| With the development of the times,our requirements for training talents have gradually changed,and more and more attention has been paid to the cultivation of students ’ innovative consciousness and practical ability.Physics inquiry course is undoubtedly a good carrier for improving students ’ scientific literacy.However,although the new curriculum reform and curriculum standards are advocating ’ scientific inquiry ’,it is not fully implemented in the actual first-line teaching,by the government,schools,teachers and other aspects of the impact,and many of the key reasons are directly pointed to teachers,so in order to improve the status quo,we must start from teachers,improve junior high school physics teachers’ inquiry-based teaching ability.However,at present,there are more studies on the teaching ability of teachers in general at home and abroad,less research on physics,and there is a lack of scales and tools to evaluate the inquiry teaching ability of physics teachers.Therefore,this paper mainly through research to build a more scientific junior high school physics teachers inquiry teaching ability assessment scale,including the following research content and research results:First of all,on the basis of theoretical research,TPACK-KP theory is used to construct the structure of the inquiry-based teaching ability of junior high school physics teachers.The TPACK(Technological Pedagogical Content Knowledge)framework is a new theoretical model formed in 2005 by Professor Kohler and Professor Misra,based on Professor Shulman’s PCK model,which integrates technical knowledge(TK).KP(known as "Practical knowledge")refers to the knowledge of teaching experience accumulated by teachers through teaching practice.This study combines KP and TPACK framework to form TPACK-KP,which is the synthesis of teachers’ theory and practical knowledge,and studies the various components of TPACK-KP to improve the structure of teachers’ inquiry-based teaching ability.The second is the construction of weights.In order to make the evaluation more scientific and avoid subjective judgment,46 experts were invited to score the importance of each level of ability indicators,using the analytic hierarchy process,with the help of SPSS25.0 and YAAHP 10.1 analysis software in accordance with the objectives,Analyze the hierarchical structure of the criteria and plans,and on this basis,quantify people’s subjective judgments according to the 1-9 scale method,and construct a judgment matrix,and then through quantitative calculations,the ratio of each element in the indicator group can be obtained.Relative importance.Thus,the evaluation index of the inquiry teaching ability of junior high school physics teachers based on TPACK-KP is constructed.Then,according to the constructed inquiry teaching ability evaluation index,the inquiry teaching ability of 276 first-line junior high school physics teachers in some areas of Jiangsu Province was evaluated,and some conclusions are drawn by statistical analysis of data results by means of average,percentage,multi-factor variance analysis,using SPSS25.0 and EXCEL software.For example,on the whole,the development of teachers’ inquiry teaching ability is more balanced,but from all dimensions,the development of junior high school physics teacher’s inquiry teaching ability is uneven.In the "teaching design ability" dimension: teachers in the traditional teaching of the basic ability,such as "teaching analysis ability" performance is relatively good,ranked high,but the ability related to "technology" is relatively weak,ranked bottom,which should also become one of the higher-level departments in the later organization of teacher training;In the "teaching implementation ability" dimension: also,the basic ability of traditional teaching is relatively excellent,the average score of the top 3 are "14.demonstration ability","20.teaching organization ability" and "13.language expression ability",but the top three guiding ability in the important degree ranking is in the bottom of the score,indicating that teachers generally lack the practical knowledge of inquiry-based teaching.Finally,in the form of questionnaires,the factors affecting the development of junior high school physics teachers’ exploratory teaching ability are investigated,and the statistics find that teachers’ own efforts are the main factors in the development of teachers’ inquiry teaching ability,the role of pre-service education and on-the-job training is not obvious,and most of the external factors that hinder the development of teachers’ inquiry-based teaching ability are external factors such as "exam system and pressure of further education" and "lack of funding and policy support".Based on the above-mentioned research and investigation and analysis,junior high school physics teachers already have a certain theoretical reserve,but in the implementation of the theory into the specific practice of the operation of the link will encounter different degrees of difficulties,therefore,this paper from government departments,teachers’ education departments,teachers and individual teachers on how to effectively promote teachers to explore teaching ability put forward a number of measures,such as the establishment of a sound public service platform for high-quality teaching resources,the promotion of "micro-teaching-based curriculum research" pre-service training model and "design learning" after-service training micro-courses Individual teachers should be based on their own,inspire self-consciousness,to achieve independent development and so on.In summary,this study uses TPACK-KP theory to construct a junior high school physics teacher’s inquiry-based teaching ability evaluation index system,which helps teachers understand their teaching ability characteristics,understand their problems in inquiry-based teaching,help teachers to form self-improvement TPACK level consciousness,and ultimately promote the overall development of students,but also hope to provide reference for other researchers and teachers’ teaching. |
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