Research On The Skill Training Of Experimental Teaching Skills For Pre - Service Physics Teachers

Along with the growing general interest in developing basic education, more attention is also starting to be paid on teachers’teaching skills. From the perspective of educational development, teachers’teaching skills have a direct influence on teaching efficiency. From the perspective of educational objectives, physics teachers having good skills in experiment teaching is necessary to promote students’active participation in learning, curiosity, abilities of analyzing and solving problems, and communication skills. The current situation of Physics teaching in middle schools, with many teachers not conducting any experiments during physics lessons, is far from ideal. Experiment teaching includes demonstrational experiment teaching, experiments made by students, and experiments made during extracurricular classes. Demonstrational experiment teaching requires that teachers have good skills in giving proper instructions, doing experiments, and managing the class. Therefore, we designed this action research on training of pre-service physics teachers in demonstrational experiment teaching. Our goal is to improve pre-service physics teachers’skills in demonstrational experiment teaching, and to enrich the research on skill training strategies of experiment teaching in normal universities.This paper applies action research method, taking pre-service physics teachers as the target group. The research was conducted through a circular process of planning, action, observation, and reflection. First, through a literature review, this paper defines teaching skill, and describes its characteristics and types. We also define, characterize and classify demonstrational experiment teaching skills, which are the theoretical basis of this research. Second, we set six strategies that can improve the efficiency of training. These strategies were used to write a guide book for the first round of the research. This guide book describes the training content, schedule, goals and tasks, as well as an evaluation form for each part of the training. We then conducted training to pre-service teachers for one semester while observing and recording the process and problems to improve the training in its second round. Due to the fact that our trainees only study two years at university, we were not able to conduct training to the same group in the second round. We changed the trainees, revised the guide book, conducted the training, recorded the process and problems, and reflected on that. In the end, after analyzing the whole process and the results, this paper finds that pre-service physics teachers’demonstrational experiment skills improved after the training. This shows that our strategies are valid and effective. Reflecting on the training process, this paper gives some suggestions to improve the two rounds of training. We hope these suggestions will help future scholars when carrying out further research.