The Role Of High School Physics Teachers In Inquiry Teaching

With the development of society and the advancement of technology, the demand for talents has become higher and higher. The society needs not only knowledgeable people, but also all-round talents. In order to adapt to the development trend of the international community, our country started the eighth elementary education curriculum reform at the turn of the century. The current curriculum reform aims to change the situation of the overemphasis on the book learning and the reception learning in the traditional teaching, advocate students' autonomous learning and active inquiry,develop students' explorative competence and spirit, promote students' all-round development. Inquiry-based teaching has gradually received increasing attention under these training requirements.However, the effect of the inquiry-based teaching has been far from satisfactory. Students'explorative competence and spirit haven't been improved a lot. One of the reasons leading to this kind of problems is that no enough attention has been given to the teacher's role in inquiry-based teaching. Although inquiry-based teaching attaches importance to students' independent thinking and exploration, it does not mean that the role and function of teachers should be ignored or weaken. Therefore, we should re-examine the teacher's role in the inquiry-based teaching.And here comes the questions:what should be the teacher's role in inquiry-based teaching? What is the teacher's role in practical inquiry-based teaching? How can we help teachers eliminate their confusion and transform their roles when they face the problems of role definition in the practical inquiry-based teaching. Based on these questions, this thesis mainly does the following work:In the first part, the author mainly introduces the research background of the problems, the research purpose, the research significance, as well as the research ideas and research methods.The second part is the literature review. This section contains two aspects:one is the definition of related concepts, the other is the previous research on the relevant subjects at home and abroad. Firstly, the author makes a clear definition of inquiry-based teaching model and elaborates the existing views of the inquiry-based teaching. Secondly, the author makes a clear definition of the teacher's role, combines the domestic and foreign researches on teacher's role, and lays the theoretical foundation for the research of the problems. Finally, the author sorts out the previous research on the teacher's role inquiry-based at home and abroad to understand the general research situation.In the third part, combing with the theoretical basis, the author proposes various role definition of the physics teacher in inquiry-based teaching from three dimensions:1. From the inquiry-based teaching links, the author positions out six kinds of teacher roles, including the creator of the inquiring situations, the inspirer of the inquiring questions, the instructor of the inquiring process, the effective organizer of the inquiring communication, the enhancer of the inquiring summary, and the prompter of the extracurricular inquiry.2. From the inquiry-based teaching targets, four kinds of teacher roles have been given out which contain the explainer of the basic knowledge, the developer of the exploring ability, the prompter of the inquiring interest, the cultivator of the inquiring spirit.3. From the teachers themselves, the author puts forward three kinds of teacher roles including the positive practitioner of the inquiry-based teaching, the researcher of the inquiry-based teaching, and the reflective thinker of inquiry-based teaching.The fourth part is the research methodology. The questionnaire about the teacher's role in the inquiry-based teaching issued to the high school physics teachers and students under the background of the inquiry-based teaching from some districts of Heilongjiang Province. According to the results of the survey, the author analyses the current problems exist in the teacher's role cognition and definition in the inquiry-based teaching as well as the causes of these problems.1. The problems exist in the teacher's role definition in the practical inquiry-based teaching:(1) Lack of the corresponding role behavior though they realize their roles.(2) Insufficient understanding and deficiency of cognition of the teacher's role.2. The causes of insufficient understanding or deficiency of teacher's role:(1) Teachers' inquiring teaching ideas have not yet fully formed, and are still under the influence of the traditional teaching ideas.(2) Teachers' teaching behavior still kept in the traditional teaching habits.(3) The whole teaching environment does not conducive to the implementation of the inquiry-based teaching, so that the teachers in the inquiry-based teaching are difficult to get full development.(4) Teachers lack the effective, professional and targeted inquiry-based teaching training.(5) The evaluation method is not conducive to the practice of the inquiry-based teaching.(6) The fun of physics and inquiry-based teaching have not been fully excavated.In the fifth part, the author compares the deficiency of teacher's roles in practical inquiry-based teaching reflecting from the results and analysis of questionnaire survey with the ideal physics teacher's role in the inquiry-based teaching. Based on the problems revealed from the comparison, six feasible suggestions aimed to help teachers transform their role definition have been put forward from three aspects:1. The transition of the physics teachers themselves.(1) Change the physics teacher role behavior from "lead" to "guide", from "teach" to "promote", from "manage" to "organize", from "perform" to "study".(2) Change the role concept of the physics teachers:establish equal relationship between teachers and students, establish the developing teaching concept, establish the concept of lifelong learning.2. The transition of the schools:(1) Optimize schools' educational atmosphere, (2) highlight the nature and characteristic of physics.3. The transition of the education department:(1) Strengthen the effective professional training for physics teachers, (2) Transform teachers' and students' evaluation methods.