An Investigation Study On The Current Situation Of Teaching Reflections Of Secondary Physics Teachers In Exercise Classes

Reflection on teaching can help promote the professional growth of teachers and has a driving effect on improving the quality of teaching and the development of education reform.Exercise classes constitute one of the essential means of ensuring the efficacy of physics education,and serve as a crucial avenue for cultivating students’ core competencies.Therefore,investigating and studying the current status of middle school physics teachers’ reflection on exercise classes holds significant practical significance.This paper thus places emphasis on examining the existing status of reflection on exercise classes among middle school physics teachers,highlighting the challenges,shortcomings,and difficulties encountered in the process of reflection,and presenting corresponding recommendations for improvement.This study primarily employs literature review,questionnaire survey,and interview methods.The paper consists of two main sections: a quantitative investigation into the current state of middle school physics teachers’ reflection on exercise classes and a qualitative examination through interviews.Research One: A Quantitative Study on the Current State of Middle School Physics Teachers’ Reflection on Exercise Class Teaching.After reviewing literature,the questionnaire was prepared based on the reflection theory of Dewey,J.,especially the reflection theory(reflection in action)of Schon,D.A.,a questionnaire was developed and optimized through two rounds of expert consultation.Then,a survey was conducted on 317 middle school physics teachers,and the collected data was processed using SPSSAU to analyze the current state of middle school physics teachers’ reflection on exercise class teaching,and to investigate whether there are any differences in reflection based on teaching experience,professional title,gender,education level,and teaching stage.Research Two: A qualitative study on the reflection status of middle school physics teachers’ tutorial teaching.Based on the first study,an interview outline was developed and refined through expert consultation to obtain the final interview questions.Eight frontline high school physics teachers were interviewed,and the collected information was processed and analyzed to gain further insight into the teachers’ reflection on tutorial teaching,and to extract some excellent teachers’ experience in tutorial teaching.Through this research,the following conclusions have been drawn:(1)More than 50% of teachers allocate over 40% of their class time to problem-solving lessons,and are able to deeply reflect on the importance,functions,and pathways for cultivating core competencies in physics among students through problem-solving lessons.(2)Over 80% of teachers reflect on the difficulties encountered by students in the process of problem-solving,and can improve students’ problem-solving abilities through various means such as promoting their mastery of problem-solving methods and inducing problem-solving skills.(3)More than 50% of physics teachers feel that they lack systematic guidance on reflection,and therefore require enhanced learning of reflective theory.(4)Physics teachers consider multiple factors when designing problem-solving lessons,and are able to focus on the relationship between unit problem-solving lessons and section problem-solving lessons.(5)Physics teachers are capable of comprehensive reflection on problem-solving lesson teaching evaluations,and can improve their problem-solving lesson design based on feedback on their teaching effectiveness.(6)More than 50% of physics teachers lack relevant theoretical knowledge on how to conduct systematic reflection.In response to the issues identified in quantitative and interview-based research,the following suggestions are proposed regarding the current state of reflection on problem-solving teaching among high school physics teachers:(1)Strengthen the teachers’ learning of reflective theory and enhance the guidance provided by experts.(2)Schools or teaching research groups can establish mechanisms for reflection to promote teachers’ reflection on problem-solving teaching.(3)Regularly conducting specialized discussions on problem-solving teaching can promote teachers’ reflection on the design and practice of problem-solving teaching.(4)Teachers should persist in carrying out teaching reflection activities and make reflection an integral part of their teaching.