How to conduct effective classroom observation Author: Ji is 2007 10 1344 Bixia Zheng 2007 10 1308 Zheng Peisi 2007 10/3165433. 0 1302 Department: Chinese Language and Literature Abstract: Classroom is the key to the implementation of curriculum reform, and classroom observation is one of the effective methods to study classroom teaching.
With the help of classroom observation, it is the key and core issue of current teaching research to deeply study the problems in classroom teaching.
Classroom observation is one of the most common and basic methods in classroom teaching research, an important method suitable for studying classroom situations, an important way to promote teachers' professional development and the basis for educational decision-making and evaluation.
This paper mainly expounds the meaning, methods and significance of classroom observation, and then explains the importance of effective classroom observation to teaching.
Keywords: tools and methods of classroom observation 1 The first part is the preface. Since the emergence of classroom teaching, observing classroom behavior has always existed.
However, classroom observation, as a scientific research method, is still "a neglected professional ability of teachers".
Although classroom observation has been introduced in China, some schools or teachers have carried out some research work on classroom observation.
However, as foreign experience, how to take root and develop in China? There are still many theoretical and practical problems worthy of further study.
For example, can classroom observation promote the improvement of classroom learning? Can classroom observation promote teachers' professional development? How can the technology of classroom observation abroad be improved to suit the classroom in China? How to train teachers to have a set of skills and make them qualified observers? As a small group of college students, after more than a month of continuous research, we have discussed some of the above problems in theory and practice, and made creative explorations in some aspects.
We are willing to share with you here and cooperate with interested colleagues to further promote the study of Chinese classroom observation.
The second part is the meaning, types and limitations of classroom observation (I) The meaning of classroom observation is to record, analyze and study the classroom operation through observation, and on this basis, to seek professional activities to improve students' classroom learning and promote teachers' development.
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 important part of teachers' professional learning.
(II) Types of classroom observation According to different classification standards, classroom observation can be classified differently: 1. According to the way of data collection and the attributes of data itself, it can be divided into quantitative observation and qualitative observation.
2. According to the relationship between the observer and the observed classroom, it can be divided into classroom observation of self and classroom observation of others.
3. According to the cooperative relationship between observers, it can be divided into cooperative classroom observation and autonomous classroom observation.
4, according to the choice of observation object or content, can be divided into centralized observation and decentralized observation.
5. According to the different purposes and functions of observation, it can be divided into diagnostic observation, abstract observation and thematic observation.
The classification of many classroom observations is relative, they often overlap and have multiple attributes, so teachers should treat them flexibly and comprehensively.
(III) Problems in Classroom Observation Classroom observation is a paradigm of listening and evaluating classes, a way or method for teachers to study the classroom, but it is not the only way or method. It is not the whole teaching and research activities of teachers, nor is it a panacea for all diseases. It can only solve the problems it can solve.
If teaching is an art, then classroom observation is to use scientific methods to solve some problems in teaching art. He is good at local analysis and diagnosis of classroom behavior, but not good at overall, comprehensive and macro grasp of classroom events.
It mainly completes three tasks: first, it describes the behavior of teaching and learning and diagnoses teaching problems; The second is to help teachers improve the specific teaching problems in the classroom; Thirdly, it has changed teachers' daily classroom research behavior.
However, the limitations of classroom observation are also obvious, mainly in the following aspects: it can only observe intuitive and sensible intuitive phenomena and behaviors, such as teachers' words, students' classroom reactions, classroom activities and so on. , is a kind of inductive method to know the essence from phenomena; It can only choose one or several observation points or classroom behaviors for detailed and in-depth observation and research, and cannot accommodate all behaviors or more observation points.
It requires observers to receive certain professional training and have corresponding observation skills, and requires observers to gather wisdom to observe, collect relevant information in time and accurately, and make decisions at any time.
It needs to be taught by the observer with the mentality of "homework", and requires the observed to be willing to be observed by others and not affected by on-site observation.
It takes time, equipment and technical support to complete the program trilogy; It also needs a cooperation matrix, in which teachers can communicate freely, share and benefit each other to ensure the continuity and effectiveness of observation.
(Zhu Weiqiang and Zheng Donghui) The third part is the process and main methods of classroom observation (1) The basic steps of classroom observation 1. The first stage: preparation before classroom observation: determine the purpose and plan of observation.
First of all, we must determine the time, place and times of observation.
Secondly, the center or focus of observation should be determined according to the research purpose.
Third, design or choose ways or tools for observation and recording.
The second stage: classroom observation: the implementation stage of classroom observation includes entering the research situation and recording the required information in the research situation according to the prior plan and the selected recording method.
The observer should first obtain the consent, establish the mutual trust relationship between the observer and the observed as soon as possible, eliminate the suspicion and vigilance of the observed, and eliminate the curiosity of students.
Through different classroom observation and recording methods, observers record the patterns of observed behaviors, including the time and frequency of behaviors, the contents and forms of verbal or nonverbal activities of teachers and students, some written descriptions of other behaviors of the observed objects, the observer's feelings and understanding on the spot, and some audio-visual materials.
3. The third stage: work after classroom observation: data analysis and result presentation. The data collected through classroom observation are generally qualitative and quantitative.
The ultimate goal of classroom observation is not to write research reports or papers and publish them, nor to prove, fill or construct a certain theory, but more importantly, to promote teaching and improve practice.
(II) Classroom observation framework The classroom observation framework divides the classroom into four dimensions: students' learning (preview, listening, interaction, autonomy and five perspectives), teachers' teaching, curriculum nature and classroom culture. Each dimension consists of five perspectives, and each perspective consists of three to five observation points, totaling 68 points.
First of all, the classroom observation framework provides a framework for teachers to understand the classroom.
The observation point of classroom observation framework is that teachers think about classroom based on "points" (what is classroom? ) provide support, integrate 68 points, 20 perspectives and 4 dimensions, and provide support for teachers to understand the classroom from the "face". Therefore, the observation framework of the "fifth lesson" guides teachers to understand, reflect and improve the classroom from the "point" and "face" to improve the effectiveness of teachers' teaching and the quality of professional development.
Secondly, the classroom observation framework provides a reference system for teachers to choose observation points and develop observation tools.
When carrying out classroom observation, teachers should contact their own teaching practice, find relevant observation dimensions, observation perspectives and observation points from the observation framework after being familiar with classroom observation, and design their own observation points according to their own development needs.
After the observation points are determined, we can choose or design observation tools according to the framework of observation framework, such as scales, record sheets, questionnaires, etc. , choose cooperative observation partners, discuss the observation content of division of labor and cooperation, and discuss the rules of observation between the two sides.
(3) The establishment of observation points in the classroom is complicated and changeable, and it is impossible to observe everything that happens in the classroom; But if we don't know what we are looking for, we can't see more.
Therefore, classroom observation requires that observation points be determined in advance according to their quality, observation purpose and content.
First of all, observation points should be determined according to their quality-observable, recordable and interpretable.
This is determined by the characteristics of observation.
We can only observe specific behaviors (such as questions and answers between teachers and students, explanations and solutions, counseling and exercises, teachers' actions and the use of teaching methods, etc.). ), but it is difficult to observe what is going on in the minds of teachers and students.
Secondly, the observation point should be determined according to the needs of the observer and the observed individual.
Teachers at different stages of development care about different issues (determine observation points according to their own teaching fields or literacy in a certain aspect, and take observation and research as a reference for their own improvement). In fact, the needs of the observer and the observed are often inconsistent, which requires consultation and decision-making in the pre-class meeting.
Third, observation points should be determined according to the needs of partners.
One of the prerequisites for the formation of classroom observation cooperation is to have the same cooperation goal, or to study a theme, or to form a cooperative teaching style, or to improve a certain aspect of classroom teaching, and so on.
Therefore, when determining observation points, we should also consider the needs of partners, and on this basis, "design-observation-reflection-improvement" will be formed, thus forming a follow-up chain of teaching and research activities.
(IV) Self-developed recording tool for classroom observation 1, recording method for classroom observation There are many recording methods for classroom observation. You should choose the recording method that you are good at according to the specific observation content and observation type.
Generally speaking, the recording methods of classroom observation can be divided into qualitative recording methods and quantitative recording methods.
Quantitative recording method is to deconstruct and classify the elements in the classroom in advance, and then record the behaviors that appear in a specific period of time in the category.
There are mainly recording methods such as grade scale and classification system.
Qualitative recording method is to present the observed contents in non-digital form, including: (1) description system, that is, to describe the observed objects in various forms except numbers under a certain classification framework, which is a quasi-structural qualitative observation recording method; (2) Narrative system, that is, there is no preset classification, which can make detailed and true written records of observed events and behaviors, and can also make subjective evaluation on the spot.
(3) Schema recording, that is, presenting relevant information directly in the form of location and environment map.
(4) Technical recording, that is, permanent recording of the behavior events to be studied in electronic forms such as audio tapes, video tapes and photos.
Quantitative and qualitative recording methods can complement each other.
The obtained data and information should reflect the real teaching environment and classroom activities as much as possible.
2. How to choose the existing observation and recording tools mainly considers three factors: first, observation points; The second is the characteristics of the observer himself; The third is the observation conditions.
7 3. Why do we need to develop new observation recording tools? The existing mature observation recording tools have been tested in practice for their logical rigor and scientificity, but their limitations are also obvious. It is a more realistic choice to develop observation recording tools independently.
4. How to develop a new observation recording tool can be divided into three stages: first, the analysis and design stage. Firstly, the elements of the observed object (content) and the characteristics of the observation class should be analyzed in detail, and then the observation recording tool should be designed according to the specific situation of the observation class.
The second stage is the trial correction stage. After the observation and recording tools come out, we must test their scientificity.
Third, the formal use stage. Generally speaking, the observation and recording tools independently developed by teachers are handy and clear at a glance. Although there may be some problems, teachers' theoretical literacy, design ability and cooperative research level can be improved in the development process.
(5) The main methods of classroom observation 1. Points of drafting observation outline: Question introduction (new lesson introduction) Observation outline: (1) Is the question space suitable? (2) Is the question conducive to mobilizing students' subjective initiative? (3) Is the question directional? (4) What is the operability of the problem? Object of observation: The original classroom materials recorded by three teachers in different areas: Teacher A: Teacher T: Please give examples of parallelogram in life.
Students: classroom doors, desks and chairs, classroom windows, etc.
(Students enthusiastically answer) Teacher VIII: Good! These are all parallelograms. Today we will study the properties of parallelograms.
(Then, the teacher writes on the blackboard) Teacher: Who can tell us what a parallelogram has? Teacher B: Teacher: Please observe the difference between the following two quadrangles. ① ② Health: ① Irregular quadrilateral, ② Parallelogram.
Teacher: OK, today we are going to learn parallelogram.
Teacher: Who remembers the definition of parallelogram? Student: (Several students raise their hands) Teacher C: Please cut out a pair of congruent triangles and see what geometric figures they can spell. Health: Hands-on operation, first cut out a pair of congruent triangles with different shapes, and then spell out the figures.
Students have different levels, and some students have never cut out a pair of congruent triangles. ) Teacher: Please show your puzzle on the blackboard.
Student: (The student is very enthusiastic) Show the following picture: 1239 Teacher: Who can do it differently? (Pay attention to the development of students' personality and embody teaching democracy) Student: Students continue to puzzle.
The focus of teaching seems to be on puzzles rather than studying parallelograms. ) teacher: let's continue.
From the teaching introduction of three teachers, we can get a glimpse of the teachers' teaching ideas, the use and understanding of teaching materials, and also directly observe the quality of the questions set by the teachers with the help of problem introduction.
By analyzing the initial observation outline, teacher A's problem setting shows that students are the main body, and the problem has certain space for independent thinking, but it can achieve the purpose of recalling the parallelogram concept.
Through students' examples, we can naturally recall the concept of shape and even parallelogram.
Modern psychological research shows that self-examples can reflect learners' understanding level of concepts.
Teacher B's question is intuitive, simple and clear, and goes straight to the subject (the question has a clear direction). However, the problem space is small, and students are at the level of memorizing knowledge, which makes it difficult to mobilize students' subjective initiative and interest in learning.
Teacher C's question setting directly uses teaching materials, which is highly operable. Students are eager to see their own works, and it is easy to mobilize their learning initiative.
Although the direction of the problem is not obvious, it has a positive transfer effect on learning the nature of parallelogram, but it is a pity that the teacher's guidance is far from the teaching theme (naturally, it is not meaningless for students to explore what kind of graphics can be spelled out, but the classroom teaching time is limited).
The purpose of compiling the textbook of this lesson has two purposes from the teaching goal of knowledge. One is to remind students of the concept of parallelogram through puzzle activities, and the other is to gradually transition from this activity to the study of parallelogram 10 properties.
At the same time, it pays attention to the accumulation of students' activity experience and the mobilization of learning emotions.
It can be seen that introducing problems into teaching and even creatively using textbooks are worth advocating, but it is best not to deviate from the design intent of the original textbooks.
2. Observing with scales We can observe the classroom with the help of other people's mature observation scales. The following is the classification table of Flanders' dialogue and interaction between teachers and students (FICA): Flanders' classification table of dialogue and interaction between teachers and students ① Accepting students' feelings ② Indirect influence of praising or encouraging students' behavior ③ Accepting students' opinions and opinions; Teacher's speech ④ Asking students ⑤ Explaining directly influences ⑤ Giving guidance or instructions ⑤ Criticizing or maintaining authority. (8) Students speak passively (such as answering teachers' questions). Students speak actively or ask questions to the teacher. (9) Silence, doubt or pause for a while. (10) Self-neutral reaction. The classification table of teacher-student dialogue interaction divides teacher-student classroom dialogue into ten categories, and each category has a code (that is, a number representing such behavior).
Flanders' interactive classification table can be used to analyze the frequency of teacher-student dialogue in class, and then further analyze teachers' teaching attitudes and teaching methods according to code classification.
1 1 class dialogue classification frequency statistics table (total observation period: 1200 ") The frequency of teaching items (9) reflecting students' dominant orientation is 0.17 2.671.751.05. 33.75 58 3211267 72 365 201864 405 696 ③ ② Total ⑩ 456 ⑧ ⑧ ⑧ ⑧ ⑧ ⑧ ⑧ ⑧ ⑧ ⑧ ⑧ ⑧ ⑧ ⑧ ⑧ ⑧ ⑧
Students' self-directed teaching method is rarely used (only 5.58% in the first category), which is not conducive to the cultivation of practical ability and innovative consciousness.
It can also be seen that teachers obviously show a certain degree of teaching democracy compared with previous teaching (the seventh category accounts for 4.33%), and teachers pay attention to the use of encouraging evaluation (the second category accounts for 1%).
In fact, the teacher-led teaching method is absolutely dominant in the current teaching. The reason is not only the objective influence of teaching content, but also the influence of thousands of years of traditional teaching in China. Traditional teaching concepts are hard to change.
123. It is a modern method to use TIMSS classroom teaching video analysis method for classroom observation. The modern education laboratory of Shanghai Institute of Educational Sciences gives the steps of observation and analysis with the help of classroom teaching video: (1) Establish the coding system of classroom video analysis; (2) Convert the video into a digital file, which is convenient for analysis software. (3) Coding the various characteristics of classroom teaching according to the coding system. (4) Statistical analysis of coding results. (5) Carry out secondary analysis according to the preliminary analysis results. (6) Generate classroom teaching analysis report. Teacher Miao Rong from Peking University also used TIMSS method to analyze the video lessons of two teachers in Jinan.
Classroom is a complex laboratory, and classroom observation is also a complex project. The vision and hands of observation should be open and diverse, and the content of observation should cause teachers and researchers to think deeply about the problems in teaching.
Let's go into the classroom, observe attentively and gradually unify classroom observation, classroom reflection and teaching practice.
References: 1 Gary D. Boric, Mogali Zhang Yi.
The cultivation of teachers' observation ability-the road to effective teaching.
Beijing, China Light Industry Press, 2006.
2 Thomas L.Good.Jere E.Brophy, translated by Tao Zhiqiong, Wang Feng and Deng Xiaofang.
Perspective Classroom, Beijing, China Light Industry Press, 2002.
13 3 contemporary educational science, by Cui Yunkuo and Shen Yi.
4 "Guidance of Classroom Observation", edited by Yao Chen, Education Science Press, 2002.
5 Teaching Theory, Shi Zhu, East China Normal University Press, 1999 edition.
Attachment: evaluation report of self-cited research reflection group: discipline 2007 10 1344 Zheng Weixin 200710/346 Bixia Zheng 2007 10 1308 Zheng Peisi 2007655. 07 10 1302 This semester, under the guidance of Mr. Jing Li, we tried a very special research project. At the initial stage of topic selection, we encountered some challenges.
We searched and searched among many topics, trying to find a novel topic that would enable us to finish our homework well and quickly. Finally, we chose "How to make effective classroom observation", because this topic is novel to us at least, and the difficulty coefficient should be moderate, so we started our research.
We tried to find information in the library, but the result was a bit disappointing. After all, we don't find much information, so we can only find periodicals or other types of information online. Finally, with everyone's patchwork, the task of the preparatory stage was basically completed. This hit a wall also made us understand that we must look for information at the first time and face the topic positively in order to prepare better.
With the in-depth study of the subject, we found that the initial desire to finish the homework quickly turned into a desire to know every part of the subject carefully and gradually like it.
14 the members of our group cooperated to complete the first draft of the paper by combining relevant information and understanding of the subject.
The first draft is completed, with six or seven thousand words. As a thesis, the number of words is not a problem. However, considering the requirements of teachers, the production of later courseware and the limitation of lecture time, we have greatly compressed the first draft. In the process of reduction, the main problem is: under the limitation of words, how to ensure that the revised paper can not only highlight the key points but also give full consideration? The first draft makes a comprehensive and concrete analysis of how to carry out effective classroom observation from four parts: problems, concepts, methods, ideas and suggestions.
In the first revision, we mainly deleted the paragraphs and sentences that were discussed too much in each part. For example, we deleted about 700 words in the preface to introduce the development history of classroom observation.
After the first revision, it still failed to meet the requirements. After listening to the teacher's suggestion, we made a second revision and deleted the fourth part.
Although the revised paper is still complete in structure and rigorous in logic, it is worth our reflection that the word limit was not taken into account at the beginning of writing, and there are still gaps in deleting materials that cannot be fully highlighted.
When we finished the group paper, we entered another stage, that is, the preparation stage of courseware making and lecture.
At first, we all thought it was easier to do this stage, but there was always a gap between fact and imagination.
In the making of courseware, we adopted a different way from other students, changed the way of PPT and replaced it with electronic magazine.
The idea is beautiful, but it is difficult to do.
In order to make this courseware, students stayed up for several nights.
After each production, we will find some problems.
For example, some words feel that they cannot be placed on the same page; Some boxes are too small and the font is too big, which leads to missing words and many problems, so we have to revise them repeatedly until the team members are satisfied.
Now that I think about it, it's really hard for students who are doing electronic magazines.
As for the lecture, we thought that as long as we finished the courseware, it was impossible to ask the question of 15 while watching the courseware lecture.
But our idea was verified by other students in the first class, which is wrong.
Giving lectures only in the second class has brought us a lot of benefits. In the first class, other students' comments and teachers' suggestions provided us with valuable opinions.
When we came back, we immediately thought that only when we were familiar with what we were going to talk about could we give a good lecture and express our views.
When we are ready for the class and familiar with the content of effective classroom observation, we are once again faced with another problem, that is, how to make the class clear and let the students understand.
To this end, our group members have discussed and tried many times.
However, the result is still not ideal.
When we listened carefully to the speeches of our group members, we found some problems that we hadn't found before.
First of all, the voice of the speaker, which we have not considered before, is also a place where we are not fully prepared; Secondly, we find that the courseware is exquisite, but it is too exquisite, which makes the listener concentrate a large part of his energy on the courseware, and the speaker's voice is not loud enough, which also makes the listener rely on the courseware while he is too lazy to listen. Thirdly, in courseware making, the content is not well highlighted, that is, the key points are not obvious and prominent enough; Finally, I don't have a good grasp of the topic.
What we are talking about is a very broad topic, and it is also a topic with many theories. When grasping this topic, I still feel that I can't grasp the main point.
Generally speaking, we think our group has done a good job in preparation. Although the speaker's voice is very small, her familiarity with the courseware makes her speak in an orderly way and can bring appropriate movements and expressions. If the loudspeaker is not temporarily unavailable, and if we have considered this problem before, our group can do better.
Through the group cooperation in this study, we have gained a lot. It not only enhances our working ability and research ability, but also gives us a new understanding of educational evaluation and measurement which is different from the theory. We will draw lessons from this study and make other research activities more perfect and excellent in the future. Finally, thank you for your guidance and the efforts of all the members of the group! 23 August 2009 17