Research On Evaluation Of Experimental Teaching Of High School Physics Teachers

The current education points to the development of students' key-competency.Teachers need to develop the key-competency of students as the rational fulcrum of their professional development.The physics experiment classroom is the main way to form the key-competency of students' physics disciplines.As the most important conditional curriculum resources,teachers can build an experimental classroom oriented to the key-competency of physics disciplines.The evaluation of the physics teacher's experimental teaching can not only diagnose whether the experimental classroom constructed by the teacher is oriented to cultivate students' physics subject quality,but also can feedback the problems existing in the classroom,motivate the teacher to improve the teaching,and then promote the professional development of the teacher.To promote a benign cycle of teaching and promoting development through teaching.To this end,this paper studies the evaluation of experimental teaching of high school physics teachers,establishes the evaluation index system of high school physics teachers experimental teaching,and compiles the peer evaluation scale and student evaluation scale,and evaluates the teacher's experimental teaching from a two-dimensional perspective.Help teachers improve teaching and promote the key-competency of physics.This paper mainly studies five parts of the high school physics teacher experimental teaching evaluation:The first part expounds the research background,the purpose and significance of the research,the method and content,and defines the core concept,clarifying the research status and theoretical basis.The second part combines the existing research,the initial high school physics teacher experimental teaching evaluation index system,using the Delphi expert consultation method to conduct expert advice on the initial evaluation index system,the importance of comprehensive experts on various indicators The extent and revision of the comments,the revision of the initial index system.In the third part,based on the constructed evaluation index system,the peer evaluation scale and the student evaluation scale are compiled,and the reliability and validity of the scale are tested.The results show that both scales have good structure and internal consistency.The fourth part uses the compiled peer evaluation scale and the student evaluation scale to enter the classroom measurement.It selects a physics experiment course of Tianjin N High School,and adopts the three stages of "pre-class meeting,in-class observation,and after-class meeting".The integrated classroom observation mode puts forward corresponding suggestions for the problems exposed by the teachers in the assessment.The fifth part is to reflect on the shortcomings of this research and put forward the prospect of future research.