| In the 21 st century,the competition between countries is staged every day.The success or failure of the competition depends on the talents in this field,and the cultivation of talents is inseparable from the support of education.Therefore,to some extent,this competition is in the final analysis the competition of education.Since the 18 th CPC National Congress,the state has paid unprecedented attention to education and the construction of teachers.In the opinions of the CPC Central Committee and the State Council on comprehensively deepening the construction and reform of teachers in the new era,the important role of teachers is fully affirmed from the perspective of nationalstrategy.According to the national demand for talents in the new era,the physics curriculum standard for senior high schools(2020 Revision)puts forward new goals.The completion of these goals can not be separated from teachers’ teaching.Classroom questioning is a very common teaching method in Teachers’ daily teaching.The value of problem chain teaching has been recognized by more and more experts and scholars,and problem chain teaching has been more and more widely used in the classroom.In the process of off campus practice,it is found that different teachers’ teaching levels are different.This difference is particularly obvious between expert teachers and novice teachers.In view of the value of problem chain teaching and the high frequency of problem chain teaching in high school physics classes,it is necessary to compare expert teachers and novice teachers in the dimensionofproblemchainteaching.Based on the background of the times,policies and reality mentioned above,"comparative study on problem chain teaching of senior high school physics expert teachers and novice teachers" is taken as the research theme.In terms of theoretical basis,constructivist learning theory,zone of proximal development theory,Bruner’s cognitive structure theory and problem teaching theory are taken as the theoretical basis of the study.In terms of research methods,literature,questionnaire,observation,interview and comparative research methods are comprehensively used.First of all,it collates the previous literature,then analyzes the effective questionnaires answered by 20 expert teachers and 20 novice teachers in six high schools in Jilin Province,and focuses on classroom observation and after-school interview with W and t teachers in y high school.On this basis,the problemsofnoviceteachersin theproblemchainteachingareobtained,andthecorrespondingcauseanalysis is made.Finally,the problems of novice teachers are classified and the following researchconclusionsareobtained:(1)Theconceptandconceptofproblemchainteachingarenotwellunderstood.(2)Theintegrityofproblemchainteachingis weak.(3)Theproblemchainstructureislooseandthelogicisnotstrong.(4)Theproblemchainisrigidandinflexible.(5)Theproblemchainteachinglacksthecultivationofstudents’ thinking.(6)Lackofattentionto students’ generativeproblems.(7)Lackofreflectionafterproblemchainteaching.(8)Students’ subject status has not been respected.They emphasize "external force" and ignore "internalforce".(9)The problem chain teaching is not comprehensive enough and pays too much attention to theteachingofknowledge.According to the problems of novice teachers,combined with the cause analysis,the following suggestionsareputforward:(1)Combined with practice,internalize the relevant concepts and ideas of problem chain teaching.(2)Graspthecontentofmiddleschoolphysicsasa whole.(3)Take the connection between teaching contents as an important basis for establishing the connectionbetweenproblems.(4)Setupdynamicquestion chaintoincreasetheflexibilityofquestionchainteaching.(5)Payattentiontothecultivationofstudents’ thinking.(6)Payattentiontostudents’ generativeproblems.(7)Enhancetheawarenessofreflectionandimprovethefrequencyofreflection.(8)Respectthedominantpositionofstudents.(9)Comprehensively considerproblemchainteaching. |
