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Study on the Instructional Design Ability of Xinjiang Junior Middle School Physics Teacher

Author: MaJing
Tutor: JinMeiFang
School: Xinjiang Normal University
Course: Curriculum and Pedagogy
Keywords: Xinjiang Physics junior middle school Instructional designability
CLC: G633.7
Type: Master's thesis
Year: 2013
Downloads: 18
Quote: 0
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Abstract

This dissertation makes a systematic and detailed on the Xinjiang junior middleschool physics teachers’ teaching design ability study. The tested193subjects fromall of plans for the national training projects include Urumqi and various places ofXinjiang junior middle school physics teachers. Instructional design capacity statusand impact of teaching design level factors combined with questionnaires, measuringscale, in-depth interviews, analysis of variance, and frequency analysis of the surveyanalysis.The subjects were classified according to the different character of the school,working experience, education background, Through on the different character ofsubjects understanding of The standard analysis, design of teaching objectives, thedesign of the teaching process, teaching media design and instructional designself-assessment ability those of the six areas of statistics and data analysis. The resultshown that at this stage the Xinjiang junior middle school physics teacher teachingdesign ability is the general standard of level and the specifically unevendevelopment of the instructional design elements ability, the junior middle schoolphysics teachers can better understanding of the new curriculum teaching philosophyand in the practical teaching of the concept of "standard" implementation well, butthe significant differences between different education background teachers;Although Case study Analysis ability is insufficient, usually can consider thestudent’s cognitive level, but there are obviously differences between the differentworking years of teaching physics teachers, has been able to take into accountstudents’ cognitive basis; Design capacity of more general teaching objectives,different qualifications and different nature of the school among teachers there aresignificant differences;The teaching aim design capacity relatively weak, and theverbs in the target behavior were not accurate enough, the lack of a correctunderstanding of the teaching objectives; Teaching process design capabilities, thereare significant differences between different qualifications and the nature of theschool’s teachers; instructional media design abilities, Teaching media used relativelyinsufficient capacity, present that2-4years’ experience teachers are more skilleduse teaching media than others, Rural schools use of instructional media arerestricted by the economic development and geographical location; Very general,instructional design evaluation capacity among different academic teachers there are significant differences, Teaching pattern is unitary, the current evaluation systemcontradicted with the new curriculum ideas.Through questionnaire investigating and deeply interviewing, it is found that the,understand of main factors causing the status quo:(1) Different characteristics andthe cognitive degree of students. knowledge reserve is not adequate.The studentlacks the initiative and the enthusiasm to learning study, lacks the interesting;(2) Theaging of the knowledge structure of teachers, the lag of teaching method and theirrationality of curriculum content, lack self-improvement awareness;(3) The teachertraining system is not perfect.

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