Monitoring the Academic Quality of High School Physics Based on the"Three-Stage Four-Dimensional"Teaching Evaluation Model
This study is based on the"three-stage four-dimensional"teaching evaluation model,focusing on the core competencies,with high school physics teachers and first and second year high school students as the research subjects.It conducts multi-dimensional monitoring of the physics achievement in Z City's high schools,and investigates the teaching concepts of high school physics teachers,the teaching methods of physics teachers based on the development of students'core literacy,the learning styles of high school students,and the ability of high school students in core literacy in physics.The results show that there is a significant positive correlation between the teachers'interactive cultivating conceptions of teaching and their teaching approaches based on developing students'core competencies.The teachers'teaching approaches are significantly positively correlated with the students'learning approaches and the students'physics subject core competencies.Furthermore,the teachers'teaching approaches,the students'learning approaches,and the students'physics subject core competencies have a significant positive impact on students'academic achievement.The findings suggest that teachers should change their concepts,set up interactive developmental teaching concepts,and enhance dialogue to promote high-quality and effective teacher-student interactions;carefully design teaching designs around subject core competencies,and cultivate excellent and make up for weakness by giving priority to the expansion of weak links such as scientific inquiry.
core literacy,high school physics,academic quality monitoring,teaching conceptteaching evaluation