| High-quality courses represent the current advanced education and teaching ideas,show the outstanding professional level and teaching wisdom of many educators,and are a valuable teaching and research resource.Through the in-depth study of high-quality courses,we can effectively promote the professional development of teachers and help teachers adapt to the requirements of educational reform in different periods.Today,the new curriculum reform has been implemented for more than ten years.The educational concept of "returning the classroom to students and making students really become the master of the classroom" is deeply rooted in the hearts of the people.However,in the actual classroom,how can teachers "make students become the master of the classroom" on the premise of ensuring the teaching of systematic knowledge? How to measure whether they handle the proportion of various classroom teaching behaviors properly in the teaching process? Perhaps the average level of various teaching behaviors in many high-quality physics classes can provide us with a reference.The main purpose of this study is to explore the ratio norms of various classroom teaching behaviors in high-quality physics courses in junior middle school.According to the characteristics of physics,this study improves the FIAS interactive analysis system,uses the system to observe and code 100 junior middle school physics "department excellent" classes in the "one teacher and one excellent course" platform,and carries out ratio analysis and sequence pair analysis on the basis of nearly 90,000 teaching behavior codes,Get the norms of classroom teaching behavior variables and special order pair norms of high-quality physics course in junior middle school.According to the data results,this paper demonstrates the applicability,scientificity and practicability of the norms,summarizes the classroom teaching behavior characteristics of high-quality physics courses in junior middle school,and puts forward corresponding classroom teaching suggestions,hoping to provide a useful reference for the current physics classroom teaching in junior middle school.This study consists of five parts:(1)the introduction introduces the problem background of this study,determines the purpose and significance,content and methods of this study,and defines the two core concepts of this study by combing the existing relevant studies.(2)For the improvement part of the research tool FIAS,according to the characteristics of physics classroom,the 10 teaching behavior types in the original FIAS are refined,and the corresponding transfer matrix,ratio calculation formula and special order are improved and adjusted to obtain the improved FIAS interactive analysis system.(3)The research part of norms establishment introduces the idea of norm establishment,the selection of research objects,the research process and results,and the analysis of the obtained norms.(4)The demonstration part of the norms is demonstrated from three aspects: applicability,scientificity and practicability.(5)The research conclusion and suggestion part summarize the norms results obtained by the research,summarizes the classroom teaching characteristics of high-quality physics courses in junior middle school,and puts forward some suggestions. |
