First, the nature and significance of observation records
As far as the teacher's local behavior is concerned, some observations obviously don't need to be recorded-if the teacher's observation is for the current judgment and the current teaching action. 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. Observation records of kindergarten education activities, friends of preschool education. 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.
In order to solve specific problems, teachers often need to do some investigation and understanding before taking specific measures, formulate targeted plans and action plans, test the effect of the plans and give feedback. If the problem is complicated and involves many factors, it is difficult to get a final decision in a short time, so it is necessary to design a table according to the relevant factors and aspects and record it in stages and systematically.
In addition, in view of the problems exposed by comprehensive theme teaching and emerging project (scheme) teaching, in order to facilitate teachers to flexibly implement the educational goal of all-round development in a period of time while implementing open teaching, and to facilitate teachers and managers to evaluate teachers' teaching from the objective effect rather than just the activity process according to certain indicators, we believe that it is very necessary for teachers. Researchers and managers make tables of activities, resources and children's development for some long-term projects or themes to ensure that teachers' flexibility and spontaneity are not brought into full play at will, and that internal and external evaluations are objective and effective.
(3) Investigation, regular and intermittent recording.
The first two kinds of records are passive in time, that is, the time of recording depends on the content of the activity, what kind of records are made in what link and what kind of content happens, so it is also arbitrary. The third kind of recording here is active in time, because when and how long it is recorded is decided by the observer according to his own research purpose rather than the content of the activity, so it is also arbitrary. The first two observations were continuous observation, and the third observation was sampling observation. The first two observations are aimed at the overall situation, while the third observation is aimed at local development or specialized behavior. (See page 3/kloc-0 of Pang's Child Psychology)
In this way, it is generally necessary to use a fixed form of records. No matter what the purpose is, how long the time is, and whether it is continuous or not, it is not a two-time behavior. It can be used many times, with a certain time span and a relatively strict structure.
Obviously, qualitative records and quantitative records, structural records and open records need to complement each other and can also confirm each other. Moreover, the two are mutually transformed: ① mature or standardized anecdotes or diary records, as mentioned above, cannot be completely random and arbitrary, but have specific requirements and some fixed elements that must be included, so they should also be partially tabular. It's just that the table here is not a fill-in-the-blank and optional small table, but a short and descriptive big table. (2) Qualitative behavior records can add new items to quantitative records at any time, or serve as the preparatory work for quantitative work; ③ The data obtained from quantitative records can be added to the arrangement of qualitative records at any time.
(2) According to the observation time:
1, field record
A large number of forms that need to be recorded immediately (some forms involving attitudes are unnecessary and unlikely to be reflected immediately), shorthand in specific events, and some temporary feelings and discoveries usually need to be recorded immediately on the spot to avoid forgetting and confusion afterwards. On-site recording is completely first-hand information, so it is relatively easy to ensure the authenticity of parts and details. The disadvantage is that in any case, it can only record fragments of behavior (in a broad sense) and some prominent or remarkable behaviors, but it can't be comprehensive, complete and continuous. In particular, it is not easy to notice some potential, secondary or external factors and influences, because observation (and sometimes even participation in observation) and recording.
Of course, if conditions permit, the above difficulties can be alleviated to some extent if there is a special person to make auxiliary records or audio and video recording equipment. However, these auxiliary records are greatly limited in terms of conditions and scope of application. The limitations of special personnel are obvious, and the equipment lacks flexibility, responsiveness and understanding. Due to the above limitations, we especially need the following two points as a supplement.
"Scene" is a relative concept, and in some cases it is not completely instantaneous. In time sampling observation, the observer usually records several quantifiable behaviors in a certain time unit, for example, the number of times or the occurrence of a certain behavior in a unit of 5 minutes during the observation time of half an hour. A large number of aggressive studies and various social behavior studies have adopted this method.
2. Records after the recall
This method is used for open and qualitative records. The use of post-event memory records is usually related to the following factors: the observer adopts deep participatory observation, requires full participation in the current event, can not be distracted to make observation records, or has to adopt post-event memory records in order to avoid unnecessary interference with the object; Record continuous and complete events; People's perception of the environment is a whole perception, and in the process, they get a lot of information that they don't realize or don't realize. Therefore, in the process of observation, they didn't realize it at the scene, but they may recall it later because of some association or touch, which can greatly enrich the background and details of the recorded content.
3. On-site and afterwards.
This method is usually used for qualitative recording. In the current social science, when conducting case records or in-depth interviews, because it is basically impossible to record complete events or behaviors on the spot, but it is necessary to ensure first-hand, real and some immediate information, researchers often adopt the method of combining on-site records with post-event records. For example, an observer can record several important clips by shorthand or audio and video recording, and then sort them out afterwards, so as to get a complete record. This situation also applies to teachers' local observation or observation records of specific events, whether they are bystanders or participants.
This method is similar to "field notes" in social science field research (Modern Social Research Methods, pp. 349-353), and its main points are as follows:
Because the forgetting of memory information is positively related to time, it should be recorded as soon as possible after observation, or the missing content in the field record should be supplemented.
Printing and archiving are preferable to handwriting, because handwriting is easy to read and spread. This also applies to the recording of memories afterwards.
Records should be copied in at least two copies, one for future reference and the other can be revised at any time. This also applies to writing and typing, and it is actually a basic principle for teachers to handle all personal files.
When sorting out field records afterwards, the following steps are usually followed:
(1) Description
Organize the scene sketch objectively and concretely, and restore the records of fragments or tables into continuous events. In the process of sorting out, it is very likely that qualitative records and quantitative records will complement and confirm each other.
(2) Memory
In the process of sorting out, it is likely to recall the details or backgrounds neglected in previous observations and records. That is, the teachers had seen some phenomena before this observation, but they didn't pay enough attention to it at that time. However, when sorting out the current information in the later stage, because it is no longer a simple perception and judgment, it involves understanding and explanation, so it is easy to evoke the previous related information-the original experience we usually say. This mechanism of opposition and mutual influence between before and after experience is the key to our understanding of constructivism, and it also shows the importance of the continuity of observation and its record.
(3) Analysis and reasoning
The observer's analysis opinions and inferences include the reason (motivation), the essence of the phenomenon, the key to the problem, the significance, the influencing factors, and various related relationships. , which involves judgment, induction and various hypothetical views.
(4) Impression and feeling
Compared with the previous analysis and inference, the pure personal impression and feeling of the event is more subjective and vague with the observer.
(5) Further information
That is, on the basis of previous observation records, we should further think about the exposed tendencies and remaining problems and wait for the next observation.