A Comparative Study On Classroom Teaching Design Of Middle School Physics Expert Teachers And New Style Teachers

Education plans, teacher-centered. The level of teacher quality is directly related to the students’ healthy growth, the relationship between the future and destiny improve the quality of the whole nation and the country. Since the1960s, countries around the world continue to strengthen requirements for teachers, professional development of teachers is aroused worldwide attention, it is widely recognized that the quality of teacher education is the key to success. With the gradual increase in the community required professional level of teachers, novice teachers’ professional development has become an important task of teachers’ professional development. Through the existing relevant literature was informed researches on professional development of teachers" has been quite rich, which novices and comparative study of expert teachers is a commonly used method to study teachers’ professional development, this research method can be good teachers identify differences in the two types of professional competence, provide the paradigm for the novice teacher professional development.With the advancement and implementation of a new physics curriculum reform as an important part of the reform of basic education, both in terms of curriculum standards, curriculum goals and structure of teaching and evaluation, or course management system and other major changes are made. So, how to deal with this new physical changes the majority of frontline teachers. The most direct and effective way is to construct an effective instructional design from the beginning, based on the systematic study of instructional design theory, practice and actively explore instructional design, research in instructional design operations, growth in instructional design reflection. Looking at the current situation of teaching high school physics teachers design current, is not optimistic, especially novice teachers are more worrisome. Based on this, I am more research instructional design expert teachers and novice teachers in high school physics class research conducted by expert teachers and novice teachers differences in classroom teaching design, analyze the reasons for the formation of differences, in order to improve the physical novice classroom teachers design capacity, improving inadequate, comments and suggestions have targeted.In this paper, the differences school physics expert and novice teachers’ classroom teaching design a comparative study, the main work includes the following aspects:1.Through literature analysis, and results of the theory of physics teaching design patterns, expert teachers and novice teachers were analyzed and summarized.2.Based on the theoretical model of instructional design process, combined with the characteristics of high school physics, constructed specifically designed to explore the dimensions of the physical classroom, that is six levels in three stages:the first stage is the analysis phase, including teaching and learning situation analysis content analysis of two level; second stage is the design stage including teaching target design, process design and blackboard teaching painting and plate design at three levels; third stage is the stage of teaching reflection optimization and design optimization levels.3.According to research dimension build instructional design, select high school physics expert teachers and novice teachers in a classroom each design, using case studies of specific differences between two types of comparative study of teachers’ teaching methods in the design, identify novice teacher shortage in classroom design.4. According to building the specific dimensions of teaching design, combined with expert teachers and novice teachers of features, design the appropriate questionnaire for a wide range of physics expert teachers and novice teachers conduct research and use SPSS software survey data were statistically analyzed in order to identify deficiencies in the novice teachers and instructional design causes insufficient. Analysis of the samples is also insufficient to compensate for fewer cases, making the results more universal and applicability.By comparison study found that in physics teaching design at the shortcomings compared to novice teachers and expert teachers, mainly in the following areas:1.For physics teaching materials and content understanding is not deep enough.2.Lack of knowledge and understanding of the students.3.The preparation of teaching goals and objectives based on subjects grasp deviate.4.For the teaching methods select inappropriate.5.Experimental design and processing capacity is weak.6.About questions designed to emphasis knowledge, skills and emotional aspects of training less.7.Organization and arrangement of teaching content is too rigid, no innovation.8.Exercises preparation and job settings are not appropriate.9.Teaching problems attributed unreasonable. Through the study and research on teaching practice theoretical knowledge of education, novice teachers formed the main reason for these problems:1.Novice teachers teaching poor ability to integrate theory with practice, and in the teaching of the students do not understand the characteristics and patterns of cognitive psychology, the choice of teaching methods to grasp inappropriate.2.Novice teachers to understand the new curriculum standards for physical is not deep enough, the performance of the role of physics in textbooks and teaching content, grasp the intent is unclear, the main goal of teaching and writing according to grasp inaccurate.3.Novice teachers lack teaching experience, the performance of the organization and arrangement of teaching content is too rigid, no innovation, teaching problems due to unreasonable.The reason for these differences and formed to make recommendations to improve the physical design of novice teachers teaching ability:l.To carry out the training of physical disciplinary expertise, strengthen construction of physics knowledge systems.2.Novice teachers strengthen concerns student behavior and changes in teaching design concepts.3.Build cooperation and exchange learning platform designed to improve the practice of teaching novice level.4.Encourage novice teachers to reflect teaching, for improving instructional design optimization level.