Study On The Dealing With Answers Behavior Of Junior High School Physics Teachers

As the compulsory education physics curriculum standard publishing and wholly enforcing,The mode and task of junior middle school physics teaching have changed importantly.Traditional unilateral teaching mode had hardly met the task of classroom teaching.The democratic and harmonious classroom atmosphere appeared naturally,which was closely connected with properly Teacher feedback language.I paid close attention to the condition of t Teacher feedback language in the physics class of junior middle school,when I was a teacher and in the study period of master.The following four defects were found.Firstly,The teacher did not fully understand the teacher feedback;Secondly,Different types of teachers feedback the use of the difference between the number of too much.Thirdly,Teachers did not respect the students say well,excessive pursuit of goals.Finally,Teachers use feedback without attention to the results,lack of reflection.This paper consider the previous observation,and elaborate the definition,classification,principle and influence factors of teacher evaluation language.This paper took the way of questionnaire survey and classroom observation,which Investigated students 'and teachers' awareness of teacher feedback.According to notes and quiz observed repeatedly recorded video,I counted the total frequency of teachers feedback and the use of different teachers feedback,And then find the advantages and disadvantages of the feedback behavior of junior middle school physics classroom teachers,I follow my shortcomings,communicate with excellent teachers,put forward the effective feedback of several strategies to help front-line teachers to effectively use the feedback.