Observation is the most basic means of all scientific research, but effective observation is not limited to seeing-what kind of structure, angle and way to see, but also needs objective, effective and standardized recording and recording tools. The latter is relatively independent of the observation process, has its own internal principles and technical requirements, has a specific type and structure, and in turn has a variety of reactions to the observation process.
First, the nature and significance of observation records
As far as teachers' local behaviors are concerned, some observations obviously don't need to be recorded ―― if teachers' observations are for immediate judgment and immediate teaching actions. As far as all teachers' teaching behavior is concerned, from the consciousness level, it is from non-observational teaching behavior, non-recorded observational teaching behavior, and finally to teaching behavior based on recorded observation or even systematic long-term observation record.
Therefore, from this sequence, it is far from enough to know what to observe and how to observe in order to establish the norms and scientific basis of teaching activities. Observation without proper recording tools, like teaching without reflection and planning, is difficult to ensure real progress.
(A) observation record is a purposeful behavior.
Records can be used in many ways and at many levels. Its most basic purpose is to serve as an auxiliary link of observation, an observation factor or a continuation in the later period. Therefore, it is common to remember what you want to observe. Of course, it is also possible to generate new observation purposes from the recording process.
But this is only the purpose of looking forward, and recording also has the purpose of looking back, that is, recording is to provide feedback for teachers' self-management and reflective growth. Functionally, it exists as an intermediate link between observation and feedback. All teachers' recorded texts can be kept in special places, but the recorded content itself is not independent. If a behavior and phenomenon are recorded, and these records are not used, analyzed and sorted out at that time and later, and relevant enlightenment is obtained from them, then the previous records are meaningless.
However, due to the characteristics of the record itself, it is a material and static document, not a fleeting scene and concept, nor a one-time consumption item, so it can be reused, and of course it can also be sent for other purposes, such as research, communication or reporting with parents, discussion among colleagues, and various evaluation or appraisal activities.
(2) Observing records is a planned behavior.
When we say that education is a planned behavior, we do not rule out accidental, generative and unexpected situations. But now we also know that the flexibility is not an exception to the plan, but based on a plan, or sometimes as a supplement to the plan. Similarly, when we say that observation records are a planned behavior, we do not rule out occasional or one-off records in a few cases, and some immature plans are easy to change.
The planning of observation records is to plan the time arrangement, mode and process, including the scale, frequency, time period, total duration, the design and use of auxiliary tools (including tables and various machinery and equipment), preservation and arrangement, etc.
(3) Observing records is a meaningful behavior.
Regular recording and good recording tools are not only of great significance in themselves, but also can produce many incidental and sometimes unexpected benefits:
1. Written records are more objective and true than brain memory, and are less likely to fade with time.
2. Written records can further deepen the memory of the brain.
3. Recording is a process of rearranging phenomena, clarifying and thinking in consciousness. For teachers' records, this thinking process is of great significance in many aspects: first, it can enhance and deepen teachers' understanding of children's current development in all aspects, and grasp children's interests, communication and interpersonal relationships, problems they face and various growth abilities; Secondly, we can find the source of curriculum generation, or infiltrate some education and teaching contents; Thirdly, according to certain norms and requirements, the records include the process of teachers' reflection on their own teaching behavior and the process of understanding everything that happens in the process of teacher-student interaction, which helps teachers to clarify whether the relevant purposes are clear, whether the means and purposes are in line, what needs to be improved, whether the children's response meets the expectations of education and teaching, and why children react like this.
4. Recording can also help teachers. Think about a problem that has not attracted the greatest attention at present: many phenomena in the educational process and many materials in the educational environment lack proper naming. This is because the specific ongoing education and teaching process lacks reflection, actions and scenes, so either concepts are not needed, or because of the help of objects and scenes, accurate or recognized concepts are not needed in advance. However, the recording is not the case. It is reflective, divorced from specific actions and scenes, and is an activity carried out in a standardized written language, so the naming of related phenomena and objects becomes inconvenient in reality, and then directly becomes in reflection.
5. Record the reaction to observation behavior: it standardizes and facilitates the observation of teachers, makes observation a habit of teachers, ensures effective time saving, and makes teachers more directional in future observation.
6. The accumulation of long-term records can produce many benefits: generally speaking, you can understand the use of resources, children's interests and development level in some aspects, and understand children's individual differences; Understand the reasons behind the phenomenon of individual children, understand their development process, and understand the laws and principles of some materials.
7. Continuous and directional records can test the validity of some teachers' assumptions and measures, whether it is necessary and how to make adjustments.
8. It plays a media role in teaching and research activities, cooperation and communication between teachers, and communication of family information.
9. It is an important part of teachers' personal files and the historical basis for teachers' self-reflection and future professional promotion.
Second, the classification and category of observation records
From different angles, observation records can be divided into different categories.
(a) According to structural records (also corresponding to structural observation):
1, open the diary or anecdote record.
This recording method is often used for local observation and random observation, similar to diary or narrative. This kind of record is often a case study or reflection on a specific problem; It pursues "quality" but does not guarantee "quantity"; It often has no prior structure, does not artificially decompose the situation, but tries to keep the situation and objects true and complete from a certain angle. Writing requirements: The record of specific events, whether done afterwards or on the spot, should include the following elements as far as possible.
(1) original record
The recording of specific events does not completely exclude the subjective opinions such as observers' feelings and comments, but the first step is to keep the original records of events, which should be as objective, concrete and direct as possible. Recorders should not pursue comprehensible integrity in the original events, nor should they speculate on the motives, purposes and feelings of the actors, but should only pursue intuitive integrity, that is, the process and events of perception.
The original records do not describe the internal psychological events, but only describe "behaviors that can be completely defined as explicit, observable and physically determinable" (see Malinowski's Cultural Theory of Science, page 43). These described behaviors should be operationally defined, easily identified, and can be used as preparation for quantitative work under appropriate circumstances.
(2) The point of view and understanding of the recorder
Teachers' research in the teaching process is not aimed at studying themselves, not satisfied with discovery, but for practicality, guidance and teaching; It does not study work outside work, but studies while working, turning research into a process and a step of work, making research attached to or internalized in work. In this way, all the observation work and information collection work of a teacher can not be separated from her understanding and judgment.
The contradiction between the requirements of pure research and pure work requires a coordinated but not mediocre treatment. Our basic principle is to ensure the independence of all parties first, make clear their respective requirements and conditions, and then make the research process and results subordinate to the needs of the work. In other words, our goal is subjectivity and value pursuit, but we put objectivity and regularity as the starting point. This is the universal principle for us to engage in all educational practice, management and research. Therefore, our specific principles and measures are:
First, only after the original record is completed can the observer's judgment, reasoning and feelings be "attached" to the original record in some form, such as parenthesis, marginal notes, comments and analysis at the end, etc. , but it is not "infiltration" and indiscriminate mixing.
Second, a "qualitative" recorded text of a completed educational process or phenomenon cannot lack subjective elements such as the recorder's judgment, inference, reflection, understanding, impression and feeling, because the recorder is not an irrelevant researcher, but an internal member who is responsible for the immediate scene and phenomenon and has practical concern for some phenomena and events. The above subjective elements are the concrete manifestation of the recorder's responsibility and concern, and they are completely reasonable.
Third, a large number of observation records not only reflect teachers' activities for the purpose of observation, but also highlight teachers' own behaviors. As for the record of one's own behavior, the recorder can completely reflect his feelings and motives at that time, of course, there are sometimes marginal notes or brackets, but it is no longer an inference of the psychological process of others in nature. The thoughts and emotions that a person realizes on the spot in a situation should be as observable as other people's behaviors, so they are also objective factors for themselves.
(3) Complete process and scenario
This mainly refers to the records sorted or recalled afterwards, but it is impossible to make such a requirement for on-site records. This is not only because of time, but also because live recording requires the greatest objectivity, directness and richness, which are in conflict with integrity.
The record of events has two emphases, one focuses on phenomena and the other focuses on human behavior. Records reflecting people focus on revealing the background, motivation, purpose, process, result, feedback and various influencing factors of people's behavior, such as recording a child's case. Records reflecting phenomena and their laws focus on reflecting the ins and outs of things, such as recording the discussion and handling of a thing. It can be seen that no matter what kind of records are required, they should be complete, reflect the whole process and explain the background, influencing factors and consequences. It must have some continuity.
Therefore, the record of events is often not an isolated act and its record, but a horizontal comparison in quantity or a vertical accumulation in time. Because it is difficult to ensure the integrity of behavior, it can neither reflect personality nor law.
2. Form records.
This recording method is often used for overall observation, structural observation and experimental observation. It reacts and judges the content of the scene according to the pre-designed table.
Table records can be divided into the following three types according to the purpose, span and time of observation:
(1) Regular, long-term and continuous record form.
This form is often used to record the development of individual children, the implementation of written terms such as kindergarten system and class norms, the overall situation of activities in each link, and the general activities of various departments in kindergartens. That is, what happens every day. This kind of record should enter the management of kindergarten, form a habitual system, and penetrate into teachers' daily work.
(2) Subject (problem), stage and continuity record form.