Recearch And Practice On The Influence Of Teachers’ Teaching Behavior On High School Students,Interest In Physics Learning

The "General High School Physics Curriculum Standards(2017 Edition,2020 Revision)" emphasizes the importance of cultivating high school students’ interest in physics learning in terms of basic concepts,curriculum objectives,content presentation of textbooks,and curriculum implementation.At the same time,curriculum reform requires teachers to change their teaching behavior to focus on stimulating students’ interest in learning.At present,most high school students are not very motivated to study physics,or they are unwilling to listen to lectures,or record on the blackboard step by step without thinking,or are unwilling to use their brains to study the laws of physics,or have no determination to delve into and overcome difficult problems.Over time,it is not conducive to the cultivation of capable and innovative talents,and it is not conducive to the implementation of physical core literacy.However,teachers’ teaching behaviors under different teaching forms can well mobilize students’ learning motivation,stimulate students’ interest in learning,and play a very important role in high school students’ active learning of physics and the implementation of high school students’ core literacy of physics.Therefore,this research has theoreticalsignificanceandpractical value.In view of this,this thesis is titled "Research on the Influence of Teachers’ Teaching Behavior on High School Students’ Interest in Physics Learning",and is based on behaviorist learning theory,effectiveteaching theory,constructivismtheory,humanisticlearningtheory andneedhierarchy theory.Comprehensive use of research methods such as literature method,questionnaire survey method,interview method,action research method and education statistics method,using questionnaire to investigate 100 students in a high school in Yanji City;using interview outline to interview the front-line teachers of the school,and then conduct Analysis of the current situation of high school students’ interest level in physics learning to find the cause of the problem.The questionnaire includes six dimensions oflearning interest,namely: learning focus,hands-on experiment,exploring causeand effect,active transfer,overcoming difficult problems,and expanding knowledge;five dimensions of teachers’ teaching behavior,namely presentation behavior,dialogue behavior,and guiding behavior,Physical learning motivation motivated behavior and non-verbal behavior.According to the problems found in the analysis data,a corresponding teaching behavior strategy was constructed and implemented for100 subjects fora period offour months,in ordertofind a teaching behavior strategy that can effectively improve the interest level of high school students in physics learning through this research.Improve the level of interest in physics learning and the effectiveness of classroom teaching forhighschoolstudentstohelpimplementthecorecompetenciesofphysics.After theoretical analysis and practical research,this research has formed the following conclusions:1.After the experiment,the experimental class in the six dimensions of learning concentration,hands-on experiment,exploring cause and effect,active transfer,overcoming difficult problems and expanding knowledge have been significantly improved compared with those before the experiment.Aftertheexperiment,the experimentalclass in the six dimensions oflearning concentration,hands-on experiment,exploring cause and effect,active transfer,overcoming difficult problems and expanding knowledge have significantly improved compared with the control class.It shows that the teacher’s teaching behavior strategies constructed in this study can improve high school students’ interest in physicslearning.2.There is a significant correlation between high school students’ interest in physics learning and presentation behavior,a significant correlation between dialogue behavior,a significant correlation between instruction behavior,and a significant correlation between physical learning motivation and motivational behavior,There is a significant correlation with non-verbal behaviors,indicating that appropriate use of teachers’ teaching behaviors can have a positive impact on high school students’ interestinphysicslearning.3.The constructed teacher’s teaching behavior strategy has effectively improved the level of high schoolstudents’ interestin physicslearning,whichverifiesthat theteacher’steaching behaviorstrategy constructed in this study,which has a positive impact on high school students’ interest in physics learning,is effective and effective in high school physics teaching practice.The operability is conducivetotheimplementationofthecoreliteracyofphysicsdisciplines.