Research On "Knowledge About Students" Of Middle School Physics Teachers By Classroom Observation

With the increasing demand for professional standards of teachers,teaching expertise has become an important way for the development of teachers' professionalism.The study found that "knowledge about students" under the concept of Pedagogical Content Knowledge can promote the implementation of the "student-centered" education concept.Due to the tacit and practical nature of "knowledge about students",this paper chooses the classroom observation LICC paradigm,which combines interview with classroom observation,to study its application.In this process,the application strategy that has certain reference meaning to the application of "knowledge about students" to middle school physics teachers is drawn.Firstly,the concept of "knowledge about students" is defined and the framework of knowledge structure is established by using content research method and literature research method.According to the teaching part of the LICC paradigm,the observation is made from the perspectives of "link","presentation" and "dialogue".Using the "knowledge about students" structure framework and the analysis of the content of existing literature,the viewpoints of each perspective were determined and the scale was prepared.Subsequently,the reliability and validity of the scale were tested.After the modification was completed,classroom observations were conducted at two schools in Chengdu Aerospace Middle School and Mianyang Dongchen International School.Combining the contents of the interviews with the observation records,the findings of the research on the application of "knowledge about students" in the middle school physics teacher were obtained:"Knowledge about students" can be used more or less in the classroom to promoteteaching,and the use of more classroom effect is obviously better.Because their knowledge is not systematic enough,which leads to the randomness of the application,most of the time the research object does not know that they have applied the "knowledge about students".Therefore,"knowledge about students" will not be used actively to help teaching.Teachers are relying on experience to estimate the needs of students.Through the analysis and induction of the concrete application of the observed physics teacher's "knowledge about students",put forward the use strategy in the physics classroom.In terms of link setting,teaching objectives are implemented in every aspect of the classroom.Based on the level of relevant knowledge and experience of students and the learning law of this kind of knowledge as the basis of setting the link goal.Determine teaching strategies based on students' learning styles.In terms of classroom presentation,physics teachers can pre-provide supportive content for learning based on their existing knowledge and recent development areas.The content that students can reach or think through inquiry and thinking is given a developmental presentation.In terms of dialogue,setting up a situation that is in line with the student's life learning experience has aroused students' resonance.Set challenging and inquiring questions based on students' abilities and knowledge levels.Encourage students to communicate and discuss ideas and opinions.In the face of students' viewpoints and questions,under the premise of fully understanding its meaning,the students will be prompted for learning strategies based on the characteristics of the content or given answers that they can accept at this stage.According to FIAS,using SPSS to analyze the influence of teachers' own factors on the variables related to “knowledge about students”.It is concluded that the teaching ability of physics teachers has a significant influence on the application of "knowledge about students.In order to maximize the role of " students' knowledge " in promoting teaching,secondary school physics teachers should strive to develop their own teaching abilities while developing professional knowledge".