The Research Of Classroom Teaching Behavior Of Novice And Proficient Middle School Physics Teachers Under The New Curriculum

In June 2001, the Ministry of Education published "Basic Education Curriculum Reform Program" and decided to vigorously push forward the basic education curriculum reform, adjust and reform the basic education's curriculum, structure and contents, meet the requirements of quality education and build a new basic education curriculum system. All junior high school in Hunan Province in 2001 exercise the new curriculum, high school in 2007 all entered the new curriculum. As the new curriculum is based on the new curriculum philosophy, therefore, it must request new classroom teaching behavior under the new philosophy, while teachers want to the realize the new curriculum must in terms of teaching behavior. Well, what is the difference between the proficient and novice physics teachers'classroom teaching behavior under the new curriculum in Hunan province? Do their teaching behavior in line with the request made by the new curriculum? And how to make novice teachers rapidly improve their teaching behavior? How to draw lessons from proficient physics teachers'classroom teaching behavior, proficient teachers how to improve the teaching behavior to achieve the new curriculum standard? Based on problem-solving approach, this thesis propose to study the present situation of the proficient and novice physics teachers' classroom teaching behavior under the new curriculum, and the factors which impact their behavior, and explore strategies and approaches to improve their classroom teaching behavior to meet the requirements of the new curriculum, and to enable the novice teachers quickly and effectively improve their classroom teaching behavior.This article first described the background of this study, research status and research methods used in this study and research theory and practical significance. In the literature review section, the novice and proficient teachers were defined and discussed more in detail in theory, also with the content of classroom teaching behaviors, characteristics, role and impact of classroom teaching-oriented factors were examined in detail, also pointed out the changs that new physics teachers teaching behavior must have. In the third part,the present situation of proficient and novice physics teachers'teaching behavior in Hunan Province under the new curriculum were investigated, taking surveys, interviews, classroom observation to a combination of research, through analysis of data and information obtained in Hunan province under the new curriculum novice proficient physical status of classroom teaching behavior and the differences between the two. In the fourth part, it analyzed the reason for the formation of the status, and in the fifth part,it proposed corresponding solution strategies. Finally, it showed a summary of this research, presented research findings, it also pointed out the deficiencies and the prospects of this research.