"Discussion in class" emphasizes the research nature of classroom teaching. There are two key words in the classroom teaching research in which teachers participate: first, "problems", and each "class discussion" activity should be aimed at one or several problems, which should be true (from practice) and valuable (solving such problems will help teachers' professional development and teaching improvement); The second is "on the spot". Teachers don't study in study rooms or articles, but mainly study in class and on the spot. The main learning methods are classroom observation, dialogue and practical reflection.

Based on the key words "problem" and "scene", Chen Dawei constructed two basic paradigms of classroom observation: case study from scene to problem and action study from problem to scene.

1. Case study from site to problem

The case study from scene to problem is teaching and research.

For example, an observer goes to a school at 8: 30 in the morning and the teacher starts class at 9: 00. With only half an hour left, participants had better avoid too much communication and discussion with the class teacher (such communication may disrupt the rhythm of the class teacher's preparation). In this way, before entering the classroom, the observer has no clear focus and direction of the problem, and the observation activities are not planned and planned in advance.

After entering the classroom, in the teaching scene, observers may find some classroom phenomena with special discussion value and teaching stories with discussion significance. This kind of classroom story, which contains educational enlightenment, educational problems and educational problems, is a teaching case.

After excavating the teaching cases in the field of education, the task of the seminar is to throw out such cases, and then exchange, discuss and study the meanings, problems and inspirations contained in the cases, so as to extract teaching experience, think about doubts and solve practical problems.

2. Action research from problem to site

Action research from problem to scene needs presupposition and discussion, which is scientific.

For example, the observer arrives at school at 8: 30 in the morning and the instructor 10 attends class. When time is relatively abundant, observers can have some communication with the instructor. We can communicate from the perspectives of "what problems should be solved in classroom observation" and "what measures should be taken to solve such problems in classroom", which makes the observer have a clear direction of questioning and observation before entering the classroom (on-site).

After entering the classroom, observers should pay attention to the predetermined problems, study the effectiveness and reliability of the envisaged solutions to specific problems, and think about other alternatives.

Comparatively speaking, "discussion in class" pursues respect and help for the teachers. In the existing classroom observation, observers mostly observe the teacher's class with their own good class standards, observe the classroom with their own standards, and meet the teacher with their own standards, which inevitably produces "comments."

In the two observation paradigms of "observation and discussion class", observers should first put down their own standards when entering the classroom, but start with the teacher, or observe and think about how to make the teacher do what he wants better (case analysis); Or become the eyes of the teaching teacher, help the teaching teacher find out and study with the teaching teacher. There is a practical concept of "peer-to-peer" between the observer and the lecturer, and there is also a consideration of caring for and fulfilling the lecturer, so that the giver is no longer nervous and worried.

3. Observation methods and objects

Observation is essentially research. On the one hand, good observation is to effectively collect and sort out classroom information ("listening" is also an important observation method)-"observation" by using various sensory organs and necessary observation and recording tools; On the other hand, we need to feel, experience and analyze with the power of mind and reason, so as to gain knowledge and understanding of classroom teaching-"seeing", the essence of which is understanding and research.

From the perspective of observation, Shao Yong, a philosopher in the Song Dynasty, said in Viewing Things: "The husband calls it a viewer, not with his eyes; Look not at the eyes, but at the heart; If you don't look at it with your heart, you can look at it rationally. " When you look at things with your eyes, you see the shape of things; Look at things with your heart and see the feelings of things; When you look at things rationally, you see the essence of things.

In this way, the real "view" is not only to see with your eyes, to listen with your ears, but also to feel and experience with your heart, to think and judge with your heart.

From the observation effect, Confucius said, "Look at what it is, what it is, and what its safety is for." In other words, to know people and things, we should not only look at his actions and understand his thoughts, but also examine his motivation and value pursuit, so as to truly know, understand and grasp the observed object.

Classroom observation should "examine" the facts, causes and effects, and things behind the phenomena in the classroom, so as to gain educational understanding and knowledge. "Inspection" means exploration, "inspection" means observation, "inspection" means certain inference and judgment, and "inspection" means reading and understanding the classroom as much as possible. Japanese educator Manabu Sato demanded: "We must understand the complexity behind seemingly simple events."

Learning as teaching is the primary strategy of "attending lectures and discussing classes", and students and learning are the main objects of classroom observation. "Observation and discussion class" advocates that observers sit beside students (but don't make them nervous), establish a good relationship of trust, acceptance and support with students, and conduct in-depth observation and analysis on students' learning needs, learning difficulties, learning status, learning methods and learning changes, not only approaching students, but also entering students.

Good classroom observers can provide sufficient and reliable information about students' learning. When observers have a profound understanding and analysis of learning, they will learn to teach to a certain extent, and they will have sufficient foundation and qualifications to participate in classroom discussions.

Zhang Jurong/Jiangsu Wujiang Experimental Primary School Education Group

How many classes does a teacher have to listen to in his life? If statistics, it should be a big number. After listening to so many classes for so many years, is our class ready? Apart from the possible influence on the details, is there any structural inspiration for us? And if there is no structural improvement, the details will become a chicken feather.

As a kind of research, classroom observation should have a theme-in fact, all research is about the theme, and there is no research without the theme.

In the practice of listening to lectures and commenting with peers for many years, Zhang Jurong summed up the "theme classroom observation model" and tried to solve these problems. Its main practice can be summarized in one sentence: thematic, evidence-based and reflective listening and evaluation courses have four key elements: theme, tools, evidence and reflection.

A complete classroom observation of the theme needs to go through such a process:

First, choose the observation theme and explain it;

Secondly, according to the understanding of the subject, select and develop observation tools;

Third, use observation tools to collect and analyze information related to the theme and prove some conclusions;

Fourth, based on observation, reflect on the theme and put forward relevant suggestions.

In this way, it constitutes a "theme classroom observation mode":

1. Select observation topics according to research needs.

A lesson is too rich in information, just like a mountain, "it looks like a mountain peak on the edge of a ridge". It is impossible for a person to see the whole classroom from all angles, so a more reasonable way is to choose a theme.

When we choose a theme, more accurately, the teacher is no longer "learning in class" but "learning in class". This is an empirical study, demonstrating the truth (theme) with examples (lessons). This kind of empirical research will bring us profound and lasting conceptual changes and technological improvements.

Table 1 Subject Source of Classroom Observation

Of course, we can also determine the theme from multi-dimensional thinking: whether it is teacher-centered or student-centered; Whether to observe the whole class, a group or sample students; Whether it is a principle or a phenomenon; Whether it is empirical or confused; Whether it is systematic and detailed; Is it preset or found on the spot? ...

At the same time, keep asking observation topics:

① Is the expression of the theme clear? That is, the clarity of theme expression, a theme with too many concepts, complex expressions and unclear boundaries is difficult to observe.

② Does the theme have research value? That is, the necessity of theme research, or enriching understanding or improving practice, always needs valuable themes, which is worth observing.

(3) Can you try to sketch a map of the theme? That is, the systematic content of the theme, which includes two systems: first, under what framework is the theme said, which is the theoretical positioning of the theme, and it is necessary to gather the pulse; Second, what are the structural elements of the theme itself, which is the understanding of the connotation of the theme. The development of observation tools is based on our understanding of the theme connotation.

2. Develop observation tools based on the understanding of the subject.

Classroom observation tools are divided into two categories, one is information recording tools, and the other is information analysis tools.

With the development of science and technology, information recording tools are becoming more and more abundant, accurate and fast, such as recording pens, cameras, video cameras, mobile phones and even future classrooms.

However, information analysis tools need to be developed by teachers themselves. What kind of information analysis tools do teachers need? Please think of it this way:

Does the analysis tool meet the topic? Analytical tools must reflect teachers' understanding of the subject;

Is the analysis tool easy to operate? Analysis tools should be convenient, and tools that are too cumbersome are not suitable for teachers' daily use.

Specifically, information analysis tools can be roughly divided into three categories: (1) analysis scale; (2) observation list (also called "question list"); (3) Others, such as observing "how teachers patrol", a blank student seating chart, and some custom signs (such as ★ Stay and communicate, ◎ Stay and not communicate, etc.). ) can also be used as an analysis tool.

Analysis scale and observation list are actually different ways of presenting analysis tools. Zhang Jurong especially praised the tool development of this "observation list (question list)". According to the teacher's understanding of the observation theme, several (usually about three) observation indicators or questions can be put forward, which can constitute the teacher's "observation list (question list)".

Table 2 Observation List (Question List)

This observation list reflects teachers' understanding of "the optimal development of students' language information in Chinese classroom" in specific classroom situations. With regard to "theme understanding", teachers should pursue the following characteristics:

Unique, teachers should have their own understanding and interpretation of the theme, rather than copying a concept from a dictionary or Baidu, so as to have their own research and opinions;

Selectivity, "selectivity" is a characteristic of classroom observation. Classroom observation never wants to grasp all the concerns in one observation, which is neither possible nor necessary. The decomposition of theme is the decomposition of observation points, that is, the expansion of observation list;

Structurally, the selected observation points (that is, the observation list) are related to each other as much as possible to explain the connotation of the theme together.

3. Collect classroom evidence with observation tools

The data that can prove a point of view are all evidence-the data here include "quantitative statistics" and "qualitative description". In daily classroom observation among peers, qualitative description is necessary, and quantitative statistics are necessary, not necessarily every time.

? "Evidence" is good, answer:

Is it accurate? Both quantitative statistics and qualitative description should be correct, so recording, video recording and photography equipment are needed. If some information is not collected or missing, it should be explained realistically.

Do you have money? The richer the evidence, the more convincing it is. In addition, the forms of evidence should be diversified. Besides words, audio, video and photography should be important evidence.

Can you explain the theme? The purpose of classroom observation is to study the theme, and the explanation of evidence lies in analyzing the research theme with the help of division of labor tools to realize the dialogue between educational understanding and practice. Of course, we should also avoid over-interpretation.

4. Deep reflection based on classroom evidence

Reflection runs through the whole process of classroom observation. The reflection of classroom observation is around the theme, based on evidence and with the help of analytical tools. Zhang Jurong believes that we need such a "reflection":

(1) The combination of examples and regularity should reveal the general understanding of regularity, which is abstract and general to some extent, but it should be combined with the examples of this listening and evaluation class;

(2) Combining analysis with construction, theoretically analyzing the observed phenomena, and on this basis, putting forward constructive suggestions;

The combination of profundity and uniqueness requires one's own opinions. It's not that people who have no new ideas follow suit and follow the script, but it's by no means posturing and pursuing "otherness". The unique expression of the direct essence is the real understanding.

Qin Liang/Tsinghua High School Hefei School

In the past, the places for classroom observation were often in school classrooms, recording and broadcasting classrooms or academic lecture halls. With the deepening of research, Qin Liang's understanding of the scope of classroom observation has changed. He has been thinking about a question: can classroom observation broaden his horizons? As the saying goes, everything is in the classroom and everything is observed.

To this end, he combed the following six points about classroom observation.

1. Make a "protective mirror" with "simple interactive tools" and walk into the classroom to observe.

The "simple interaction" method developed by Professor Li Junlei of Harvard University School of Education is based on this specific aspect of Fred's legacy and the integration of development theory and research evidence. By using one-page "simple interactive tools" and learning courses based on real live video, professionals can be helped to establish and maintain "communities of practice" in various environments, from children's psychology to classroom, from children's learning to children's emotions.

The use of this tool improves the frequency of classroom observation, reduces the difficulty coefficient of classroom observation, and also finds the breakthrough point and breakthrough point for studying the relationship between people.

2. One-on-one peers help each other to make "contact lenses" to simplify classroom observation.

The establishment of partnership and mutual assistance between two people is relatively safe and easy. It is an efficient way to find like-minded companions as your own observers in classroom observation. Qin Liang often asks his classmates' teachers to be his observers, and also asks teachers from different disciplines to "take classes". This kind of communication is stress-free, and it can get real feedback from peers, which is helpful and supportive for teachers' next teaching.

3. Use formative assessment tools as goggles to promote classroom observation.

On the basis of the "Observer Record Form" developed by Dr. Chen Jingjing, Qin Liang made some new attempts, such as adding students' self-evaluation cards, which made classroom observation have more dimensions to evaluate students. Students' feedback is like a pearl, which is not necessarily objective, but it must have the value of secondary research. At the same time, the teacher is given an evaluation card, and the teacher evaluates his classroom observation in this class. The arrangement of these information chains enables teachers to observe thinking visualization in class.

At the same time, we can dialectically examine the participants' cognitive level and level of the course, so that classroom observation has a sense of ceremony and work. Use the discussion time after classroom observation to share the evaluation cards of students and teachers, encourage teachers to diagnose and evaluate the classroom with microscopes and magnifying glasses of different models and multiples, and broaden the depth and breadth of teachers' classroom observation.

4. Use a wide-angle lens as a "telescope" to activate classroom observation.

Inspired by the director's "actors in place" shooting skills, Qin Liang recorded the course with four mobile phones at the same time in the classroom, one of which was located in a high place, which could capture the panoramic view of the classroom; One seat pays attention to the performance of one student in the class; A seat records a group; Qin Liang himself has a seat.

In order to continuously collect the "wonderful moments" of the students in this class, Qin Liang also unveiled a "magic weapon"-simultaneous translation book. The words and sounds captured in each class mainly come from this secret weapon, and classroom recording is no longer a problem.

Qin Liang sent such video links to Japanese, British, American and Singaporean partners or experts, who could watch the class at the same time or watch the recording and playback, and put forward sincere suggestions for improving the teaching level in Qin Liang.

5. Let the classroom observer become a "flat mirror" to reflect the classroom observation.

Qin Liang thinks that as a classroom observer, he should devote himself to the classroom, have "empathy", shift his teaching with high-order thinking, and see the real learning mode under the iceberg. When he is a classroom observer, he will adopt the "five one principles":

Lock a student to observe; Watch the activities of a group; Record a study list; Communicate with the observed students; Have a wechat exchange with the tutor.

In this way, there is a basis for classroom observation, and then four measures should be taken when sorting out classroom observation notes: (1) Don't let go of all the details recorded in the class; Attribution analysis of key events by students who have not missed the focus; Don't let go of this follow-up survey on learning quality after class; Don't let go of the modeling process of the teacher's mental journey.

Only in this way can classroom observation be targeted and rule-based, and provide real materials and experience for classroom transformation iteration.

6. Use growth training as a "magnifying glass" to release classroom observation.

When doing classroom observation, teachers will pay attention to the word "observation", but the classroom has become a fixed place subconsciously. Qin Liang believes that classroom observation should enlarge the classroom, from classroom to school, from school to community, from knowledge and teaching methods to ability and thinking, from grades and standards to emotion and accomplishment. In this way, the student-centered vision will be expanded, the in-depth understanding of students will be more thorough, and the understanding of school culture will be new.

In Qin Liang's eyes, classroom observation is not only a diagnosis of teachers' teaching quality, but also a clear portrait of students, study groups, class atmosphere and school learning environment, and even a lubricant for home-school communication and smooth home-school relationship.

Classroom observation should not only be the exclusive support of open classes, but should be ordinary and profound. Only normal classes and normal teaching can require front-line teachers to experience and observe attentively.

Classroom observation is an interactive way between people, which can promote education and human development. Through classroom observation, establishing a stable relationship can provide future students with enough "resilience" when encountering setbacks, and discover potential opportunities for children's development and teachers' professional development in every teacher-student interaction.

Everything is limited, and classroom observation still faces many problems. If you have any related ideas, please leave a message for discussion.