Investigation Of Teaching Behavior On Physics Concept In Senior High School

Teachers’ teaching behavior is the main factor influencing the effect of classroom teaching. Though under the situation of the new curriculum reform today, classroom teaching effect is still not ideal. The main reason is the teachers’ lack of theoretical understanding of their teaching behavior and its influence on teaching. Therefore, it is necessary to study the teaching behavior of teachers.This study used the questionnaire method to investigate the basic situation of the teachers’ teaching behavior in senior high school physics concept teaching. According to the data from the investigation and its statistical analysis, teachers do have a lot of positive practices in the classroom teaching, but, at the same time, they also have many problems.The good aspects are: teachers’ classroom teaching behavior of physics concept teaching in senior high school has improved largely compared with that was in the past; most teachers surveyed change their teaching behavior flexibly in the teaching process, giving students timely guidance and encouragement, in order to improve students’ learning interest in physics as much as possible; they are capable of creating a harmonious classroom situation in which teachers and students interact, communicate actively and they also give suggestions to students. Thus, the relationship between teachers and students becomes closer, which is beneficial to make physical concept teaching more effective. There are seven main problems: the majority of teachers in the concept teaching do not pay much attention to students’ preconception of the subject talked in question; do not explain the definition of the concept or the keywords explicitly; the information of physics history for some concepts is not enough; method for forming physical concepts is lack of pertinence; differentiation between physics concept and mathematics’ is not enough; for explaining some concepts, teachers ignore to describe them from the perspective of students’ perception; some concept teaching is not systematic.Teachers’ teaching behavior problems discovered based on this investigation have been analyzed according to the teaching theory. Consequently, this paper draws up the specific teaching behavior design and its actual implementation from the five stages of senior high school physics concept teaching, and gives some necessary empirical analysis. Therefore, the suggestions put forward by this paper will be of much referential value for the first-line physics teachers in their future teaching.