A Study On The Structure And Development Of Physics Teachers' Teaching Ability

Inquiry-based teaching, as one of the ways advocated by new curriculum reform, it can help students learn the methods of scientific research,experience the hardships of scientific research,form a scientific learning attitude on the basis of inquiry. Teacher has several important roles, such as the learning guide and the teaching practitioner, their teaching ability can influence the inquiry-based teaching directly.Therefore, it seems necessary to well know and scientifically assess physical teachers’ ability in inquiry-based teaching. However, there is little research on teacher’s inquiry-based teaching ability,the study from the perspective of physical teaching is not to mention.In view of this, this paper will focus on the framework and development of physical teachers’inquiry-based teaching ability. As a consequence, this research can not only enrich relevant theory on teachers’ teaching ability, but provide more reasonable criteria to assess teachers’ inquiry-based teaching ability.Specific work of this study mainly includes these three aspects:1.Scan and analyze large amounts of relevant documents, summarize useful theories and research finding on inquiry-based teaching, teachers’teaching ability and teachers’ inquiry-based teaching ability.2.Constructing the structure of physical teachers’ inquiry teaching ability.Design questionnaire to survey the status and existing problems about physical teachers’ inquiry-based teaching ability in demonstrative middle-high school in Xi’an.Interview some teachers to understand the factors that obstacle the development of physical teachers’ inquiry-based teaching ability and understand the expectations of educational training,3.Put forward practical suggestions to improve the physical teachers’ teaching ability.According to the order of teaching time, the author construct the inquiry teaching ability structure of physics teachers, as follows:1.Before the inquiry activities:ability in education and scientific research, ability to analyze teaching needs, ability to choice teaching, ability to design teaching.2.In the implementation of inquiry:the ability to guide the student to explore the implementation of effective questioning, to explore the scheme of design, to draw the conclusion of the inquiry, the ability to control the classroom.3. After the inquiry:the ability of teaching reflection,the ability of teaching evaluation.According to the above indicators as the basis, the demonstration senior high school physics teachers in Xi’an City, we can draw the following conclusions:1.Need to lead teachers to explore the concept of teaching in real practice teaching. Most of physical teachers well understand the new curriculum reform and widely advocate inquiry-based teaching, but they seldom practice it because of lasting various pressures from the society and school work.2.Need to urge teachers to do educational research in teaching. They have been aware of their weakness in scientific research and lack of new experience from further training. However, few participate in the teachers’ training activities and their research for teaching is still in trail stage.3.Need to help teachers to learn choose teaching. Many physical teachers overlook students’ real needs in interest and emotion and their role of subjectivity on class. In comparison with traditional teaching, teachers’ selective ability has got certain improvement but there still exists more potential to explore.4.Need to instruct the teacher to carry on the effective design in the teaching. It is widely recognized by physical teachers that the teaching design plays an important role in teaching activity. However, most of them design a class relying on large amount of references and few are completed on their own.5.Need to cultivate the ability of teachers to implement Inquiry Teaching. In current class, physical teachers seldom create chance for students to ask question, discuss the teaching method or infer their own opinions, which leads to the declining of students’ ability of practice and logical inference.6.Need to pay attention to the teaching evaluation together with the teacher. Although physical teachers highly value the teaching assessment, they fail to do it well in practice. What they care the most are students’ score or learning process and they often neglect self-assessment.7.Urgent need to further strengthen the teaching of Teachers.The vast majority of teachers are quite agree with the importance of teaching reflection.They have the consciousness of teaching reflection, often carries on teaching reconsidering. And most of the teachers can insist on reflection of teaching records profoundly.On the basis of relevant theories about inquiry-based teaching, the paper will carry out more practical strategies to deal with the above-mentioned problems:1. Learn more theories:experience the theories of application about physical knowledge, learn new achievements and concepts of physical science.2.Practice scientific research results:Strengthen the educational practical training and exercise.3.Observe and imitate other excellent teachers’ teaching:admire inquiry-based teaching contest and teaching-assessment activities.