Research On Physics Teachers’ Professional Identity,Teaching Efficacy And Effective Teaching Practice Under The Background Of New College Entrance Examination In Shandong Province

At present,in order to meet the development needs of the country and society,the form of education is changing,and the new college entrance examination reform is put forward.However,most researchers pay attention to the development of students under the background of the new college entrance examination,and few studies pay attention to the survival status of teachers.In the environment of educational reform,positive teachers ’ professional recognition is often manifested in high teaching investment and teaching enthusiasm,full of confidence in teaching methods and teaching management,and choose appropriate teaching strategies in teaching practice to ensure the effectiveness of teaching.Therefore,in order to explore the survival status of teachers under the background of the new college entrance examination,the research takes the physics teachers in Shandong Province who implement the new college entrance examination as the research object,answers and discusses two questions through a questionnaire survey: one is the survival status of teachers’ school,that is,the difference analysis under the background of demographic variables.Second,the mediating effect of teacher ’ teaching efficacy on Teachers ’ professional identity and effective teaching strategies.Finally,the study was based on a quantitative study by conducting another interview with a sample of survey respondents in order to validate the theoretical hypotheses and findings of the study.First of all,under the policy background of the new college entrance examination,the overall level of physics teachers’ professional identity,teaching efficacy and school teaching practice is high.More than 80%of physics teachers agree or strongly agree with the measured topics.The overall performance of teaching practice is good,but there is still room for improvement.Secondly,the difference analysis found that: 1)in terms of gender: male teachers’ teaching efficacy and effective teaching practice are significantly higher than female teachers,but there is no significant difference in Teachers’ professional identity;2)In terms of age: teaching instructions in the sense of teaching efficacy,teaching clarity in the dimension of effective teaching practice and promoting students’ autonomous learning show significant differences in Teachers’ age;3)In terms of teaching age: the scores of professional identity,teaching efficacy and effective teaching practice of experienced teachers are higher than those of novice teachers;4)In terms of teachers ’ educational background,school region and school nature: Teachers ’professional identity,teaching efficiency and effective teaching practice did not show significant differences;5)In terms of teaching grade: high school teachers are higher than junior middle school teachers in teaching efficacy and effective teaching practice;In terms of professional title and salary: only with the increase of teachers’ professional title,teachers’ classroom management level and teaching clarity show an overall growth trend.6)In terms of teachers ’ wages,with the increase of wages,teachers ’ classroom management and teaching instructions perform better.Thirdly,the path analysis found that,on the one hand,teachers’ professional identity can directly and positively affect teachers’ effective teaching practice.On the other hand,teachers’ professional identity can significantly improve teachers’ sense of teaching efficacy,and teachers’ sense of teaching efficacy can also significantly affect teachers’ effective teaching practice.Therefore,teachers’ sense of teaching self-efficacy plays a partial intermediary role between teachers ’ cooperation and teaching effectiveness,of which the intermediary effect accounts for 66.89%.Finally,the interview analysis found that: 1)most of the interviewed teachers believe that the professional recognition of physics teachers will improve teachers’ teaching enthusiasm and enthusiasm.When teachers have high professional recognition,they can often have a clear positioning of their professional role and find the value of teaching in teaching activities,Such positive effects also help teachers establish teaching confidence and belief.Teachers with higher professional identity have more confidence in using teaching management and classroom teaching instructions in teaching activities,and are more handy and calm in teaching practice.2)Teaching age and salary may be important factors affecting teachers’ teaching efficacy,which is consistent with the data analysis results of this study.Experienced teachers and teachers with higher salary have higher teaching efficacy.3)Although the teachers did not mention their attitude towards teaching reform and changing teaching strategies in the process of practical interviews,when proposing solutions to problems in teaching,most of the interviewees proposed that in the process of practical teaching,teachers would be influenced by their own teaching experience and would prefer to use their preset or skillfully used teaching strategies in teaching activities,When asked how to change the current situation of unwilling to innovate,most of the teachers interviewed thought about improving teachers ’ innovative ability from the aspects of improving teachers’ understanding of physics teaching.Finally,the research attempts to build a multi-party linkage mechanism from the aspects of teachers,schools and the government,so as to provide reference suggestions for improving teachers ’ professional identity,teaching efficacy and effective teaching practice ability: first,improve teachers’ role consciousness and strengthen their ideals and beliefs.Cultivate teachers ’ role consciousness and value consciousness in practice,and strengthen teacher ’ original intention and mission.Second,strengthen external support and realize the vitality docking of new and old teachers.Improve the socio-economic status of teachers and let teachers feel the importance and value of respect and to social development;Promote the exchange and learning between novice teachers and old teachers and expand the scope of learning.Third,improve the post service learning system and improve teachers’ research and learning ability.Enrich teachers’ teaching theories and educational research methods,improve teachers’ teaching self-confidence,deepen teachers’ understanding of career,and let teachers think about teaching practice from the perspective of research.