An Investigation Study On The Current Situation Of Teaching Reflections Of Secondary Physics Teachers In Laboratory Courses

Teaching reflection is one of the main ways to improve teachers’ professional quality.The status of physics laboratory courses is becoming increasingly prominent,but there are still many problems with experimental teaching;teaching reflection of laboratory courses can prompt teachers to solve the problems in teaching and improve the experimental teaching.Therefore,this paper investigates the current situation of teaching reflection of secondary physics teachers in laboratory courses,aiming to understand the current situation and problems of teaching reflection of secondary physics teachers in laboratory courses.Under such a circumstance,this paper proposes specific strategies for teaching reflection in laboratory courses,in order to promote the professional development of teachers and improve the experimental teaching.Based on the research questions and objectives,the research used research methods such as literature research,interview,questionnaire survey.The research of this paper includes a quantitative study and a qualitative study of the current situation of teaching reflection of secondary physics teachers in laboratory courses.Research 1 is a quantitative study of teaching reflection of secondary physics teachers in laboratory courses.The questionnaire based on the reflection theory of Dewey,especially the Reflection in Action theory of Schon,D.A..This research mainly adopted the Delphi method and the questionnaire survey,from a quantitative perspective,to investigate the current situation of teaching reflection of 292 secondary physics teachers in laboratory courses,as well as the difficulties and factors affecting reflection on experimental teaching.Research 2 is a qualitative study of teaching reflection of secondary physics teachers in laboratory courses.Based on the questionnaire survey,in-depth interviews are conducted with nine secondary physics teachers from a qualitative point of view,and the interview data are processed and analysed to derive the specific status of the current situation of teaching reflection of secondary physics teachers in laboratory courses.Based on the above study,the following conclusions are drawn:(1)the understanding of secondary physics teachers in laboratory courses is same generally,and they mainly reflect on them from the perspective of core competencies;(2)the teachers reflect on the design of laboratory courses teaching actively,but it is not deep and comprehensive enough,and the focus varies among teachers;(3)the teachers pay much attention to the reflection on the guidance of experiment implementation process of students,and it varies among different types of laboratory courses;(4)the teachers evaluate their teaching after almost every laboratory lesson,but it is not comprehensive enough;(5)the teachers reflect less on the innovation of teaching in laboratory courses,and different teachers have different abilities to innovate;(6)the difficulties and needs of teachers in teaching reflection vary from person to person,and most teachers lack theoretical methods;(7)the teachers have the same understanding of teaching reflection in experimental lessons,but different teachers think that the factors affecting them are different.Based on the above research,this paper puts forward the following suggestions:(1)the school should improve its teaching reflection mechanism and provide teachers with a platform for teaching reflection;(2)regular experimental open classes and teaching research activities should be held to promote the exchange of teaching reflections among teachers;(3)teaching reflection expert lectures should be conducted to enhance teachers’ theoretical knowledge of teaching reflection in experimental classes;(4)more funds must be allocated to improve the experimental equipment in physics laboratories;(5)teachers should be organized to share their experimental innovation activities,thus enhancing their ability to innovate in experimental teaching.