Research On The Evaluation Of Physics Classroom Teaching In Middle School

Classroom teaching is the core work of primary and middle schools’education, which is the basis of existence and development of school education, and seriously affect the future development of the school, and even the quality of the national education.With quantity ensured, the quality of classroom teaching has become a public concern that is also a necessary condition for school internationalization. Based on the existing literature study, it is found that evaluation of the classroom teaching the quality has been studied for some time, with the launch of the new curriculum reform, classroom teaching has become more and more important, many researchers have engaged into the relevant study, and there are also a lot of the related literatures about it, however, it is rarely implemented in the practical physics classroom teaching, and a lot of classroom teaching evaluations cannot well reflect the characteristics of physics course without clear target. Concerning analysis for the learning and practice evaluation of current middle school physics, aiming at the middle school physics classroom teaching quality evaluation, an independent evaluation system have not yet been established, and even the classroom evaluation has also not been fully understood. Some teachers even regard classroom evaluation as a form to accomplish mission, which is not really implemented, and also not achieved the desired effect. In order to ensure teaching smoothly and efficiently, it needs a reasonable and effective method to implement the evaluation of middle school physics classroom teaching, for fully playing their diagnosis, identification, guidance, incentive role in promoting teachers’ professional competence and improving teaching quality. Accordingly, this study carries out a depth investigation in regular middle schools to comprehend the existing issues in the physics classroom evaluation, and interviews some teachers, experts and students to try to construct physical classroom evaluation criteria in line with the new curriculum standards.Classroom observation is the main access to get information when conducting classroom evaluation, there are two methods, the first one is on-scene observation, the second one is video lesson, with a simple comparison between these two methods, it can be found that on-scene observation is often difficult to fully grasp classroom, the corresponding judgment may not be very comprehensive, and after use of video lesson to evaluate, this situation will change significantly better. Video lesson can fully retain every detail of classroom activities, the observer will be not limit to the time, place to analysis class repeatedly, and it also can take quantitative analysis in the form of classroom coding, therefore, in this study, video lesson will be taken for the empirical study of classroom evaluation.This study consists of six chapters. Chapter 1 is the introduction, mainly about literature study, aiming to summarize existing research and finding that the value of some issues, further determine the research direction Chapters 2 and 3 is the theoretical basis further elaborate theoretical foundation of study. Chapter 4 is to build physics teaching evaluation system. Chapter 5 is empirical research which is the evaluation index to analyze 12 video lessons,and find out its advantages and issues. Chapter 6 is the conclusion of this study, showing the conclusions, and points out the problems in the research, provide suggestions for future research.This study achievements are as follows:First, know present situation and development trend of evaluation, established in line with standard high school physics classroom evaluation system. Second, according to the evaluation system, from the perspective of qualitative and quantitative combined, analysis of 12 physical video lesson, using the method of index evaluation method, S-T, and Flanders, find the advantages and existing problems of the video class. The teaching goal of weaker operability,the teaching content to stimulate students interest in still need to further improve;the effectiveness of the teaching process teachers interactive speech is not high. Finally, because the teacher is not found the needs of students in time,and for students difficult not give guidance in time, So the teacher guidance effectiveness is weak.