Comparison Of Compulsory Courses For Physics Public-funded Teachers Based On Standards Of Outstanding Science Teachers

At present,China is in a critical period of rapid development and high-quality development.The cultivation of scientific and technological innovation talents is particularly important.It is necessary to vigorously promote the reform of education and teaching,and build a high-quality scientific discipline teacher team.Physics is a basic subject of natural science,and training outstanding physics teachers is an important way to improve the quality of science education in China.Physics public-funded normal students are one of the main sources of physics teachers in China The evaluation standards for outstanding physics teachers play a guiding role in the cultivation of physics publicfunded normal students.However,the study found that China lacks relevant evaluation standards for science teachers and physics teachers.In contrast,the United States,Australia,the Philippines and other countries already have standards for outstanding science teachers.Therefore,it is necessary to carry out research on the standards of outstanding science teachers abroad,to provide some international experience for China to build the standards of outstanding science teachers,and to put forward suggestions for improvement in combination with the training plan of my country’s physics public-funded normal students,so as to promote the cultivation of outstanding pre-service physics teachers in China.This paper includes two research:Research 1 is an international comparative study of outstanding science teacher standards in the United States,Australia and the Philippines.It mainly conducts a comparative study on the concept,function,structure and content of the standards of outstanding science teachers in the United States,Australia and the Philippines,and draws out the commonalities and differences of the standards for outstanding science teachers in the three countries.Then,using Social Network Analysis,a framework of excellent science teacher standards is constructed,which mainly includes 3 first-level indicators and 13 second-level indicators.The 3 first-level indicators are "professional knowledge" "professional practice" and "professional development",and the 13 secondlevel indicators are "understanding students’ development characteristics and prior knowledge" "having a wealth knowledge of general pedagogy and curriculum " "having a wealth of knowledge of scientific subjects" "having a rich science pedagogical content knowledge" " designing science teaching and learning programs suitable for varied learners " "deepening and expanding students’ understanding of scientific concepts in teaching" "creating a student-centered learning environment" "monitoring and assessing students’ learning and providing feedback" "involving students in scientific investigations" "developing students’ capacity and confidence to apply scientific knowledge" "collaborate with professionals,communities and families" "teaching reflection" and "professional learning".Research 2 is based on the framework of the established standards for outstanding science teachers,a comparative study of the compulsory courses for physics publicfunded normal majors in 6 subordinate normal colleges and universities in China.Through the research on the training programs of the 6 subordinate normal colleges and universities of the physics public-funded teacher major,the curriculum structure of the compulsory courses is compared and integrated,and the compulsory curriculum structure of the physics public-funded teacher major in China is obtained.Then it compares and analyzes with the framework,and defines three types of compulsory courses: professional knowledge courses,professional practice courses and professional development courses.Finally,based on the framework,a comparative study is carried out on the compulsory courses and curriculum settings of the physics public-funded teacher majors in the six subordinate normal colleges and universities in China,and the current situation of the curriculum settings of the physics public-funded teacher majors is obtained:(1)In terms of professional knowledge courses: 6 normal colleges offer the most courses related to "science subject knowledge" in the framework,while courses related to "curriculum knowledge" and "understanding students’ development characteristics and prior knowledge" less.This type of courses has the largest number and the largest proportion.From the number of courses and the setting of the course plan,it can be seen that the six normal colleges and universities in my country attach importance to and converge on professional knowledge courses;(2)In terms of professional practice courses: the courses offered by the 6 normal colleges and universities cannot correspond to the secondary indicators of professional practice in the framework one by one,indicating that the professional practice courses of the 6 colleges and universities are not well-targeted.The overall number of this type of courses ranks second among the three types of courses.From the number of courses and the setting of course plans,it can be seen that the 6colleges and universities attach great importance to this type of courses;(3)In terms of professional development courses: 6 normal colleges and universities do not offer courses related to the secondary indicators of framework professional development.The number of this type of courses is relatively small among the three types of courses,indicating that the 6 colleges and universities need to increase the emphasis on the professional development of physics public-funded normal students.Therefore,this paper puts forward the following recommendations based on the above findings:(1)Supplement the "knowledge of physics curriculum " and "understanding students’ development characteristics and prior knowledge" professional knowledge courses to enrich the knowledge reserve of physics public-funded normal students;(2)Set up refined professional practice training courses to comprehensively improve the teaching and practical ability of physics public-funded normal students;(3)Vigorously increase professional development courses,improve the teaching reflection ability of physics public-funded normal students,and enhance the awareness of cooperation and professional learning.