摘 要如何重启路由器
在新课程改革背景下，提高初中物理课堂教学整体向好。但是其中还存在某些教学问题没有解决。全国的物理教研人员和广大的中学教师，为了物理教学的进一步深化改革，对物理教师的知识与能力提高方面有了更高的要求。而其中农村教育一直是国家教育中相对来说比较薄弱的一部分，由于农村学生的心理特点和家庭教育的特殊性，农村教师肩负着比城市教师更重的责任与使命，农村物理教师的专业化程度的高低，是影响新课程改革的重要因素。
学科教学知识是教师知识中重要组成部分，是学科知识和教学知识的特殊整合，是教师个人独特的教学经验。舒尔曼认为学科教学知识是教师最有用的知识代表形式，是最能区分学科专家与教学专家、高成效教师与低成效教师的一种知识。由于教学和内容直接存在着复杂的关系，学科教学知识与教学效能有着密切关系，本文所研究的内容就是帮助教师理解这种复杂关系的一种方式。
矜而不争本文对农村物理教师学科教学知识的研究包括五个部分：第一部分研究背景与内容，以及论文题目的来源。第二部分是概念界定与理论基础，对相关概念和模型进行分梳理。第三部分是问卷调查，根据PARK的五边形结构确立的评价指标体系，编制了农村物理教师学科教学知识调查问卷。以选定的黑龙江省某县城的所有的51名农村物理教师为调查对象进行问卷调查和调查数据分析。第四部分得出了结论。该地区农村物理教师普遍注重学生能力和兴趣的培养。但是学历较低和非物理专业毕业的教师比较
多，所以他们的物理专业知识和课程知识相对比较浅显，来源的方式没有更新。对学生的了解不够全面，了解学生的途径也比较单一。并且忽视了评价在教学中所起到的不可替代的作用。还发现，农村物理教师的教学方法和教学模式过于单一，但是大部分教师觉得有组织的专业活动和优质课比赛会提升教师们的专业化发展。
笔者通过对农村物理教师的现状调查结果，提出了农村物理教师的提升建议：第一，农村物理教师要反复钻研物理教材，让物理学科知识烂熟于心。第二，农村物理教师还要定期回顾物理学史和了解科技前沿。第三，农村物理教师要经常
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组织进行集体研讨会。第四，农村物理教师有多种途径了解学生。第五，农村物理教师还要经常借鉴成功案例不断更新教学策略。教师们不仅要扎实物理基础知识，更要善于将自己烂熟于心的知识传递给学生，让学生能够得到鱼的同时还能学会“渔”。真正的做到让学生全面发展。
关键词：物理教师；学科教学知识；农村；现状调查
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Abstract
Against the background of the new curriculum reform, the overall improvement of junior middle school physics classroom teaching is better. But there are still some teaching problems that have not been solved. In order to further deepen the reform of physics teaching, physics teaching and rearch personnel and a large number of middle school teachers across the country have higher requirements for the improvement of the knowledge and ability of physics teachers. Among them, rural education has always been a relatively weak part of national education. Due to the psychological characteristics of rural students and the particularity of family education, rural teachers shoulder greater responsibilities and missions than urban teachers. The specialization of rural physics teachers The degree is an important factor affecting the reform of the new curriculum.
Subject teaching knowledge is an important part of teacher knowledge, it is a special integration of subject knowledge and teaching knowledge, and it is a unique teaching experience for teachers. Shulman believes that subject teaching knowledge is the most uful form of knowledge reprentation for teachers and the most distinguishable subject. A knowledge of experts and teaching experts, high-efficiency teachers and low-efficiency teachers. Becau there is a direct complex relationship between teaching and content, subject teaching knowledge is cloly related to teaching effectiveness. The content studied in this article is a way to help teachers understand this complex relationship.
The rearch on the teaching knowledge of rural physics teachers in this article includes five parts: the first part is the rearch background and content, and the source of the thesis title. The cond part is the concept definition and theoretical basis, sorting out related concepts and models. The third part is a questionnaire survey. According to the evaluation index system established by PARK's pentagonal structure,
a questionnaire for rural physics teachers' subject teaching knowledge was compiled.
A questionnaire survey and survey data analysis were conducted on all 51 rural physics teachers in a lected county town of Heilongjiang Province as survey objects. The fourth part draws a conclusion. Rural physics teachers in this area generally pay attention to the cultivation of students' abilities and interests. However, there are many teachers who graduated from non-physics majors, so their physics professional knowledge and curriculum knowledge are relatively shallow, and the method of source has not been updated. The understanding of students is not comprehensive, and the way to understand students is relatively simple. And ignore the irreplaceable role of evaluation in teaching. It is also found that the teaching methods and teaching modes of rural physics teachers are too simple, but most teachers feel that organized professional activities and high-quality class competitions will enhance the professional development of teachers.
The author puts forward suggestions for the improvement of rural physics teachers through the survey results of rural physics teachers: First, rural physics teachers should repeatedly study physics teaching materials, so that the knowledge of physics is familiar. Second, rural physics teachers also regularly review the history of physics and understand the frontiers of science and technology. Third, rural physics teachers often organize collective minars. Fourth, rural physics teachers have many ways to learn about students. Fifth, rural physics teachers must constantly learn from successful cas and constantly update their teaching strategies. Teachers must not only have solid basic knowledge of physics, but also be good at passing their well-knowledged knowledge to students, so that students can get fish and learn to "fish" at the same time. Really let students develop comprehensively.
Key words: Physics teachers; subject teaching knowledge; rural ; current situation survey
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目录
摘 要............................................................ II 一、绪论 (6)春节祝福视频
（一）研究背景 (6)
（二）研究问题 (7)
综合薪资（三）研究现状 (8)
1.学科教学知识的内涵与组成 (8)
2.学科教学知识的结构图 (10)
表格怎么合并3.物理教师学科教学知识 (16)
（四）研究内容与框架 (18)
（五）研究方法与思路 (19)
1. 文献法 (19)
2. 问卷调查法 (20)
3. 逻辑分析法 (20)
二、概念界定与理论基础 (21)
（一）概念界定 (21)
（二）理论基础 (26)
三、农村物理教师学科教学知识调查问卷 (29)
（一）测评指标体系的建构 (29)
学科教学知识 (29)
（二）问卷的编制 (30)
（三）问卷的信度与效度 (30)
（四）调查过程 (31)
（五）数据处理 (31)
鲁迅与周作人四、农村物理教师学科教学知识的现状调查分析 (32)
（一）调查对象基本情况的分析 (32)
（二）调查结果 (33)
（三）调查总结 (47)
1. 从物理学科定位知识角度 (47)
2. 从物理课程知识角度 (47)
3. 从学生的角度 (48)
4. 从物理学习评价知识的角度 (48)
5. 从物理教学策略知识的角度 (48)
五、改善农村物理教师学科教学知识的建议 (50)
（一）农村物理教师要反复钻研物理教材 (50)
（二）农村物理教师还要定期回顾物理学史和了解科技前沿 (50)
（三）农村物理教师要经常组织进行集体研讨会 (51)
（四）农村物理教师有多种途径了解学生 (51)
（五）借鉴成功案例不断更新教学策略 (51)
参考文献 (53)
附录A 农村物理学科知识的调查问卷 (57)蛾眉曼睩
小心反义词致谢 (60)
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