Question 1: How to observe Wang Jianhua in class? What's the difference between these concepts, from listening and evaluating to classroom observation? What is the practical significance of distinguishing them clearly? In my opinion, for ordinary teachers, different value orientations determine the attitude, purpose, method and final behavior result of the subject when attending or watching classes. Let's talk about my own immature views from the perspective of ordinary teachers. 1. Tell me why we should observe in class. Generally speaking, classroom observation refers to an educational research method that observers collect information directly from classroom situations with a clear purpose and with the help of their own senses and related auxiliary tools. Classroom observation is an important source of teachers' practical knowledge, which helps teachers to improve their teaching methods and skills. It is also an important way for teachers to collect and accumulate microteaching materials and conduct more in-depth and detailed teaching research; It is an important way to promote teachers' professional development, and also provides a strong factual basis for educational decision-making and evaluation. Therefore, the purpose here should be to improve the teaching of the observed person and the observed person, and realize the mutual benefit of the observed person and the observed person, instead of just evaluating the observed person and giving the observed person 369 points, which should also be the basic starting point of our classroom observation. Second, talk about the main content of classroom observation. Usually, the observer is the teacher in class, and the observed is the teacher who teaches (of course, if the concept of observer is further expanded, teachers and even students can also be observers). So, as an observer, what should a teacher observe when observing? Generally, it can be observed from both teachers and students. The observation of teachers should include the use of teaching materials, ability to explain, questioning skills, teaching communication, multimedia application, student behavior management, teaching preparation, organization and evaluation, and teachers' classroom observation ability. If we observe students, we should include: students' learning behavior (students' cognitive ability, learning attitude, emotional expression, interpersonal communication, reaction to teachers' teaching) and non-learning behavior (about students' clothes, appearance, things they carry, things placed on and under desks, etc.). Finally, talk about some basic principles of classroom observation. 1. Purpose: The purpose of classroom observation must point to certain educational phenomena and problems. In classroom observation, researchers (including observers and observed) usually engage in observation activities according to their own research purposes. The classroom is complex and changeable, and it is impossible to observe everything that happens in the classroom. Therefore, we must try our best to avoid paying too much attention to the problems in classroom observation, so that classroom observation only stays on the surface, and there is no way to go deep and become a mere formality. Classroom observation starts with specific, operable, representative and research-worthy problems existing in daily teaching, and is carried out selectively and purposefully. 2. Systematization: classroom observation has a clear purpose. Researchers usually choose the strategy of classroom observation according to their own research purposes, and plan the whole process of observation systematically, so that the observation can be carried out systematically and planned. Classroom observation of a specific teaching problem usually includes three main stages: pre-class meeting, classroom observation and after-class meeting. If it is a big research topic, we should pay attention to the hierarchy of the problem, gradually refine it and then decompose it. 3. Theoretical: Scientific observation is inseparable from the guidance of theory. What kind of questions are suitable for quantitative observation, what kind of questions are suitable for qualitative observation, and how to operate classroom observation records must be based on a certain methodology. What kind of problems are worth studying and suitable for observation and research, what kind of problems are worth studying but not suitable for ordinary teachers to observe and study, and classroom observation of educational phenomena or problems that need observation and research also needs the guidance of certain educational theories. 4. Ethics: Any research must follow the two basic principles of science and ethics. Classroom observation is a kind of on-the-spot research activity, which takes people as the research object and inevitably interferes with the observed person and his classroom situation more or less from the method itself. Therefore, observers should be modest and learn from beginning to end, and the results of the research should be informed to the teachers as much as possible and discussed with them to show respect for the teachers. Let teachers feel relaxed and comfortable, and think that classroom observation is the support for their work. Otherwise, if the teacher (the observed person) has resistance to classroom observation and does not cooperate, it will be difficult to conduct classroom observation normally, or it will be difficult to obtain credible information. There is no absolute standard on how to evaluate a good class, but there are some basic requirements. I think a good lesson ... >>

Question 2: What role does classroom observation play in teaching? 20-o'clock classroom observation refers to an educational and scientific research method in which researchers or observers rely on their own senses (such as eyes and ears) and related auxiliary tools (observation tables, audio and video recording equipment, etc.) to collect data directly or indirectly (mainly directly) from classroom situations with a clear purpose. ), and do corresponding research according to the data. There are three main functions:

1 to improve students' classroom learning

In the real classroom, teachers' teaching and students' learning are intertwined. By listening, speaking and communicating with teachers, students can establish their own learning style, improve their learning behavior and gain new cognitive and emotional experiences. It can be said that teachers' classroom behavior, students' learning habits and classroom environment are all affecting students' learning. When observers enter the classroom to observe students' learning and pay attention to how students learn, whether they can learn and how they learn, it will lead to changes in students' behavior to a certain extent. Observing other behaviors or events in the classroom, such as teachers' teaching and classroom culture, will directly or indirectly affect students' learning through the improvement of teachers' behaviors, the utilization of curriculum resources or the creation of classroom culture. Therefore, teachers' participation in classroom observation always points to the improvement of students' learning, which is also the biggest functional difference between classroom observation and traditional class attendance and evaluation.

2. Promote the professional development of teachers.

Classroom observation is a research activity, which builds a bridge between teaching practice and teaching theory and provides a good way for teachers' professional development. Through classroom observation, teachers will gain new development of practical knowledge and reflective ability with the help of cooperation, thus improving the overall teaching quality of teachers.

3. Create a cooperative culture in the school.

To carry out classroom observation, teachers should change the original working style of individual combat, from isolated individualism in teaching to cooperative professionalism, because a complete classroom observation procedure can not be separated from teachers' cooperative actions. Every teacher should take the initiative to open his classroom to the members of the classroom observation and cooperation community, accept different forces to enter the classroom, and discuss the professional problems of classroom teaching and learning together. Through classroom observation, teachers will have some changes in psychology and behavior and become open, democratic and good at cooperation. These changes will infect peers, affect organizations, and then turn the school into a consortium of cooperative communities.

Question 3: What are the main aspects of classroom observation methods? Classroom is a combination of curriculum and teaching activities, and a stage for teacher-student interaction and spiritual dialogue. It is not only a place to impart knowledge, but also a place to explore knowledge. I think we should pay attention to the following aspects in classroom teaching:

First, create a teaching environment and students' learning state.

Just like learning to swim must go into the water, learning English, language environment is very important. But what we students lack is the language environment. Therefore, it is particularly important for us teachers to create a language environment for students as much as possible. Therefore, in the process of attending lectures and evaluating classes, it is necessary to see whether the teacher can find the factors that can stimulate students' emotions in the teaching materials, and design inspiring scenes in combination with students' real life, so that students can apply what they have learned. The creation of teaching situation is directly related to students' learning state. The so-called learning state here refers not only to the traditional attendance rate of students, but also to how much knowledge students have used in this class under the guidance of teachers, whether students have devoted themselves to this class, and whether children have developed and improved their original knowledge level through this class. Doing a good job in these two aspects is conducive to our overall understanding and understanding of students, thus stimulating students' learning needs in a targeted manner and making them truly masters of learning.

Second, look at the implementation of three-dimensional goals in classroom teaching.

Teaching goal is the standard to be achieved by the expected results of teaching activities. It is the soul of classroom teaching and dominates the whole process of classroom teaching. First of all, it depends on whether the establishment of the goal pays attention to designing and guiding the process of students' experience or exploration, and whether the teaching process can be turned into a process of students' experience and harvest. It is of substantial significance for the development of students to consider their individual differences while facing all students.

Question 4: What is the mainstream trend of classroom observation? Pay attention to all students' activities, and on this basis pay attention to teachers' activities.

Question 5: What are the tools for classroom observation? How should teachers conduct classroom observation? First, the definition and significance of classroom observation (1) What is classroom observation? It records, analyzes and studies the operation of the classroom, and on this basis seeks to improve students' classroom learning and promote the development of teachers. As a professional activity, observation is compared with general observation activities. It requires observers to collect data directly (or indirectly) from the classroom with a clear purpose and with the help of their own senses and related auxiliary tools (observation desk, audio and video recording equipment), and make corresponding analysis and research according to the data. It is an indispensable part of teachers' daily professional life and an important part of teachers' professional learning. (2) What is the significance of classroom observation? The starting point and destination of classroom observation is the improvement of students' classroom learning. Whether it is the improvement of teachers' behavior, the utilization of curriculum resources or the creation of classroom culture, it is based on students' effective learning. Classroom observation mainly focuses on how students learn, whether they can learn and how they learn, which is very different from the traditional listening and commenting class, which mainly focuses on teachers' unilateral behavior, even if the observation point is not students. Ultimately, it needs to be tested by whether students study effectively. (Status: Many teachers don't observe students' activities in class, and the purpose of teachers' behavior is not clear when students' activities are active. Secondly, classroom observation is one of the important ways to promote teachers' professional development. It is not to evaluate teaching, but to improve classroom learning, and to have equal dialogue and collision of ideas in the whole process of observation. This paper discusses the professionalism of classroom learning. Teachers' participation in research is one of the most important and effective ways for teachers' professional development. Classroom observation urges teachers to reflect on their educational ideas and teaching behaviors by observing other people's classrooms, so as to realize and improve their educational and teaching abilities. Both the observer and the observed can carry out targeted classroom observation according to their actual needs, so as to gain practical knowledge, learn from others' experience, improve their teaching skills and enhance their professional quality. Third, classroom observation, as a cooperative professional research activity, contributes to the formation of a cooperative culture in schools. Classroom observation is mutual, and both the observer and the observed can benefit. Classroom observation gives new meaning to the preparation group and the teaching and research group. Teachers' division of labor and cooperation has become a cooperative body. Teachers carry out professional daily observation activities according to the objectives, tasks and laws of classroom observation. Everyone claims their own tasks, assumes corresponding responsibilities, and conducts professional activities of classroom observation in a standardized and orderly manner, so as to avoid the activities of attending lectures and evaluating classes becoming a mere formality and an amateur activity. The formation and activities of cooperative bodies create a cooperative school culture and enhance teachers' sense of responsibility and belonging to the school. Some teachers only say bad things, but ignore good ones. This is not conducive to the formation of a cooperative culture) 2. Four dimensions of classroom observation (20 perspectives) 1. Students' learning: focusing on how to learn or how to learn, including: preview, listening, interaction, autonomy and communication II. Teachers' teaching: focusing on how to teach, including: link, presentation, dialogue, guidance and wit 3. Course nature: including: objectives, contents, implementation, evaluation and resources. 4. Classroom culture: pay attention to the whole classroom, which is holistic, including: thinking, democracy, innovation, care and characteristics. The relationship of the above four dimensions: students' learning and teachers' teaching are linked through curriculum development, and classroom culture is formed in the whole process of interaction, dialogue and communication. (1) Examples of student observation points. How is it prepared? △ How's the preparation? How many students have been prepared? △ What are the preparation habits of gifted students and students with learning difficulties? ● Listening: △ How many students can listen to the teacher? How long can you listen? △ How many students can listen to their classmates? △ What auxiliary behaviors do students have when listening (taking notes/consulting/responding)? How many people are there? Think about it: Do you often repeat students' answers in your classroom? If you do this often, it will lead to the bad habit of students not listening) ● Interaction: △ What are the interactive behaviors? Does student interaction help to achieve the goal? △ What is the quantity, time, object, process and quality of questions/answers? △ What is the number, time, object, process and quality of group discussion? △ What is the quantity, time, object, process and quality of class activities (individuals/groups)? △ What are the students' interactive habits? What happened ... >>

Question 6: What is classroom observation? The so-called classroom observation refers to the teacher's planned (or accidental) observation of students' classroom performance and teaching response in the teaching process. Japanese educator Ji Yuan Ang believes that the biggest difference between new and old teachers in skills lies in their ability to make correct diagnosis and timely evaluation of students' feedback information. The foothold of all this is classroom observation. Through effective observation, teachers can master students' learning emotions and reactions, understand the teaching effect, get feedback information and adjust teaching strategies in time.