A Study On Structure Analysis And Improvement Strategies Of Middle School Physics Teachers’ Disciplinary Parenting Ability

With the in-depth advancement of curriculum reform in the new era,the task of educating people falls on the shoulders of specific discipline.Physics teachers,as the important transmitters of disciplinary education,are required to implement any specific realization of educational goals.However,there is a lack of in-depth discussion in the academic community on the disciplinary educational abilities of physics teachers.Therefore,physics teachers’ educational abilities,especially the ability to educate in disciplines that can most directly affect the effectiveness of disciplinary education,have become an issue to which researchers should pay attention to.Based on Educational Teaching Principle and On Practice,this study clarifies the concept and constituent elements of disciplinary educational abilities through literature analysis,and finally determines the model of disciplinary educational abilities of physics teachers by means of expert consultation and exploratory factor analysis,including three primary indicators at the cognitive,operational and reflective levels,10 secondary indicators such as the ability to interpret educating policies,the ability to shape physics concepts,and the ability to monitor the educating process,and the corresponding 25 tertiary indicators.In addition,the questionnaire was designed around this model.At the same time,the interview survey was conducted to find out the current development of the disciplinary educating skills of middle school physics teachers,and to analyze the problems of the disciplinary educating skills in terms of the level and structure.The main problems include: the overall performance of teachers’ disciplinary educating ability needs to be improved,the ability to interpret educating policies at the awareness level needs to be further enhanced,the ability to guide scientific investigation at the operational level is insufficient,the ability to monitor the educating process at the reflective level is relatively weak,and the development of disciplinary educating ability in each dimension is unbalanced.Moreover,The three factors of teachers’ attitudes and educating styles,school training and platform construction,and social perceptions and standard evaluation on teachers’ disciplinary educating ability are also extracted.In view of the above problems and influencing factors,this study proposes the following improvement strategies according to different aspects: teachers’ improvement strategies include: digging deeper into the connotation of physics disciplinary education,enhancing teachers’ education awareness,integrating physics disciplinary education resources,and enriching disciplinary education means;schools’ improvement strategies include: optimizing physics education training contents,focusing on disciplinary education themes,promoting the construction of education research community,and deepening physics education cooperation;society’s improvement strategies include: raising the awareness of disciplinary education values,building a collaborative education system,improving the evaluation mechanism of education ability,and perfecting physics education standards.It is hoped that this study can enrich the theories related to physics teachers’ disciplinary educational ability and provide references to help improve the disciplinary educational ability of physics teachers in China.