Comparative Study On Learning Attitudes Of Physics Teachers In Schools And Institutions

With the guideline to reduce students' homework burden and after-school training burden further during compulsory education issued by the general offices of the Communist Party of China Central Committee and the State Council,Education and training industry have changed from a hot spot of capital to one of the toughest job markets.A large number of physics teachers' situation should be focused on in the educational reform.What are the differences in understanding physics teaching between school physics teachers and training institution physics teachers? Will the teaching environment,teaching form,teaching age,gender and other factors become the key to affect teachers' understanding,interest and ability of physics teaching? This study mainly used the CLASS questionnaire to investigate school teachers and training institution teachers,and to analyze the impact of different job selection and working environment on physics learning attitude from the overall and sub-dimensions,as well as the reasons behind the differences.First of all,only from the rough classification of school teachers and training institution teachers,the overall physics learning attitude of teachers has little difference,but from the sub-dimensions,the interest of school teachers in physics is significantly lower than that of training institution teachers.Secondly,from the perspective of sub-dimensions,among the school teachers,the overall physics learning attitude of teachers in provincial key schools is higher than that of non-provincial key teachers,the physics learning attitude of class teachers in institutions is higher than that of personalized teachers,and the physics learning attitude of the personalized teachers in the offline training institutions are higher than online teachers,among which the individual difference of online personalized teachers is the smallest.From the perspective of subdivision dimension,online personalized teachers are significantly lower than other groups in applied conceptual understanding,conceptual connection and problem-solving sophistication.It can be seen that a complete teaching and research system will not only support teachers in class,but also weaken teachers' digestion of these two aspects.Teaching age has a positive effect on Teachers' overall physics learning attitude,but it is not particularly obvious.It has an impact on the subdimensions,but it is also small.Gender has a certain impact on the choice of teachers.Female teachers with high overall physics learning attitude choose to teach in schools,while male teachers with high overall physics learning attitude are more in institutions.Through the study,we mainly clarify the influence of various factors on the dimensions of teachers' physics learning attitude.The study also provides more convincing data support for the selection and training of excellent physics teachers in the future.