Investigation And Research On The Ability Of Physics Pre-service Teachers To Pose Problem ——Taking A Normal School As An Example

The ability of problem posing is an important manifestation of students’ creativity.Under the guidance of my country’s creative talent strategy,cultivating students’ ability of problem posing has been written into the middle school physics curriculum standard.Among the many factors that affect students’ ability of problem posing,teachers are a key factor.Pre-service teachers are the reserve force of future teachers.The ability of physics pre-service teachers to raise questions is related to the development of future education in our country.Therefore,this research aims to solve the following three questions: First,how to effectively evaluate the problem-posing ability of pre-service physics teachers in my country? Second,what is the ability of pre-service physics teachers in my country to pose problem? Third,what are their views and difficulties in dealing with the problem?In terms of theoretical research,based on the characteristics of creative thinking,an evaluation framework for problem-proposing ability is constructed from the three dimensions of problem fluency,flexibility and originality.Based on the standard of dividing the problem from the cognitive dimension,the problem is divided into three types: the level of memory and operation,the level of understanding and connection,and the level of reflection and expansion.Based on the existing evaluation tools for the ability of physics pre-service teachers to ask questions,from the three dimensions of structured problem situations,semi-structured problem situations and liberalized problem situations,we have compiled an open test suitable for the ability of physics pre-service teachers in my country to ask questions.volume.In terms of empirical research,a small number of pre-service teachers of physics in a normal college were selected to conduct a preliminary survey of their ability to pose problem,and the prediction paper was revised based on the preliminary survey results and expert suggestions.At the same time,the questions of different cognitive levels in the pre-survey data were classified in detail,and the evaluation criteria for the cognitive level of the problems were constructed.After supplementing the examples,the corresponding evaluation criteria for each topic were constructed.A formal survey selected 150 pre-service teachers of physics from a normal college and used the data processing software SPSS to quantitatively evaluate the problem-posing ability of preservice teachers.Finally,select a small number of participants to conduct interviews to understand the difficulties they encountered in the questioning process and their views on the problem-posing.The conclusions of this study are as follows:First,the evaluation tools and evaluation standards for the ability of physics preservice teachers are effective.Second,physics pre-service teachers are better at posing the level of memory and operation problem.A very small number of pre-service teachers can pose the level of reflection and development problem.pre-service teachers are more fluent in posing problem,but the ability of posing original and inquiring problem needs to be improved.Standardizing the structure of the problem posed,creating certain restricted problem situations,and improving the academic qualifications of pre-service teachers are all conducive to the problem posed by pre-service teachers.Third,Most pre-service teachers are willing to encourage students to pose problem in future teaching.They recognize the benefits of problem-posing but are also aware of the difficulties of problem-posing.Based on the above research conclusions,three suggestions on the cultivation of the problem-posing ability of physics pre-service teachers in my country are put forward.The first is to enhance the pre-service teachers’ awareness of problem-posing,the second is to increase the training of pre-service teachers’ problem-posing ability,and the third is to suggest that pre-service teachers’ problem-posing ability workshops should be carried out.