Research On Overcoming The Blind Spot Of Experts In High School Physics Teaching

Under the background of the reform of the college entrance examination,the trend of the country to select students with core physical literacy is becoming more and more obvious.How to cultivate students’ core physical literacy has become an important topic in the current high school physics teaching.Only by comprehensively and carefully understanding the students’ thinking process and taking the students’ thinking mode as the starting point of teaching design can we better cultivate students’ core physical literacy.However,the prevalence of expert blind spots makes the effect of physics teaching in high schools unsatisfactory.Currently,there is little research on the issue of expert blind spots.The purpose of this study is to study how to overcome the problem of expert blind spots in senior high school physics teaching and propose practical strategies to help senior high school physics teachers better cultivate students’ core physical literacy.This study defines the expert blind spot problem as a teaching problem where teachers,as experts,neglect the learning needs of students as beginners in their teaching.This study collects data through classroom observation,questionnaire survey,and interview survey to investigate and analyze the current situation of expert blind spots in high school physics teaching,and understand the causes and specific manifestations of expert blind spots in high school physics teaching.Based on this,three strategies are proposed to overcome this problem: improving problem awareness and emphasizing teaching reflection;adhere to the student-centered approach and improve teaching behavior;design pre-class homework to understand the learning situation and pay attention to students’ needs.We further apply these strategies to teaching practice.After one and a half years of teaching practice in the X school of K city,Y province,we compare and analyze the physics subject grades with the control class,and test the practical effectiveness of these strategies in overcoming expert blind spots in high school physics teaching.Through analysis,the following research conclusions are obtained:Firstly,the issue of expert blind spots does not only exist among novice teachers,but is widely present in high school physics teaching.On the one hand,the problem of expert blind spots in high school physics teaching is manifested in the habit of teachers to carry out teaching activities based on subject knowledge and with teachers as the main body.This is similar to the previous discussion of expert blind spot problems that emphasize form,efficiency,and explanation.In addition,this problem also manifests as teachers often evaluate the key,difficult,and prone points of teaching based on past experience,as well as overestimating students’ knowledge reserves and learning abilities.The reason for the emergence of expert blind spots in high school physics teaching is basically the same as the previous research,that is,the professional knowledge and PCK development of high school physics teachers are not synchronized,and teachers are accustomed to using professional knowledge to construct teaching designs;teachers with rich teaching experience are limited by past experience and lack understanding of students’ new learning situations,resulting in reduced reflection on actual teaching situations;due to the different methods and abilities of experts in building knowledge compared to beginners,teachers as experts tend to overestimate students’ abilities,treating some professional knowledge and skills that students have not yet mastered as self-evident and easy to understand.In addition,there are also practical reasons that teachers are limited by the time arrangement of high school physics teaching,making it difficult to truly and comprehensively understand students’ thinking patterns.Secondly,under the new situation,our teaching reform focuses on the transformation of teachers’ educational methods.Emphasizing the learning needs of students is a manifestation of teachers’ transformation of their own educational methods.Improving problem awareness and valuing teaching reflection can make high school physics teachers aware of the existence of expert blind spots,enable teachers to consciously pay attention to students’ learning needs,and continuously reflect and improve teaching.Appropriate teaching design can help students improve their physics learning abilities.Adhering to the student-centered approach and improving teaching behavior can improve classroom efficiency and strengthen classroom interaction between teachers and students.Pre-class homework can provide a comprehensive and timely understanding of students’ actual needs,thus overcoming the mismatch between teachers’ teaching design and students’ actual learning needs.Thirdly,by comparing the physics grades of the practice class and the control class,as well as students’ classroom performance and off class feedback,it is confirmed that the three strategies proposed in this study to overcome the blind spots of experts in high school physics teaching can effectively reduce the difficulty of students’ high school physics learning,enhance their ability to learn physics,cultivate their core physics literacy and improve their physics grades.