Research On The Evaluation Of Middle School Physics Teachers’ Interdisciplinary Teaching Competency

In order to maintain core competitiveness in today’s complex world,the cultivation of innovative high-level talents is regarded as the key,and it is particularly important to have interdisciplinary knowledge and ability to quickly solve complex problems.The key to the future lies in education,and the key to education lies in teachers.Encouraging and promoting interdisciplinary competency benefits all primary and secondary school students,making the education industry increasingly strong demand for teachers with interdisciplinary teaching competency.In many single disciplines,the interdisciplinary integration of physics is prominent.It not only has more infiltration and integration with other scientific disciplines,but also gradually derives many interdisciplinary fields.The research methods and ideas formed by physics also benefit the development of other disciplines.Therefore,the evaluation of the interdisciplinary teaching competency of middle school physics teachers will further promote the improvement of teachers’ interdisciplinary teaching competency and escort the improvement of the quality of talent training in China.Based on this,this research mainly focuses on the following contents:This paper introduces the origin of this research from three aspects: background,policy orientation and practical needs,and expounds the significance of the research from the perspective of theory and practice.Then,it combs the relevant literature at home and abroad around teaching competency and interdisciplinary teaching competency,and it provides research ideas and tools for the evaluation of interdisciplinary teaching competency.Then,it discusses the specific content,ideas and research methods of this study.On this basis,the concepts of interdisciplinary,teaching competency and interdisciplinary teaching competency are defined step by step,aiming to clarify the differences between “interdisciplinary teaching” and “single subject teaching”,“teaching competency” and “teacher competency”,and refine the connotation of interdisciplinary teaching competency.The analysis of PCK theory,teacher professional development theory and project-based learning theory is helpful to refine the important indicators in the evaluation framework.According to the existing research results and policy documents,combined with the analysis of the theoretical basis in the previous part,the evaluation framework constructed in this study is formed.The three first-level indicators contained in the framework are: interdisciplinary teaching concept,interdisciplinary teaching knowledge,and interdisciplinary teaching ability.The ten secondary indicators include:interdisciplinary teaching attitude,interdisciplinary teaching awareness,interdisciplinary teaching understanding,interdisciplinary content knowledge,interdisciplinary teaching method knowledge,interdisciplinary teaching object knowledge,interdisciplinary teaching design,interdisciplinary teaching implementation,interdisciplinary teaching evaluation and feedback,interdisciplinary teaching reflection and promotion.Based on the above framework,a teacher interdisciplinary teaching competency evaluation tool was developed and tested on 109 middle school physics teachers to evaluate the reliability and validity of the tool.Through exploratory factor analysis to reduce the dimension of the topic,the results show that the topic classification is inconsistent with the evaluation framework,so the questionnaire needs to be revised.The factor load coefficient of exploratory factor analysis is used as the basis for deleting questions.The revised evaluation tool has good reliability and validity,and the questions correspond to the indicators at all levels,which can be used to measure the interdisciplinary teaching competency level of middle school physics teachers.A questionnaire survey was conducted among 133 middle school physics teachers using the developed teacher interdisciplinary teaching competency evaluation tool,and an interview outline was developed to interview 8 middle school physics teachers.The study found that the overall performance of middle school physics teachers’ interdisciplinary teaching competency is general: although they have strong interdisciplinary teaching concepts,they have insufficient understanding of interdisciplinary teaching;lack of performance in interdisciplinary teaching knowledge,especially for interdisciplinary teaching object knowledge;in the interdisciplinary teaching ability,the ability of teaching implementation is relatively strong,and the ability of teaching design,evaluation and reflection is relatively weak.At the same time,the paper makes a correlation analysis between the background information and interdisciplinary teaching competency of middle school physics teachers.The results show that the demographic variables and interdisciplinary experience of teachers have no effect on the interdisciplinary teaching competency level of middle school physics teachers.The improvement of interdisciplinary teaching competency is largely restricted by the school’s “support measures” and “hardware facilities”.Finally,summarize and analyze the research results,and puts forward suggestions for improving the interdisciplinary teaching competency of middle school physics teachers from the school authorities,the school level,and the individual level of teachers,and combines the shortcomings in the research to reflect and prospect.