The Adaptability of the New Curriculum Standard Teaching of Junior High School Physics Teachers and Its Impact on the Implementation of New Teaching Behaviors
Based on AMO theory,a new teaching implementation behavior(TB)trigger model for junior high school physics teachers under the guidance of new curriculum standards was constructed.Based on the teaching adaptability of the new curriculum standard,304 junior high school physics teachers in the experimental area of curriculum reform were divided into groups,and the multi-group structural equation model was used to analyze and test the role and composition of O-school curriculum reform atmosphere(SA),A-teaching implementation efficacy(TE)and M-teaching implementation intrinsic motivation(TM)in different groups.The results show that:(1)According to the two-dimensional matrix of"curriculum standard comprehension-teaching remodeling",teachers'adaptation to new curriculum standards can be divided into four types and three levels;(2)With the improvement of teachers'adaptability to the new curriculum standards,the possible paths between AMOs are increasing,and for teachers with low adaptation,meso-SA can only promote the production of teachers'teaching implementation behaviors through two independent mediating roles:"SA→TE→TB"and"SA→TM→TB".For teachers who adapt to the middle school,there is a synergistic association between TE and TM,and the continuous mediating effect between the two can stimulate teachers'teaching implementation behaviors through the continuous mediating effect of"SA→TE→TM→TB".For highly adaptable teachers,there is a direct trigger mechanism of"SA→TB",and teachers can directly respond to the expected teaching implementation behavior of the school curriculum reform atmosphere.
new curriculum standardsjunior high school physics teacherInstructional implementation behaviorTeaching adaptability
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