Research On Curriculum And Demand Of Full-time Subject Teaching (Physics) Professional Courses

Full-time subject teaching(physics)postgraduates are the backbone to promote the comprehensive and balanced development of students,further improve students’ scientific literacy,cultivate students’ innovative consciousness and practical ability,implement the fundamental educational task of Building Morality and cultivating people,improve the quality of Physics Teaching in middle school,and lay the foundation for students’ lifelong development.At the same time,curriculum is the fundamental guarantee for the realization of national educational goals,the fundamental basis of school teaching and education,and the core content of school training goals.Course learning is a key link in the cultivation of master of education.Therefore,the training quality of master of education will be affected by the curriculum to a great extent.This research compares and analyzes the current situation of domestic full-time subject teaching(physics)professional course curriculum,and at the same time conducts a questionnaire survey and interviews on the full-time subject teaching(physics)professional course curriculum requirements,so as to explore the full-time subject teaching(physics)professional course curriculum setting.It provides a certain reference for setting up courses reasonably and improving the quality of professional training.This first study compares and analyzes the curriculum settings of full-time subject teaching(physics)majors in 14 domestic colleges and universities.It is mainly analyzed from two dimensions: curriculum structure and curriculum content.The course structure is statistically analyzed from the aspect of course modules,course opening sequence,credits and degree of freedom of course selection.The course contents are counted and analyzed from educational courses,physics courses and cross courses of educational physics.The results of the investigation and analysis are as follows :(1)the subject teaching(physics)professional course modules of various colleges and universities are relatively unified,including degree basic courses,professional compulsory courses and professional elective courses.(2)The credits of professional courses are relatively uniform,that is,8 credits of basic degree courses,10 credits of professional compulsory courses,a minimum of 6 credits of professional elective courses,and a minimum total of 24 credits of professional courses.(3)There is a big gap in the opening order of professional courses.(4)The degree of freedom of elective course selection varies greatly,and the degree of freedom of course selection is generally low.(5)The proportion of educational courses is relatively low,and the specific course content is highly consistent.(6)There are big differences in the proportion of physics courses and the specific course content.(7)The proportion of interdisciplinary courses in educational physics is relatively high,and the specific course contents are quite different.The second study investigated the current situation of the curriculum demand of full-time subject teaching(Physics)specialty,and used the methods of questionnaire and interview to investigate from the two dimensions of personal needs and social needs.Personal needs are mainly to investigate whether the current professional course curriculum meets the needs of the professional graduate students in terms of psychological conditions and course conditions,and what other needs they have.Social needs is to investigate whether the current professional course curriculum can meet the needs of the professional graduate students in terms of professionalism,professional knowledge and professional ability,and what kind of needs they still have.The results of the investigation and analysis are as follows:(1)most graduate students have low interest in the professional courses offered by the college,think that the professional courses offered by the college can not meet the needs of becoming a middle school physics teacher after graduation,and are not optimistic about whether they can become an excellent physics teacher in middle school after graduation.(2)In terms of curriculum structure,they are not satisfied with the existing order of the college’s professional courses.They hope to increase the degree of freedom in choosing professional elective courses,greatly reduce the credits of basic degree courses,and appropriately increase the credits of professional compulsory courses.The credits of professional elective courses remain basically unchanged.(3)For educational courses,they hope to pay more attention to hierarchy,practicality,cutting-edge and research in content;For physics courses,they hope to pay more attention to cutting-edge,cohesion,operability and innovation in content;For the interdisciplinary courses of educational physics,they hope to pay more attention to cutting-edge,practical and research in content.(4)In terms of curriculum implementation,teachers’ teaching and postgraduates’ own attitudes will have a certain impact on postgraduate study.(5)In terms of curriculum evaluation,curriculum evaluation has a certain role in promoting the study of some postgraduates,but in general it is not significant,and it is related to the specific evaluation form.(6)Through the study of professional courses,the professional spirit,professional knowledge and professional ability of most postgraduates have been improved to a certain extent.Based on the above findings,this research makes the following recommendations:(1)Adjust the proportion of basic degree courses and professional compulsory courses,appropriately reduce the credits of basic degree courses,and increase the credits of professional compulsory courses.(2)Increase the freedom of professional elective courses.(3)Increase the cutting-edge,practical and research nature of the course content.