.About 29.0%of teachers aged between 20 and 29 used analogical transfer mainly to create problem situations and introduce new lessons,and about 14.0%of teachers aged between 40 and 49 used analogical transfer mainly to create problem situations and introduce new lessons.About 32.1%of teachers aged between 20 and 29 thought they were highly active in class,and about 14.5%of teachers aged between 30 and 39 thought they were highly active in class.(2)In different teaching ages,about 25.0%of teachers with 11-20 years and over 20 years use class transfer to improve students' physical performance and problem solving ability;About 14.5%of 1-10 year teachers use class transfer in order to improve students' physical performance and problem solving ability;About 36.0%of the teachers with 1-20 years thought that analogical transfer ability of senior high school students was very important for students' analytical and understanding ability,and about 20.0%of the teachers with more than 20 years thought that analogical transfer ability of senior high school students was very important for students'analytical and understanding ability.About 28.0%of teachers with more than 1-10 years and 20 years used analogical transfer mainly to create problem situations and introduce new lessons,and about 14.5%of teachers with more than 1-10 years and 20 years used analogical transfer mainly to create problem situations and introduce new lessons.About 36.0%of the teachers in 1-10 years thought that the classroom was highly active,and about 14.5%of the teachers in 1-10 years thought that the classroom was highly active.3.Attendance in classThrough listening to and interviewing teachers of different ages and teaching ages in the investigated schools,it is found that:(1)teachers always involve the application of analogy transfer in class,and the purpose of application is very clear;(2)There are abundant and extensive sources of analogical examples;(3)When dealing with the analogical materials,teachers will take the students' learning situation into consideration and then choose more appropriate analogical materials;(4)In the classroom effect of using the analogy method,students' attention is focused and the interaction between teachers and students is more frequent.This study can provide teaching reference for researchers engaged in physics education and front-line physics teachers.