A Comparative Study Of Physics Exercise Teaching Between Expert Teachers And Pre-service Teachers From The Perspective Of Problem-solving

Cultivating students' problem-solving ability is the core goal of basic education,and exercise teaching is an important mean to cultivate students' problem-solving ability.The comparative research of expert-novice can provide some scientific basis for novice teachers to grow into expert teachers,so that novice teachers can grow quickly into expert teachers to cultivate students' problem-solving ability better.Therefore,from the perspective of cultivating students' problem-solving ability,this study compares the differences between expert teachers and pre-service teachers in exercise teaching,combining with the characteristics of physics.In this research,the literature method was used to sort out the relevant researches on the current situation of exercise teaching,and the observation method was used to carry out an empirical study on the exercise teaching process of expert teachers and pre-service teachers.Secondly,the related research results about problem solving at home and abroad are combed,and combined with the characteristics of physics,to establish a physical problem teaching index system.Then,30 expert teachers are selected,and 30 simple exercises and 30 complex exercises are selected according to the experience of the expert teachers and the students' problem solving.Finally,through the camera records the expert teachers and pre-service teachers' simple exercises and complex exercises teaching process,the physical exercise teaching index system is used to collect data to quantitatively study differences about the two types of teachersdevelop students' problem-solving skills by teaching simple exercises and complex exercises,and through case analysis to illustrate the differences in detail.The conclusions are as follows:(1)There is no significant differences between expert teachers and pre-service teachers in cultivating students' ability to understand and distinguish problems in the teaching of simple exercises and complex exercises.In the early stage of exercise teaching,these two kinds of teachers attach importance to enabling students to obtain effective information and clear questions,and teach students to obtain effective information and identify problems from problem statements,so as to cultivate students' ability to understand and identify problems.(2)There is no significant differences between expert teachers and pre-service teachers in cultivating students' ability to express problems in the teaching of simple exercises and complex exercises.Both the expert teachers and the pre-service teachers attach importance to transforming the problem into a more vivid problem diagram,and can analyze the forces and draw the motion trajectory of the object in the problem diagram to help solve the problem.Thus cultivating students' ability to express the problem by using the problem diagram.In addition,through the cases analysis,it can be found that the expert teachers use the problem diagram to present the problem in a more detailed way,which is more beneficial to find the way to solve the problem.(3)There is no significant differences between expert teachers and pre-service teachers in cultivating students' ability to solve problems in simple exercise teaching,but there are significant differences in complex exercise teaching.In the simple exercise teaching,both expert teachers and pre-service teachers have poor performance in cultivating students' ability to solve problems.Although they can carefully analyze the physical process,they do not attach importance to explain the physical principles and organize knowledge,showing a tendency of "solving a problem for solving a problem".At the same time,they do not pay attention to the integrity of the problem-solving process,most teachers do not present the answer to the question.In the teaching of complex exercises,expert teachers are not only to solve problems,but also to cultivate students' ability to solve problems.They will present their thinking process to the students completely by analyzing the physical quantities,the relationship between the physical quantities,the change of the physical quantities,the movement characteristics of the research object,pay attention to explain the physical principles and organize the knowledge around the physical principles,so as to cultivate students' ability to solveproblems.But pre-service teachers still show "solving problems for solving problems",not pay attention to explain physical principles and organize knowledge.And through the case analysis,it is also found that some pre-service teachers have problems in their physical knowledge.(4)There is significant differences between expert teachers and pre-service teachers in cultivating students' ability to reflect problems in the teaching of simple exercises and complex exercises.Some expert teachers summarize the problem-solving solution in exercise teaching,including clarifying solution and providing another problem-solving approach,while pre-service teachers rarely summarize.And neither the expert teachers nor the pre-service teachers have the habit of checking the solution to the problem.This research enriches the research content of physics exercise teaching,and this kind of empirical research method using observation method to quantitatively study teachers' exercise teaching process enriches the research method of domestic exercise teaching.In addition,in view of the conclusion of the study,this study puts forward some suggestions for expert teachers and pre-service teachers to cultivate students' problem-solving ability through exercise teaching.It is hoped that teachers can change their behavior of neglecting to cultivate students' problem solving ability in the process of exercise teaching,and also provide some references for training pre-service teachers in normal colleges and universities.