Strategy Research Of Improve The Physics Teachers Into Middle School Experimental Ability

Physics is experiment-oriented. Most physical laws are obtained by repeatedobservation and experiment as well as constant conclusion and summary. Physicalexperiment plays an irreplaceable role in understanding of physical concepts,cognition of physical laws, grasp of physical methods and development of practicalability and innovation consciousness. In the teaching of middle schools physics,experimental teaching enjoys a vital position, which is not only teaching content, butalso teaching methods and means.In the reform of new curriculum, experimental teaching is the effective way toimplement the goals of the new curriculum, cultivate students’ observation,innovation and scientific inquiry and enhance their scientific literacy in a full way.Experimental teaching opens possibilities for students to imitate the process ofscientific research, stimulate their desire to take the initiative to explore physicallaws and learn research methods. Physics teachers are the implementer of teachingactivities, and their own ability exerts important efforts on launch of experimentalteaching and effectiveness of teaching, moreover, it is also the key factor of qualityand effectiveness of physical experiment teaching, therefore, its importance isself-evident. To quickly elevate physical experiment teaching effectiveness,experimental ability of physics teachers should be improved through a variety ofways. The current research focuses more on quality education and training ofstudents’ experimental ability, while ignoring the effects of physics teachers’experimental ability issues on experimental teaching.This paper analyzes and discusses how to improve experimental ability ofphysics teachers in middle schools mainly through research methods such asdocumentary method, interviewing method and investigation method. The first part ismainly based on previous human studies and guided by theories inclusive ofconstructivism and physical experiment; it builds a structural model of middle school physics teachers which is consisted of three levels, experimental basic ability,experimental teaching ability and experimental research ability. Additionally, eachlevel can be subdivided into several levels. The second part analyzes the performanceof most of physics teachers in the experiment competition, examines the status quoof experimental teaching of physics teachers through questionnaires, personalinterviews and other forms and analyzes the restricting factors of their experimentalability. Finally, a lot of reasons are found, such as teachers themselves, socialatmosphere, examination system and schools.The last part puts forwards recommendations and strategies on how toimprove experimental ability of physics teachers in middle schools, based on theprevious studies. It is mainly described from independent development anddevelopment promotion, pointing out that teachers should have the concept oflifelong learning and educational philosophy adapting to the spirit of times, whichmeans they should consciously participate in the system studies and experimentalresearch activities, take part in the competition experiments and conducts teachingreflection and exchange and mutual aid activities; the educational administrativedepartments and schools should urge teachers to upgrade experimental ability,provide them with a lot more opportunities, and give them plenty of time and spaceto develop ability evaluation system of scientific experiments, making protectionfrom system design. I hope that my suggestions can help enhance experimentalability of physics teachers and finally improve status quo of physical experimentteaching in middle schools.