Research About Middle School Physics Microteaching Training

The physics micro-teaching, as a skills training program, designed to make physical education major students and new teachers to improve teaching skills as soon as possible, under the guidance of the concept of physical education.Now, micro-teaching course is a required course as normal students, from the long term practice observations, micro-teaching with its scientific basis of the theory and implementation features showed the advantage on teaching behavior training and improving teaching skills.However, the survey found that the effect is not satisfactory. Analysis of its causes, such as the directors and trainers have misperceptions on understanding the theory of micro-teaching, have problems on understanding detailed classification of teaching skills, can't design the training mode with the subject teaching characteristics, evaluation links'feedback is meaningless, and so on. As the micro-teaching emphasize the combination of the theory and practice, all of the above reasons will affect the final effect.According to the characteristics physical class, with reference to the classification of teaching skills at home and abroad, propose the 11 basic skills that physic teachers should have in the classroom: import skills, teaching skills, ending skills, using teaching media skills, presentation skills, questioning skills, communication skills, strengthen skills, organizational skills, changing skills, using teaching language skills. We also thought the new skills that physic teachers should have in the new curriculum, such as observation skills, listening skills, inspiring and guiding skills, guiding cooperative learning skills, response skills in class.In this research, in addition to study the basic teaching skills that middle school physics teachers should have, the main aspects are skills training model and the implementation of evaluation.According to the teaching experience and practice feedback, we feel that training by class teaching parts is more effective, there are the introduction of a lesson, the expanding of a lesson, the ending of a lesson. In addition, because of the physical education teaching objectives, teaching content and teaching different forms of organization, that produced some typical class types.Learning and formation of these teaching skills is a dynamic process, the evaluation part also play an important role. The article describes the importance of this part and the necessity of building the evaluation criteria and evaluation strategies. I combine the characteristics of physical teaching and physics micro-teaching skills training mode, explore to build eight categories of evaluation criteria and the specific evaluation strategies accounts both qualitative and quantitative evaluation, which is suitable for operating. And have a specific description on student self-assessment, peer assessment of students and teacher review. We obtain good results by testing in practice.