Construction And Application Of Evaluation Index System Of Instructional Design Compentencies Of Middle School Physics Teachers

Since the new century,the state has put forward a series of new requirements on teachers’teaching compentencies.In addition to strengthening the cultivation of"knowledge"and"skills",the requirements on students pay more attention to the cultivation of students’compentencies and"Key Competencies",which requires teachers to give students the initiative in teaching on the basis of original professional knowledge and skills,and promote teachers as guides and organizers,the implementation of the student-oriented teaching model,so as to have higher requirements for teachers’instructional design compentencies.But in reality,how about teachers’instructional design compentencies?What kind of tools should be used to measure and evaluate teachers’instructional design compentencies,which for the professional development of middle school physics teachers,still needs to be deeply explored and discussed.Therefore,in order to solve the above problems,the main contents of this study are as follows:（1）The definition of Instructional Design Compentencies of Middle School Physics Teachers（abbr.IDCMSPT）and analyze the connotation of IDCMSPT through text analysis and expert consultation.（2）Establish IDCMSPT evaluation index system.Based on the theoretical and textual analysis of the initial IDCMSPT evaluation indicators and scoring criteria.The evaluation index and scoring criteria were revised by expert consultation method,and the evaluation index system with good content validity was obtained.To explore and verify the structural validity of IDCMSPT evaluation index system through self-designed questionnaire.The weight of the evaluation index system was obtained by combining the principle（importance ranking method）and factor analysis method（factor analysis method）,and the mathematical expression of IDCMSPT was obtained according to the weight.（3）Study the application of IDCMSPT evaluation index system.The national data of the last round of confirmatory factor analysis were used to analyze the overall level and level of each dimension of IDCMSPT,and the differences of gender,teaching age,professional title,different honors and instructional design compentencies of physics teachers in different schools were analyzed.Seventeen physics teachers were selected for case diagnosis,and the promotion strategy of IDCMSPT and the points for attention in the application process were proposed.The main research conclusions are as follows:（1）The definition of IDCMSPT obtained through relevant text analysis and expert consultation has certain operability and generality,and can summarize the essence of the assessment object.Through expert consultation,the expert consensus reached90%.Therefore,the concept of IDCMSPT can be used as a reference for the construction of evaluation index system.（2）IDCMSPT evaluation index system includes 3 first-level indexes,10second-level indexes and 35 compentencies observation points:"attitude toward instructional design","knowledge related to instructional design"and"skills of instructional design".Through expert consultation,self-designed questionnaire prediction,multiple rounds of exploration and confirmatory factors and reliability analysis,the reliability and validity coefficients of IDCMSPT evaluation index system are high,Klonbach coefficient and KMO values are above 0.9,and its structural fitting index,combination reliability and average variance extraction rate are all up to standard and good.Among the weights of the index system,the first-level indicators are"attitude towards instructional design（0.30）","knowledge related to instructional design（0.37）","skills of instructional design（0.34）";Among the second-level indicators,"cognitive level of instructional design（0.16）","behavioral tendency toward instructional design（0.14）","professional knowledge of physics（0.12）","knowledge of physics teaching theory（0.10）","knowledge of physics experiment（0.09）","knowledge of information technology（0.06）","teaching background analysis skills（0.10）","have taught program design skills（0.10）","activity management skills（0.08）","instructional design evaluation and reflection skills（0.08）".The mathematical expression of the weight of IDCMSPT evaluation index system after normalization is as follows:Y=0.30A+0.37B+0.33C.Where A=0.16a₁+0.14a₂;B=0.12 b₁+0.06 b₂+0.09 b₃+0.10 b₄.C=0.10c₁+0.01c₂+0.08c₃+0.08c₃.（3）Through the self-compiled questionnaire survey,the overall level of IDCMSPT is high,but the level of each index is different.The outstanding problems are mainly manifested in teachers’positive attitude towards the importance of instructional design,but it is still necessary to strengthen the application of instructional design knowledge and skills,especially the integration and application of"information technology"and"activity management"in physics teaching by physics teachers.In terms of different variables,apart from gender,there are significant differences in teaching age,professional title,different honors and different schools,Instructional Design Compentencies of Middle School Physics Teachers.The outstanding problems are mainly manifested in that the teaching age is less than 6 years,ordinary middle school teachers,probation teachers,intermediate teachers and teachers who have not won any honors are weak in the indicators of instructional design compentencies.Through case diagnosis,three first-level indicators were found to be consistent with the results of questionnaire survey.Among teachers’attitudes towards instructional design,the cognitive level of instructional design shows a high consistency,but the behavioral tendency of instructional design shows a big difference.In the aspect of teaching design related knowledge,the professional knowledge of physics subject and the knowledge of physics experiment show high consistency,but the degree is different;Physics teachers have the same views on teaching material analysis skills,physics teaching content analysis skills and teaching difficult points analysis skills in the aspect of teaching background analysis skills,but there are great differences in other aspects.According to the above results,this study believes that by providing precise training to the weak group of instructional design compentencies,improving the reflective compentencies of physics teachers in instructional design and giving play to the synergistic effect of physics teachers,so as to promote the balanced development of the instructional design compentencies of physics teachers,it can effectively promote the improvement of the Instructional Design Compentencies of Middle School Physics Teachers.