Research On The Present Situation Of The Design Of Physics Teachers In Senior High School Based On Text Analysis

Problem design refers to teachers consciously design the “Problem” which would be asked in the class, according to the specific teaching content, the condition of class and students in order to complete the teaching goal, inspire the students to think and promote the process of classroom.Based on the summarization of related research about effective problems, problems design and so on, the study established the table of design analysis according to theoretical basis of Bloom’s theory of cognitive domain, with 31 section of physics teachers’ teaching design of the national game as the research object. The table of design analysis includes three dimensions: the number of problems, thinking level, clarity. Then the study used the table to text-analysis and research the current situation of problems design of the current high school physics teachers. The specific conclusions are as follows:(1) The aspect of the number of the problems: From the results of the study, almost all of the physics teachers in the process of teaching design would preset some problems more or less, but the number of the problem is very different, only 41.9% of the physics teachers designed the number of problems in a reasonable amount.(2) The aspect of level of thinking: The problems’ thinking level in the teaching design of the high school physics is uneven distribution. The low level of thinking(Remember, Understand, Apply) accounted for 80% of the total number of questions, the number of high level thinking(Analyze, Evaluate, Create) problems accounts for only 20% of the total number of problems.(3) The aspect of problems’ clarity: the problems of describing not clear are lower than the clarity of the question, but the problem is still to be improved. At the same time, the number of "understanding" problems and "creating" problems is the biggest.Based the status of problem design of the high school physics teacher, the study summed up the four problems mainly existed: the number of designed problems is too less or too much; "meaningless" problems in the design; the low proportion of high level problems and the form is single; the expression of the problems is not clear. Among them, the unclear problems have the following three situations: the statement is too long and the contacts of before and after is less, the direction of problems is not clear; the grammatical structure is not complete.