Research On Feedback Behavior Based On The High School Physics Classroom Observation

Dealing with answers is one important part of question-answer process in class.This paper’s point of view is that teachers give ear to the students,guidance,confirm and give evaluation in the process of students to answer the question.Teachers’ feedback on students’ knowledge of learning and the cultivation of interest plays an important role and is conducive to the improvement of teachers’teaching ability.Based on the motivation theory and Weiner’s attribution theory of multiple intelligences and hierarchy of needs theory for the study of theoretical basis of psychology. The research’s object is a senior high school physics teachers and the classroom in handan.We observe classroom through the video monitoring in that way we can ensure it is authenticity and repeatable of the class. Finally, we deal with observation data,at last this paper views formed based on this data.In this paper, we made investigation about classroom questioning, teachers’ understanding of feedback and teachers’attitude towards feedback to teachers.In this paper, based on the hierarchy of needs theory on the premise of respect facts we analyze the psychological needs of students in answering questions, the source of motivation. Through the classroom recording and analysis of the survey data, we found that meaningless questions along with a null and void,the teacher did not attach enough importance to feedback.Generally students want to be asked questions,and eager to get the teacher’s encouragement.But lack of teachers in the actual classroom performance in these areas.Such as Fewer questions,the feedback without a evaluation,interruption of the students answer,lack of positive feedback can not make sure that the feedback is different from person to person.For those problems, this article put forward effective strategies and principles to improve the quality of teaching combining with the theory of multiple intelligence.