Korean Middle School Physics Teaching Small Classes Effectiveness Research

Currently, education reform has become a worldwide trend. Small class in the form of the performance of small amount of students however means the optimization in teaching principle. Small class education has epoch-making influence. Class education based on people-oriented fits with comprehensive development and need of personality. The effectiveness of teaching is related to the development of students, and the progress is effectively depended on the way students to learn and teachers to improve professional teaching standard. The effectiveness of small class in physical teaching has always been the pursuit of development goal. Physics teaching small classes aims at optimizing the efficiency of education configuration, enhanced teaching, and education improvement to ensure the best effect. This study focus on the Korean-Chinese middle school physics education pattern by doing small class-pattern validity investigate, data analysis, final conclusions, and the referred suggestionTheoretical basis of this paper bases on the constructivist educational theory, multiple intelligence theory, personality theory effective teaching theory and other theories, refer to doctoral thesis "Study of the effectiveness of classroom teaching standards " literature Act (2004) written by Yaling Sun. In this paper," effective classroom teaching standards framework" to be proposed is base on the five dimensions of self-designed" Korean-Chinese junior high school physics teacher teaching survey (teacher volume)" and " Korean middle school students learn physics survey (student roll)", from investigation result in a random sample of901named Korean-Chinese middle school students and36junior high school physics teachers, results of analysis concluded by using the SPSS18.0software show:students with different grades is distributed at learning objectives, learning activities, learning ability, learning feedback, learning manage five dimensions; students from different regions show big different distribution at learning ability and learning feedback on; different grades of students also have big difference in the learning ability and learning feedback on; both of physics teachers and students show big difference by comparing teaching objectives, teaching activities, teaching ability, teaching feedback, teaching and management which were tested in five dimensions significant difference. By the analysis result from five dimensions questionnaire design point of view, summary of the following conclusions can be obtained:Conclusion1:On the teaching objectives, the Korean-Chinese junior high school physics teacher is poor at setting the multi-dimensional teaching goal.Conclusion2:During teaching activities, Korean-Chinese junior high school physics teachers did not follow the personality and characteristics of students to fully mobilize all teachers and students in activities.Conclusion3:During teaching, Korean-Chinese junior high school physics teachers should consider different ways in teaching all students by their different understanding levels.Conclusion4:In teaching feedback, physics teachers in Korean-Chinese junior high school only pay more attention at students who have higher score in the class.Conclusion5:On teaching management, Korean-Chinese junior high school physics teachers are not good at managing class effectively.Conclusion6:Generally, physics teachers from the Korean-Chinese high school think it is efficient by teaching in small teaching class pattern; but students think the opposite way. It indicates that Korean-Chinese middle school physics teaching by small classes do not have high effectiveness.For the case of the effective small class teaching in Korean-Chinese middle school physics classes, teaching objectives, teaching activities, teaching ability, teaching feedback to improve teaching management is a urgent problem to be solved currently. This study gives next suggestions for effective small class teaching pattern:First, set the goal of teaching physics by considering the needs of individual and groups of students to highlight the personality, teaching objectives clearly in order to meet the needs of different level-students.Second, the teaching activities in accordance with student personality and characteristics should be hierarchically performed to make all students get into the class.Third, the physics teacher can often change teaching method by using teaching resource around.Fourth, teaching and timely feedback should always, for all different levels of students.Fifth, teaching management should be scrupulously implemented; the class time should be effectively arranged. And it is necessary to manage the student team study, individual acting, and physical space effectively.