On the Construction of the Evaluation Indicator System for Effective Inquiry Teaching of Physics Lesson
|Course||Curriculum and Pedagogy|
|Keywords||physics lesson scientific inquiry effective teaching evaluation system|
Since scientific inquiry had been introduced into physics curriculum as course content and teaching method by Physics Curriculum Standard of Full-time Compulsory Education(Experiment draft),it has become an important part of many physics teachers’ classroom practice increasingly. However, the effection of inquiry teaching has largely been disturbed by the cognitive and practical misunderstandings hold by some teachers, which made inquiry teaching face some resistance in school’s teaching practice. Therefore, on condition that reliable and effective evaluation model of physics inquiry teaching can be acquired, it would useful to evaluate the effectiveness of physics inquiry teaching, in the meaning time, play its diagnostic function. Which would promote physics teacher’s understanding of the connotation of physics inquiry lesson and the features of effective inquiry teaching, then the function of inquiry lesson on student’s concept understanding, development of pratical ability, cultivation of creative spirit, highlighting student’s value of life would come true. However, the current curriculum reform-based evaluation model on physics teaching can not grasp the value orientation of physics inquiry lesson, reflect the speciality of inquiry teaching and balance two fundamental principle:"inquiry-orientation" and "effective teaching", thus make it impossible to use these evaluation model to assess the effectivess of physics inquiry teaching.The key problem of this study is how to construct a reliable and valid evaluation indicator system for effective inquiry teaching of physics lesson. To achieve this aim, the difficulties faced by inquiry teaching practice, the opinions of physics education researchers, as well as the viewpoints of middle school’s physics teachers and their students must be considered. Based on this key problem, there are a number of specific questions:(1)What experiences can be absorbed by current studies on inquiry teaching evaluation, classroom observation protocol as well as the instructional theory and practice of inquiry?(2)How can Delphi method be used to construct the evaluation indicator system for effective inquiry teaching of physics lesson?(3)How can questionnaire survey be used to investigate middle school physics teachers and their students’viewpoints on the necessity of the evaluation indicator for effective inquiry teaching of physics lesson? Meanwhile, the differences of their opinions on the necessity of the evalution indicator hold by middle school physics teachers and their students with different demographic features would be analysed.(4)How can the weight system of the evaluation indicator system be constructed?(5)What is the reliability and validity of this evaluation indicator system be used to evaluate the quality of inquiry teaching of physics lesson? How can its diagnostic function be expressed in the process of teaching quality evaluation of inquiry lesson?The technical route of this study is quantitative research primarily and supplemented by qualitative research. The major research methods used in this study include literature method, observational method and survey method. The survey method include Delpi method and questionnaire method.This dissertation is mainly divided into five parts:The first part of this study investigates the current research on inquiry teaching evaluation at home and abord, as well as American science and mathsmatics classroom observation protocol, deliberates three relationships in inquiry lessons’s evalution, namely the relationship between "inquiry" and "teaching effectiveness", the relationship between "teacher" and "student", the relationship between "activity" and "thinking", clarifies the value orientation of physics inquiry lesson and explores the operationalization strategies of designing evaluation criterion. Thus, the original evaluation indicator system for effective inquiry teaching of physics lesson, as well as its connotation analysis, are completed in this part.This second part of this study employs the Delphi method to construct evaluation indicator system for effective inquiry teaching of physics lesson. The expert consultation group was constituted by two kinds of expert, researchers of physics educational theory in universities and physics teachers working in middle school.The necessity of original indicator and evaluation criterion were examined and revised by two-round consultation of experts’opinion, thus established the expert validity of the evaluation indicator system.The third part of this study revised the evaluation indicator system for effective inquiry teaching of physics lesson based on the surveys of physics teacher and middle school students. The evaluation indicator system established in above step was adapted to student and teacher’s questionnaire. Their opions on the necessity of indicator and criterion were investigated by questionaire. Based on the survey data, the understanding differences on the necessity of the evaluation indicator exists in teacher/student with different demographic features were analysed. The reliability and content validity of evaluation indicator system also be discussed in this part.The fourth part of this study establishes weight system of the evaluation indicator system by using logarithmic weighting method.The fifth part of this study put the evaluation indicator system for effective inquiry teaching of physics lesson into practice. The purpose of this working is to examine the reliability and validity of the evaluation indicator system in real applications. According to the data came from two independent observers who scored the picture recording of physics inquiry lessons with the evaluation indicator system, the scorer reliability and construct validity of this evaluation indicator system were examined. Meanwhile, by using this evaluation indicator system, a diagnostic Log of an inquiry lesson on buoyancy was completed. Based on the above research, the evaluation indicator system for effective inquiry teaching of physics lesson was constructed.This study has following major conclusions:(1)The evaluation indicator system for effective inquiry teaching of physics lesson contains three-level indicator and33evaluation criteria. The primary indicators are built up through design and implementation of inquiry activity, classroom culture, content and teaching effect. The secondary indicators are established through question, evidence, explaination, report, learning situation, relations between students and teachers, content selection, content meaning and goal attainment. The tertiary indicators are built up through applicableness of scientific questions, experimental equipment and safety, experimental design, data collection, evidence assessment, hypothesis formation, making inference, communication and demonstration, rigorous and respect, cooperation, support, listening, moderation, accurate interpretation, reasonable construct, connection, knowledge understanding, process and emotion. (2)A11levels of indicators have necessity but differ in their importance. The expert, physics teacher and middle school student highly acknowledge the necessity of all levels of indicators to evaluate the quality of inquiry lesson without exception. According to experts’opinion, when it comes to evaluate the inquiry teaching in physics classroom, the degree and impact of each indicator are different. As far as the primary indicators are considered, design and implementation of inquiry activity is the most important, content is the second one, teaching effect is the third one and classroom culture is the last one.(3)The evaluation indicator system for effective inquiry teaching of physics lesson is good at its internal consistency reliablity and content validity. Based on the results of teacher and student’s questionnaire survey, the evaluation indicator system has good internal consistency reliablity. According to content validity assessment, all scales, namely design and implementation of inquiry activity scale, classroom culture scale, content scale and teaching effect scale achieve good content validity.(4)Physics teacher who works in ordinary secondary school and key middle school at provincial level, as well as high school’s physics teacher grade higher on the necessity of indicators. In general, compare to their counterparts who work in city’s key middle school and junior high school, the aforementioned physics teachers grade higher on the necessity of indicators.(5)There are significant differences in student’s opinions on the necessity of indicators according to their background. In general, students who live in provincial capital or municipality grade higher than their counterparts in city. The ordinary secondary school students and key middle school students at provincial level grade higher on "classroom culture" than their counterparts in city’s key middle school, but when it comes to the primary indicator of "design and implementation of inquiry activity", it happens the other way around. The senior high school student grade higher than junior high school student.(6)The evaluation indicator system for effective inquiry teaching of physics lesson has good scorer reliability, construct validity when it is used in practical application, meanwhile, express its diagnostic function. According to the data came from two independent observers who scored the picture recording of physics inquiry lessons with the evaluation indicator system, this indicator system achieves good consistency of the two observers, and verify that "inquiry" and "teaching effectiveness" are strong integration power of the indicator system’s structure. Meanwhile, the teaching diagnose implemented by the framework of observation note, personal note and diagnostic note, make the indicator system develop its function of improving teacher’s inquiry teaching practice.According to the findings and conclusions of this study, the application of this evaluation indicator system for effective inquiry teaching of physics lesson, the approaches which would helpful to improve the quality of physics inquiry lesson and suggestions for future study are discussed.By means of investigating the connotation, goal and evaluation indicator system of effective inquiry teaching of physics lesson, this study integrate theoretical consideration and empirical research. Which has significance in understanding physics inquiry lesson’s value orientation and its features of effective teaching. Meanwhile, the application of this indicator system in specific school situation can greatly facilitate teachers’ professional development, improve their teaching practice and benefit to students’ academic progress, it maks this study has strong practical significance.