The Physicist Fan Students Explore The Status Quo Of Teaching Beliefs

Science education advocates the use of inquiry teaching to cultivate students innovative spirit and practical ability,and one of the important factors that affect the effect of inquiry teaching is teachers' inquiry teaching belief.Pre-service physical teacher as the main force of the future teachers,carrying the concept of inheritance education,practice education reform policy arduous task.The learning experience of normal education curriculum,professional education background and other factors will profoundly affect the teaching cognition of pre-service teacher,which is one of the important sources of teaching belief formation.And belief is a complex cognitive structure,many researchers often use the belief system to construct the description in practice.How does the physics teacher's system of teaching beliefs establish?What is the current situation of teaching beliefs?Should be an important topic in teacher education research.The purpose of this study is using the scale survey and classroom observation and interviews to conduct empirical research.The research process is divided into three parts:theoretical construction,scale development,empirical research.The first part of the theoretical construction:to summarize the literature on the connotation and characteristics of teaching beliefs,from the perspective of the system at home and abroad theoretical research and empirical research analysis,from the status quo to explore the value of teaching beliefs and significance;This paper expounds the theoretical basis and conceptual definition of the research,distinguishes the connotation between beliefs and ideas,attitudes and knowledge,sums up the meaning of exploring the teaching beliefs,constructs the theoretical model of the pre-service physics teacher's inquiry teaching belief system,and compiles as the belief scale basis;The second part of the scale formulation:According to the theoretical model of inquiry teaching beliefs to determine the theoretical dimensions of the scale preparation,the preparation of the initial measurement table,the Shaanxi Normal University 2012 preservice physical teachers to predict,after the initial use of SPSS expansion project analysis,in-service physics education masters to re-test,re-test after the exploratory factor analysis,and finally test the formal inquiry teaching faith scale reliability and validity;The third part is the empirical study:the use of the scale of the four normal university physics teachers to carry out a questionnaire survey,from the gender,school and racing experience three independent test T test;Secondly,the use of qualitative research method described a Normal school students' analog teaching class and post ?class interviews,classify the open description of pre-service physical teachers divide the types of beliefs and summarize them.Finally,this paper gets the following conclusions:(1)Exploring the structural imbalance of teaching beliefs:Through the theoretical analysis,the author holds that the theoretical model of the inquiry teaching belief system includes three core dimensions and six sub-dimensions,but the results of the scale test show that the structure of beliefs only presents three core dimensions and five sub-dimensions.Among them,the concept of teacher's ability(self-knowledge,teaching effectiveness and style charm)can not be reflected in the inquiry teaching belief of pre-service physical teachers.(2)To explore the level of inquiry teaching beliefs and differences in the test:the overall pres-ervice physical teacher to explore the inquiry teaching beliefs for the open orientation,and the core dimension of the index was significant correlation between the belief that the structure is more consistent.There is no significant difference in the teaching beliefs of male and female pre-service teachers.The beliefs of girls are higher than those of boys.The core dimension,abilities and evaluations are directly higher than those of non-direct normal universities Normal school students have a significant difference in the relationship between knowledge and student evaluation.There are significant differences in the belief of knowledge,ability and evaluation in physical education.Experienced physical normal students,and there is a significant difference in the dimensions of inquiry teaching knowledge.Based on the above conclusions,in order to improve the level of inquiry teaching beliefs,from the curriculum and the training of normal students and other aspects of the relevant recommendations.