Abstract
Excellent senior high school physics teachers are the backbone power in the new course reform of physics in China. The excellent senior high school physics teachers’ professional growth actuality in Shandong is surveyed in this article by the self-made “Questionnaire of Excellent Senior High School Physics Teachers’ Professional Growth”, and by the survey, the total status and the professional growth of excellent senior high school physics teachers could be grasped.
Highlights
In the day that the basic education course reform is deep increasingly, teachers’ education is becoming the focus noticed by people, and the growth of excellent teachers is the core topic in the focus
About the growth stage of excellent teachers, Shen Yan et al thought that the growth of excellent teachers should experience four stages including the working adaption term, the target orientation term, the self-exploring term, and the matured creation term (Shen, 2009), and Chu Huiling thought that the physics teachers’ growth to the expert-type teachers should include four stages such as the adaption term, the competence term, the accumulation term, and the matured term (Chu, 2007, P.252), and Meng Zhaohui thought that the excellent physics teachers’ growth course could be divide into four stages, i.e. the attention stage of physics knowledge, the attention stage of self-behaviors, the attention stage of students’ behaviors, and the comprehensive attention stage of the teaching situation (Meng, 2005, P.242)
About the work pressure in the survey, the proportions that excellent senior high school physics teachers though it is higher and high respectively are 40.5% and 40.5%, and only 16.2% of teachers thought that the work pressure is proper. 18.9% excellent physics teachers thought that the teaching workload is “very heavy”, and 51.4% of them thought that the workload is “heavy”, and 29.7% of them thought that the workload is “general”
Summary
In the day that the basic education course reform is deep increasingly, teachers’ education is becoming the focus noticed by people, and the growth of excellent teachers is the core topic in the focus. About the growth stage of excellent teachers, Shen Yan et al thought that the growth of excellent teachers should experience four stages including the working adaption term, the target orientation term, the self-exploring term, and the matured creation term (Shen, 2009), and Chu Huiling thought that the physics teachers’ growth to the expert-type teachers should include four stages such as the adaption term, the competence term, the accumulation term, and the matured term (Chu, 2007, P.252), and Meng Zhaohui thought that the excellent physics teachers’ growth course could be divide into four stages, i.e. the attention stage of physics knowledge, the attention stage of self-behaviors, the attention stage of students’ behaviors, and the comprehensive attention stage of the teaching situation (Meng, 2005, P.242) According to these scholars’ theoretical opinions and the teaching practice, the excellent senior high school physics teachers’ growth stage could be divided into five stages including the term of adapting the physics teaching, the term of stable teaching skills, the term of enhancing the teaching level, the term of matured teaching style, and the term of becoming expert teachers in this article. Result and analysis of excellent senior high school physics teachers’ professional growth questionnaire survey
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