Keywords:: effectiveness of classroom observation methods in school-based teaching and research
As we all know, class evaluation is a regular and indispensable teaching and research activity of English teachers in their daily teaching activities, and it is an important way and main means to promote the renewal of teaching concepts, the exchange of teaching experience, the discussion of teaching methods, the display of teaching art and the improvement of teaching level. However, when we look at our traditional class attendance and evaluation, there are phenomena of "listening but not listening" and "turning a blind eye". Therefore, it is urgent to seek better forms and methods of attending and evaluating classes, and to create a teaching and research culture of interactive discussion and frank communication.
Atmosphere. Classroom observation is a good choice for listening and evaluating classes.
First, what is classroom observation
Classroom observation is a deep-seated teaching and research activity to improve students' classroom learning and promote teachers' professional development by observing the operation of the classroom, recording, analyzing and researching. What is the difference between classroom observation and traditional lecture and evaluation? First of all, classroom observation is a behavioral system. It consists of a series of different behaviors in different stages, such as defining the observation purpose, selecting the observation object, determining the observation behavior, recording the observation situation, processing the observation data, and presenting the observation results. Secondly, classroom observation is a research method. It concretizes the research problems into observation points, and then reflects, analyzes and infers the observation results, thus improving teachers' teaching behavior and promoting students' learning. At the same time, classroom observation is a kind of teamwork. The instructor and the listening teacher * * * participated in the whole workflow. As a platform for school-based teaching and research, classroom observation can not only improve the effectiveness of classroom teaching, improve the efficiency of attending classes and evaluating classes, but also promote the professional quality of each member of the whole teaching and research group to get due development.
Second, analyze the current situation of teachers in this teaching and research group and find out the classroom observation points.
Classroom observation is a developing process, which can be carried out according to the following steps: (1) preparation before observation; (2) Conduct on-site observation and make records; (3) organizing information and reflecting; (4) Feedback and promote teaching. Based on the purpose and function analysis of classroom observation, the determination of observation elements before class is the premise of effective classroom observation, which provides direction and guidance for real-time classroom observation and after-class analysis and evaluation. Real-time observation and recording in class is a favorable guarantee for effective classroom observation, which lays the foundation and facts for after-class analysis and evaluation; After-class analysis and evaluation is an effective promotion of classroom observation and plays a key role in teachers' professional development and improving teaching quality.
1. Determine the observation point in constant questioning practice and self-reflection.
There are many problems to be solved in class. One activity can't solve all of them, but it can be broken one by one! That is, according to the specific situation, determine the observation points and focus on solving a theme within a certain period of time.
2. Develop an observation scale
Determine the focus of classroom observation, scale making and other related matters, in order to provide a platform for participants to communicate, facilitate observers to confirm their observation points, and lay the foundation for subsequent behavior. According to the observation scale made before class, choose the appropriate observation position and angle, enter the observation, record the observed typical behavior through different recording methods, combine quantitative and qualitative methods, make a good class record and write down your own thoughts.
3. Analyze and observe the proportional data
After-class meeting refers to the process that the observer and the observed discuss, analyze and summarize the observation points after the classroom observation, reach an understanding on the basis of equal dialogue, and make follow-up plans. After-class meetings are generally divided into self-reflection, observation analysis, thinking dialogue and improvement suggestions. The time is usually set at one or two days after the class observation.
It takes about an hour.
Third, the rectification measures and effects
According to the feedback of classroom observation, we can find the corresponding countermeasures through the discussion and research at the meeting after classroom observation. For example, in order to solve the problem that English teachers in this group are poor in classroom English and not fluent enough, the teaching and research group has compiled 300 practical classroom terms, requiring every teacher to study hard; In view of the current situation that teachers' language is not beautiful enough, the teaching and research group organized teachers to watch CDs such as "All over America" and asked them to imitate their pronunciation and intonation. And organize teachers to hold English speech contests every semester; In order to solve the problem that teachers ignore students with learning difficulties in classroom teaching, the school revised the assessment rules of teaching performance reward, and increased the last 20% assessment on the original basis, prompting teachers to consciously pay attention to the learning situation of students with learning difficulties; In view of the lack of openness in teachers' questioning design, lack of motivation in evaluation language, strong presupposition in teachers' classroom interaction and weak generation, the school organizes 4-6 teachers to stay outside Hangzhou for 15 days every academic year. Up to now, the whole group has been trained in rotation except for two old teachers, and the whole group teachers are organized to attend classes in Shanghai, Nanjing, Hangzhou, Ningbo and other places every semester. Through three years of continuous targeted special lectures, the weak links of teachers have been overcome one by one, and lectures have improved the effectiveness of school-based teaching and research of the whole teaching and research group in our school, which is embodied in the following aspects:
1. Inspired the enthusiasm of teachers to participate in thematic discussion activities, and formed an interactive and cooperative discussion atmosphere.
Teachers come with questions, and after classroom observation, targeted discussion has become an important content of teachers' interest. Teachers have also changed from passively asking me to take the initiative to participate, and there are no more teachers asking for leave in after-school evaluation activities. Around the classroom teaching, they boldly express their views and put forward different ideas according to their own in-depth observation. Everyone thinks that sharing ideas is a wonderful thing! As a cooperative professional research activity, classroom observation contributes to the formation of school cooperative culture.
2. Arouse teachers' awareness of self-improvement and professional development.
For teachers, once they learn to observe the classroom scientifically, they will inevitably be brought into a research state. They will think about "what preparations do I need to make before recording", "how to identify which data is primary or secondary", "I know how to record to make the data more complete" and "what new inferences I have when recording the progress of the class". In the long run, teachers will "think like experts". "(Choe Yun? Contemporary Educational Science, 2007).
3. Formed a group of backbone teams who can attend classes and are good at research.
Classroom observation means that teachers participate in research, which can not only help the observed to better understand and improve themselves, but also help 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. No matter the observer or the observed, no matter what stage of development teachers are in, they can conduct targeted classroom observation according to their actual needs, so as to gain practical knowledge, learn from others' experience, improve teaching skills and professional quality. The English subject in our school was the weakest subject in our school three years ago. Now, whether it is teaching quality, teaching research papers, classroom teaching display, or teacher ability competition, it is at the forefront of the whole region.
Although we have accumulated some experience in experiments, classroom observation, as a systematic and continuous research method, still needs us to make new answers in theory and practice. The traditional lecture evaluation has its merits in grasping the integrity of classroom teaching, and it should be combined with classroom observation, quantitative and qualitative, to avoid the problem of "seeing the trees but not the forest". Classroom observation is a cooperative research method. How to expand the participation and degree of teachers, change from "I want to observe" to "I want to observe", give full play to the leading role of backbone teachers, and how to improve the quality of observers is the next step of school-based training.
References:
[1] Boric, g.d. observation skills of effective teaching [M]. new york Macmillan. 1994。
[2] Choe Yun? , Shen Yi et al. Classroom observation 20 questions [J]. Contemporary Education Science, 2007, (24).
[3] Choe Yun? , Zheng Donghui. On Teacher Cooperation for Professional Development [J]. Educational Research, 2008, (6).
[4] Luo Ying. Corpus analysis of questioning skills in middle school English class. Foreign language teaching, 1999, (4).