An Investigation And Research On The Development Of Peer-to-peer Mutual Assistance In School-based Teaching And Research In Middle School Physics

School-based teaching and research is an effective way to promote the new curriculum reform and teachers’ professional development.However,there are some problems in the current school-based teaching and research process.Peer assistance among teachers is the key to the development of school-based teaching and research.Through peer assistance,school-based teaching and research can break the barrier between teachers,make teachers have a heated discussion in an open and shared atmosphere,and make each teacher share information,learn from each other and learn from each other’s strengths.In this study,through the investigation and study on the current situation of peer assistance in school-based teaching and research of physics in middle schools,we can understand the achievements,existing problems and causes of peer assistance in school-based teaching and research of physics in middle schools,and put forward corresponding improvement suggestions,so as to provide reference for further improvement of school-based teaching and research of physics in middle schools.In this study,153 junior and senior physics teachers from more than 20 middle schools in Tianjin,Hebei,Shaanxi,Gansu,Fujian,Jiangsu,Jilin and Guangxi Zhuang autonomous regions were taken as the research objects.Questionnaire survey and interview were used to conduct the research,and spss26.0 software was used to analyze the differences of physics teachers with different teaching years,professional titles,academic qualifications,teaching sections and school types.At present,the development of peer assistance in school-based teaching and research of physics in middle schools is in a good overall situation,and the following achievements have been made: First,teachers have formed a correct understanding of the purpose of the activities and actively participated in them;Second,teachers can form mutual teaching and research groups on a voluntary basis;Third,teachers have shown a high mutual aid quality in their activities;Fourthly,the cooperation between teachers has been continuously strengthened,and the teaching ability and research ability have indeed improved;Fifthly,most schools provide venues and facilities for teachers.However,some schools also have some problems in the process of activities: first,the dominant position of teachers is insufficient;Second,teachers’ mutual assistance objects are limited,mainly concentrated in classmates and teachers in the same school;Third,various forms of mutual assistance can’t give full consideration to each other,and collective lesson preparation is the most important activity form.Although other forms have been carried out,their frequency is low and they often lack effectiveness;Fourthly,the activities lack professional guidance guarantee,time guarantee and system guarantee,while senior physics teachers in middle schools have relatively low satisfaction with the above guarantees.In view of the existing problems and their causes,this study puts forward the following improvement suggestions,which can provide some reference for the improvement of school-based teaching and research in middle school physics: first,strengthen training to help teachers and school leaders get out of the misunderstanding;Second,take school leaders as a link,strengthen cross-school and interdisciplinary mutual assistance,and really break the communication barrier between teachers of different schools and disciplines through teachers’ practical actions;Third,combine the actual needs of teachers,rationally plan and carry out various forms of peer assistance for school-based teaching and research;Fourthly,we should contact experts externally,train experts internally,improve professional guidance guarantee,promote teachers’ burden reduction,integrate scattered time,improve time guarantee,and rationally plan evaluation system and reward system to improve system guarantee.