The Study On The Recognition Ability Structure Of Middle School Physics Teachers' Teaching Problems

The new round of curriculum reform puts forward the requirements of the students' internal literacy,which indicates that the formation and training of teachers' literacy have also been paid more attention.With the increasing penetration of cognitive psychology in the teaching practice,the thinking process of teacher's effective teaching has become a hot topic in the study of teacher education in the worldwide.As one of the essential abilities of middle school physics teachers' teaching thinking ability,teachers' ability to identify teaching problems is also an important means for effective teaching and improving teachers' teaching and research ability.Analysis of the factors of middle school physics teachers' teaching ability structure and influence factors of problem identification,enrich the connotation of teachers' teaching ability in cognition,provides the theoretical basis and factual basis for the improvement of the effective teaching ability and teaching research ability of the middle school physics teachers,and promotes the professional development of the middle school physics teachers.Based on the theoretical basis of teachers' professional development and the basic requirements of the new curriculum reform on the ability and quality of middle school physics teachers,the author systematically classifies possible teaching problems in classroom teaching by combing the research status of physics teachers' recognition ability in middle school.The teaching problems are divided into scientific problems,efficiency problems and classroom teaching management problems.By analyzing the general process of teaching problems finding,the author constructs the structural elements of teaching problem recognition abilities of middle school physics teachers: perceptive ability,problem explicit ability,problem refinement ability and teaching problem oriented characterization ability,to establish the corresponding teaching problem recognition ability structure.The key structural elements of the teaching problem recognition ability of middle school physics teachers are investigated through a questionnaire survey.Based on structural equation model,using SPSS and AMOS exploratory factor analysis and confirmatory factor analysis on validity for teaching recognition capability,combined with questionnaire survey and interviews summarized current situation of teaching recognition ability of middle school physics teachers in different stages of development and the general trend of development,and put forward some strategies of optimizing the teaching problem recognition ability of middle school physics teachers.