The Research On The Teaching Model Of Major Lessons For Postgraduates Of Theory Of Curriculum And Teaching(Physics)

At present, the classroom teaching is the important step of postgraduate education of the physics curriculum and instruction theory and the main way to acquire professional knowledge, skills, methods and so on. Namely, the quality of classroom teaching is directly related to the quality of postgraduate education. With the expansion of graduate admissions, the classroom teaching mode of the physics curriculum and teaching theory has gradually received increasing attention. Nevertheless, what are the classroom teaching modes of the physics curriculum and instruction theory now? what content is focused on by master graduate students in teaching mode and whether they are satisfied with the classroom teaching mode or not as well as how about their satisfaction degree now? To figure out these questions can contribute to the improvement of training quality of the physics curriculum and teaching theory. Our study also has a explicit directive significance to cultivate postgraduates of the physics curriculum and teaching theory.This study has surveyed the present situation of the professional curriculum and teaching modes by taking the major courses of the physics curriculum and teaching theory from five normal universities for example. The author has compiled satisfaction survey questionnaire and investigated the satisfaction degree of current teaching modes. Finally, the author finds out the problems of these teaching modes of the physics curriculum and teaching theory and provides some suggestions to course teaching. Under the guidance of above-mentioned research design, this thesis includes mainly the following three studies:Firstly, the author combs and analyzes the current curriculum and teaching methodology course settings(physical) by means of collecting five subordinate normal universities curriculum and instruction theory(physical) professional training schemes. By making a text analysis, this paper has summarized and analyzed the current the current situation of professional curriculum settings from three aspects: course content, the proportion of curriculum credit and curriculum choice privileges.Secondly, this paper surveys the main teaching modes adopted by the current curriculum and teaching theory(physical) course. The research method which is employed in this study is interview. The teaching patterns from five subordinate normal universities which are summed up through interviews are mainly classified into two types: the traditional teaching mode and the panel discussion teaching mode. And the two types of teaching modes will be illustrated with two examples “Thurber BBS” teaching and the education research method teaching.Thirdly, the author investigates the satisfaction degree of the two types of teaching modes. This research mainly adopts the research methods of questionnaire investigation. In order to make the formal questionnaire design more accurate, the author compiles the half open questionnaire according to the basic theory of teaching modes, teaching goals, operation programs, implementation conditions and the five elements of teaching evaluation. The purpose of the questionnaire is to figure out which aspects of the five elements in teaching mode postgraduate focus on. Through investigation, they pay attention to the teaching goal, the teaching attainment of teachers, teachers’ teaching level, teaching content, self-evaluation of students, teaching methods, teacher-student interaction, teaching evaluation and so on. There are 36 viewpoints summarized from the investigation. According to the survey and the relevant documents and making formal questionnaire by consulting the education experts the front line teachers, on the basis of investigating the satisfaction degree of the two kinds of teaching modes in the current curriculum and teaching theory(physical), the final results are as follows: the traditional teaching mode has higher satisfaction in the basic content, content system, the satisfaction of teachers’ classroom attendance three aspects than panel discussion teaching mode. They get almost the same satisfaction in the teaching process adjustment and effective utilization of teaching time. However, the panel discussion teaching mode has higher satisfaction in the rest 31 viewpoints than the traditional teaching mode, the matic discussion type teaching mode satisfaction are higher than the traditional teaching mode.Based on the above findings, this study has proposed the following six countermeasures and suggestions: to strengthen the emphasis on the teaching program of postgraduate student; to increase the application of the panel discussion teaching mode; to pay attention to the development of postgraduate’s skills; to attach great importance to teachers’ teaching quality and teaching level; to strengthen the self management and constraint abilities of master graduate student; to pay attention to the teaching content updates and the use of a variety of teaching methods; to strengthen the interaction between teachers and students and improve the teaching evaluation.